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Exploring the Effects of a Social-Emotional Learning Intervention in Brazilian Primary Schools: Findings from Year Two of Implementation J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-04-19 Dana Charles McCoy, Emily C. Hanno, Fei Tan, Gabriela Fonseca, Vladimir Pinheiro Ponczek, Cristine Campos de Xavier Pinto
Despite rising demand, evidence regarding the effectiveness of social-emotional learning (SEL) programs implemented at scale in low- and middle-income countries remains limited. Building on an earl...
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Forced to Redshirt: Quasi-Experimental Impacts of Delayed Kindergarten Entry J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-04-19 Jade Marcus Jenkins, C. Kevin Fortner
Parents consider whether to enroll their child in kindergarten on time, or to delay entry, known as “redshirting.” States have also moved their birthdate cutoffs to earlier in the year to create ol...
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Closing the Gap: A Conceptual Replication of an Early Reading Intervention J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-04-02 Oddny Judith Solheim, Njål Foldnes, Bente Rigmor Walgermo, Kari Kolbjørnsen Bjerke, Inga Kjerstin Birkedal, Per Henning Uppstad, Kjersti Lundetræ
This study presents results from a conceptual replication of a promising early reading intervention. The On Track program, previously found to be effective in a researcher-driven and tightly contro...
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The Benefits of Familiarity: The Effects of Repeated Student-Teacher Matching on School Discipline J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-03-20 NaYoung Hwang
Using administrative data from elementary school students in Indiana, I investigate the effects of having the same teacher for two consecutive years on school disciplinary outcomes. Controlling for...
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The Effects of Grade Retention on High School Outcomes: Evidence from New York City Schools J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-03-18 Louis T. Mariano, Paco Martorell, Tiffany Berglund
This study examines the causal impact of grade retention on high school attainment outcomes. We use administrative data on New York City public school students and a regression discontinuity design...
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Quantifying and Predicting Variation in the Medium-Term Effects of an Oversubscribed Prekindergarten Program J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-03-13 Rebecca Unterman, Christina Weiland
While there is a consensus that attending prekindergarten better prepares children for kindergarten and that effects can last into elementary school, there is little evidence on variation in these ...
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Mentors Matter Recruitment Replication & Extension: Investigating Effects Across Implementation Years J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-12 Matthew Ronfeldt, Emanuele Bardelli, Matthew Truwit, Kevin Schaaf, Julie Baker
The Mentors Matter Recruitment initiative leveraged state administrative data to recommend and successfully recruit more instructionally effective and experienced teachers to serve as clinical ment...
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Statistical Power Analysis for Univariate Meta-Analysis: A Three-Level Model J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-04 Bixi Zhang, Spyros Konstantopoulos
This study extends prior work on power analysis in two-level meta-analysis and provides methods on power analysis for univariate three-level meta-analysis. In a three-level hierarchical structure e...
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Reading Aloud to Children, Social Inequalities and Vocabulary Development: Evidence from a Randomized Controlled Trial J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-03 Carlo Barone, Denis Fougère, Karine Martel
This article presents the results of an RCT assessing the impact of a Shared Book Reading (SBR) intervention that targeted children aged 4 attending kindergarten. We selected a large, random sample...
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Redefining Populations of Inference for Generalizations from Small Studies J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-03 Wendy Chan, Jimin Oh, Katherine J. Wilson
Over the past decade, propensity score-based methods have made an important contribution to the improvement of generalizations from educational studies. However, an important limitation is that man...
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Estimating Treatment Effects with the Explanatory Item Response Model J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-03 Joshua B. Gilbert
This simulation study examines the characteristics of the Explanatory Item Response Model (EIRM) when estimating treatment effects when compared to classical test theory (CTT) sum and mean scores a...
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The Impacts of a Standards-Based Grading System Emphasizing Formative Assessment, Feedback, and Re-Assessment: A Mixed Methods, Cluster Randomized Control Trial in Ninth Grade Mathematics Classrooms J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-03 Steven L. Kramer, Michael A. Posner, Alexander S. Browman, Nancy R. Lawrence, Jennifer Roem, Kathleen Krier
We investigated the impact in ninth-grade mathematics classrooms of Proficiency-based Assessment and Reassessment of Learning Outcomes (PARLO), a standards-based grading system. Key components of P...
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Intervention Effect or Measurement Artifact? Using Invariance Models to Reveal Response-Shift Bias in Experimental Studies J. Res. Educ. Eff. (IF 2.217) Pub Date : 2024-01-03 Margarita Olivera-Aguilar, Samuel H. Rikoon
One aspect usually overlooked in studies evaluating the efficacy of educational interventions, is the extent to which posttest responses reflect actual changes in targeted latent constructs versus ...
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Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-12-07 James C. DiPerna, Susan Crandall Hart, Pui-Wa Lei, Tianying Sun, Hui Zhao, Kyle Husmann, Xinyue Li
The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schoo...
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Reading Skills Transfer Best from Home Language to a Second Language: Policy Lessons from Two Field Experiments in South Africa J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-12-07 Nompumelelo Mohohlwane, Stephen Taylor, Jacobus Cilliers, Brahm Fleisch
In many countries, children need to become proficient in both their home language (L1) and an international language, such as English (L2). Governments face tradeoffs in how to prioritize these two...
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Is Reputational Pressure Enough to Create Competitive School Choice Effects? Evidence from Seoul’s School Choice Policy J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-11-29 Youngran Kim, Ron Zimmer
During the pandemic, a number of states instituted hold-harmless funding policies to protect school district financially from declining enrollments. In addition, some school choice policies have pr...
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Effective School District Policies and Practices: Synthesizing Theoretical Frameworks and Empirical Findings across Disciplines J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-11-20 David Blazar, Beth Schueler
What guidance does research provide about how to improve school district performance in the United States? Despite over 30 years of inquiry on the topic of effective districts, existing frameworks ...
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Three-Year Outcomes for Low-Income Parents of Young Children in a Two-Generation Education Program J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-11-09 Elise Chor, P. Lindsay Chase-Lansdale, Teresa Eckrich Sommer, Terri Sabol, Lauren Tighe, Jeanne Brooks-Gunn, Hirokazu Yoshikawa, Amanda Morris, Christopher King
Increasingly, parents of young children need postsecondary credentials to compete in the labor market and meet basic family needs. This study uses a quasi-experimental design to examine the effects...
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Using Existing School Messaging Platforms to Inform Parents about Their Child’s Attendance J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-11-02 Tareena Musaddiq, Alexa Prettyman, Jonathan Smith
School attendance is strongly associated with academic success and high school completion, but approximately one-in-seven students miss nearly one month of school each year. To address absenteeism,...
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Cost-Effectiveness of Algebraic Technological Applications J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-10-23 Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee
COVID-19 contributed to the largest student performance decline in mathematics since 1990. The nation needs cost-effective mathematic interventions to address this drop and improve students’ mathem...
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Can a Developmental Education Reform Promote Momentum to Mid-Term and Longer-Term Student Success? Evidence from Florida J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-10-24 Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu
Developmental education reform has shown promising evidence toward improving short-term outcomes, yet questions remain about whether these early gains contribute momentum toward mid-term and longer...
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Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-10-20 Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui
We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary educatio...
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Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-08-23 Amy C. Crosson, Richard Correnti, Lindsay Clare Matsumura, Margaret G. McKeown
Abstract We examined the effects of a text-based argument writing intervention, Triple Q, on argument writing skills in a cluster-randomized trial where groups of middle schools were assigned to conditions within school-level SES blocks. The intervention comprised three 15-day units. Students read and discussed argument texts representing different positions on a policy-related question; examined the
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The Long-Term Effects of Grade Retention: Evidence on Persistence through High School and College J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-08-15 Matthew F. Larsen, Jon Valant
Abstract Debates about grade retention weigh the academic benefits of remediation against its social and psychological costs. Louisiana adopted a retention policy aimed at capturing these benefits while mitigating the harm. It used test score thresholds to distinguish between retention in grade 8, promotion to grade 9, and a grade “8.5” where students would move with their peers to high school (social
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The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-08-15 Kelly McGinn, Laura Young, Alexandra Huyghe, Julie Booth
Abstract Recent work has demonstrated that having students study worked examples and answer self-explanation prompts as part of their problem-solving practice improves learning on researcher-developed measures of mathematical proficiency. However, little work has been done to date to investigate whether these benefits translate to improvements on the types of standardized assessments typically used
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High-Stakes Testing and Educational Careers: Exploiting the Differences in Cutoffs Between Test Recommendations in The Netherlands J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-08-15 Madelon Jacobs, Rolf van der Velden, Lynn van Vugt
Abstract In many countries, high-stakes tests play an important role in allocating students to prestigious tracks and schools in secondary education or to prestigious programs and colleges in tertiary education. It is not clear what happens if the cutoff points in these tests are systematically lowered. Will this affect subsequent educational careers? This paper exploits the market entrance of two
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Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-08-15 Izaak Dekker, Michaéla Schippers, Erik Van Schooten
Abstract A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention
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How Evidence Clearinghouses Can Avoid the Winner’s Curse J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-07-19 Jeffrey C. Valentine
Abstract Published studies of intervention effects probably report effect sizes that are larger than the true effect size. There are probably many reasons for this, but one can be thought of as a “winner’s curse.” In this essay, I discuss evidence from two recent studies that highlight how evidence clearinghouses might inadvertently expose themselves to the winner’s curse, describe reasonable and unreasonable
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Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-07-19 Stacey L. Brockman
This paper presents results from an experimental evaluation of an intervention designed to enhance virtual student support. During the 2019–2020 school year, randomly selected mentors in a school-b...
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A Chain as Strong as Its Strongest Link? Understanding the Causes and Consequences of Biases Arising from Selective Analysis and Reporting of Research Results J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-07-18 Andrew Gelman
Abstract In policy analysis it is common for there to be selection bias in reporting and publishing. We discuss some potential policy implications of systematic overreporting of positive and statistically significant results which leads to a feedback loop of bad studies, repeatedly spinning off unrealistic optimism followed by disappointment.
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A Strong Case for Rethinking Causal Inference J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-06-14 John Deke
Abstract Using compelling empirical strategies and sound reasoning, Simpson and Sims et al. ably contribute to our growing understanding of inferential errors that arise when filtering research findings using statistical significance. Drawing on the “Type M” (magnitude) and “Type S” (sign) errors described by Gelman and Carlin, both articles demonstrate that large Type M errors almost certainly exist
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Long-Term Impacts of Reading Recovery through 3rd and 4th Grade: A Regression Discontinuity Study J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-05-23 Henry May, Aly Blakeney, Pragya Shrestha, Mia Mazal, Nicole Kennedy
Abstract To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011–2015) and also in one additional cohort during the 2016–2017 school year. Long-term outcomes were measured by collecting scale
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A Knowledge Mobilization Framework: Toward Evidence-Based Statistical Communication Practices in Education Research J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-05-22 Kaitlyn G. Fitzgerald, Elizabeth Tipton
Abstract The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we should directly study strategies for disseminating
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Choosing the Right Tool for the Job: Screening Tools for Systematic Reviews in Education J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-05-11 Qiyang Zhang, Amanda Neitzel
Abstract In recent years, the rapid development of artificial intelligence has enabled the launch of many new screening tools. This review aims to facilitate screening tool selection through a systematic narrative review and feature analysis. The current adoption rate of transparent tool reporting is low: by screening 191 studies published in the Review of Educational Research since 2015, we found
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Directional Links Between Students’ Perceptions of School Climate and Academic Performance in Urban Schools J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-05-08 Adam Voight, Regina Giraldo-García, Laura Fogarty, Steven Sanders, Alexandrea R. Golden, Matthew Linick, Elisabeth Davis
School climate is theoretically important for the academic achievement of students in urban schools because safety and support at school may compensate for negative structural forces experienced el...
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Item Response Theory Models for Difference-in-Difference Estimates (and Whether They Are Worth the Trouble) J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-04-24 James Soland
When randomized control trials are not possible, quasi-experimental methods often represent the gold standard. One quasi-experimental method is difference-in-difference (DiD), which compares change...
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A Multisite Randomized Study of an Online Learning Approach to High School Credit Recovery: Effects on Student Experiences and Proximal Outcomes J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-04-13 Jordan Rickles, Margaret Clements, Iliana Brodziak de los Reyes, Mark Lachowicz, Shuqiong Lin, Jessica Heppen
Abstract Online credit recovery will likely expand in the coming years as school districts try to address increased course failure rates brought on by the coronavirus pandemic. Some researchers and policymakers, however, raise concerns over how much students learn in online courses, and there is limited evidence about the effectiveness of online credit recovery. This article presents findings from
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Using a Multi-Site RCT to Predict Impacts for a Single Site: Do Better Data and Methods Yield More Accurate Predictions? J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-04-13 Robert B. Olsen, Larry L. Orr, Stephen H. Bell, Elizabeth Petraglia, Elena Badillo-Goicoechea, Atsushi Miyaoka, Elizabeth A. Stuart
Multi-site randomized controlled trials (RCTs) provide unbiased estimates of the average impact in the study sample. However, their ability to accurately predict the impact for individual sites out...
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Supporting Teachers in Argument Writing Instruction at Scale: A Replication Study of the College, Career, and Community Writers Program (C3WP) J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-04-11 Nicole L. Arshan, C. J. Park, Rebecca Goetz
This article provides a replication study of the National Writing Project’s College, Career, & Community Writers Program (C3WP), which was found to be effective at improving student writing quality...
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Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit? J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-04-10 Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Sara A. Hart
Abstract Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading instruction and intensive reading interventions. In
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Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-03-30 Henrik Daae Zachrisson, Eric Dearing, Nicolai Topstad Borgen, Astrid Marie Jorde Sandsør, Lynn A. Karoly
We estimated the effects of Norway’s universal ECEC program—expanding access to 1- and 2-year-olds starting in the early 2000s—on standardized math and achievement tests in 5th grade (age 10) using...
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Multilevel Modeling Resolves Ambiguities in Analyses of Discipline Disproportionality: A Demonstration Comparing Title 1 Montessori and Non-Montessori Schools J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-03-21 Lee LeBoeuf, Jacob Goldstein-Greenwood, Angeline S. Lillard
Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discip...
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The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes† J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-03-20 Elizabeth Swanson, Alicia A. Stewart, Elizabeth A. Stevens, Nancy K. Scammacca, Philip Capin, Bethany H. Bhat, Greg Roberts, Sharon Vaughn
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers im...
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Changing the Odds: Student Achievement after Introduction of a Middle School Math Intervention J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-03-15 Julian R. Betts, Andrew C. Zau, Karen Volz Bachofer, Dina Polichar
The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students’ areas of need and to design lesson...
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Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-02-21 Martin Brunner, Sophie E. Stallasch, Oliver Lüdtke
To assess the meaningfulness of an intervention effect on students’ achievement, researchers may apply empirical benchmarks as standards for comparisons, involving normative expectations for studen...
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Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-02-17 Matthew E. Foster
Despite the surge in efficacy studies, the relative effectiveness of any two math interventions is largely unknown and replications are rare. To ensure that students benefit from high-quality learn...
