No universal guideline exists for judging the practical importance of a standardized effect size, a measure of the magnitude of an intervention’s effects. This working paper argues that effect sizes should be interpreted using empirical benchmarks — and presents three types in the context of education research.
Methodological Lessons from an Evaluation of Accelerated Schools
New Directions in Evaluations of American Welfare-to-Work and Employment Initiatives
The Effects of Program Management and Services, Economic Environment, and Client Characteristics