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Publications

Methodology

Bias and Bias Correction in Multisite Instrumental Variables Analysis of Heterogeneous Mediator Effects

October, 2012

This paper explores the use of instrumental variables analysis with a multisite randomized trial to estimate the effect of a mediating variable on an outcome.

Methodology

A Practical Guide to Regression Discontinuity

August, 2012

Despite the growing popularity of the use of regression discontinuity analysis, there is only a limited amount of accessible information to guide researchers in the implementation of this research design. This paper provides an overview of the approach and, in easy-to-understand language, offers best practices and general guidance for practitioners.

Methodology

A Bayesian Reanalysis of Results from the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project

June, 2012

Using an alternative to classical statistics, this paper reanalyzes results from three published studies of interventions to increase employment and reduce welfare dependency. The analysis formally incorporates prior beliefs about the interventions, characterizing the results in terms of the distribution of possible effects, and generally confirms the earlier published findings.

Methodology

Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment

An Empirical Assessment Based on Four Recent Evaluations

October, 2011

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.

Methodology

Designing and Analyzing Studies That Randomize Schools to Estimate Intervention Effects on Student Academic Outcomes Without Classroom-Level Information

April, 2011

This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three levels of clustering (students in classrooms in schools) — to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.

Methodology

Using Covariates to Improve Precision

Empirical Guidance for Studies That Randomize Schools to Measure the Impacts of Educational Interventions

November, 2005

This paper examines how controlling statistically for baseline covariates (especially pretests) improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement.