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This paper, originally published in Evaluation Review, provides researchers with new information about the values of the key design parameters needed for planning randomized controlled trial evaluations of interventions in community colleges.
An Empirical Assessment Based on Four Recent Evaluations
This reference report, prepared for the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES), uses data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test.
Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.
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