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The Impact of a Virtual Coaching Program to Improve Instructional Alignment to State Standards J. Res. Educ. Eff. (IF 2.217) Pub Date : 2023-01-25 Toni M. Smith, Michael S. Garet, Mengli Song, Drew Atchison, Andrew Porter
This study assesses the impact of a 2-year virtual coaching program on teacher and student outcomes. The program—Feedback on Alignment and Support for Teachers (FAST)—was intended to deepen teacher...
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Contextual Characteristics Inside and Outside of School Walls as Predictors of Differential Effectiveness in Teacher Professional Development J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-20 Terri J. Sabol, Dana Charles McCoy, Kathryn Gonzalez, Emily Hanno, Andrea Busby, Wendy Wei, Jason Downer
The current study examined the contexts in which a preschool teacher professional development intervention was more versus less effective in improving student outcomes. We used a fixed intercept, r...
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The Effect of Active Learning Professional Development Training on College Students’ Academic Outcomes J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-20 Elizabeth S. Park, Di Xu
Growing literature documents the promise of active learning instruction in engaging students in college classrooms. Accordingly, faculty professional development (PD) programs on active learning ha...
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Experimental Design and Statistical Power for Cluster Randomized Cost-Effectiveness Trials J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-19 Wei Li, Nianbo Dong, Rebecca Maynarad, Jessaca Spybrook, Ben Kelcey
Cluster randomized trials (CRTs) are commonly used to evaluate educational interventions, particularly their effectiveness. Recently there has been greater emphasis on using these trials to explore...
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Remedial Programming and Skill-Targeted SEL in Low-Income and Crisis-Affected Contexts: Experimental Evidence From Niger J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-12 Lindsay E. Brown, Ha Yeon Kim, Carly Tubbs Dolan, Autumn Brown, Jennifer Sklar, J. Lawrence Aber
Despite substantial cross-national interest in remedial programming as a way to support low-achieving students, evidence of its effectiveness is rare, particularly in low-income and/or crisis-affec...
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Conjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-12 Timothy Lycurgus, Ben B. Hansen, Mark White
We present an aggregation scheme that increases power in randomized controlled trials and quasi-experiments when the intervention possesses a robust and well-articulated theory of change. Intervent...
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Improving Children’s Understanding of Mathematical Equivalence: An Efficacy Study J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-07 Jodi L. Davenport, Yvonne S. Kao, Kristen N. Johannes, Caroline Byrd Hornburg, Nicole M. McNeil
A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children’s Understanding of Equivalence (ICUE) intervention integrate...
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Evidence Gap Maps in Education Research J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-12-01 Joshua R. Polanin, Qi Zhang, Joseph A. Taylor, Ryan T. Williams, Megha Joshi, Lauren Burr
Abstract Systematic reviews and meta-analyses are important techniques because they synthesize results from multiple primary studies on a similar topic. To influence policy, practice, and research, however, synthesis researchers must translate the results for various audiences. Ideally, the translation drives future research agendas, informs policymaking, or assists in practical decision-making. An
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The Uncertain Role of Educational Software in Remediating Student Learning: Regression Discontinuity Evidence from Three Local Education Agencies J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-11-30 Sidrah Baloch, Thomas J. Kane, Ethan Scherer, Douglas O. Staiger
Abstract Educators must balance the needs of students who start the school year behind grade level with their obligation to teach grade-appropriate content to all students. Educational software could help educators strike this balance by targeting content to students’ differing levels of mastery. Using a regression discontinuity design and detailed software log and administrative data, we compare two
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How Do the Impacts of Healthcare Training Vary with Credential Length? Evidence from the Health Profession Opportunity Grants Program J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-11-23 Daniel Litwok, Laura R. Peck, Douglas Walton
Abstract This article estimates earnings impacts for those who completed long-term college credentials (degrees or college certificates requiring a year or more of study) and those who did not in an experimental evaluation of a federally-funded sectoral job training program. The experimental evaluation found no overall impact of the program on earnings, but we explore whether impacts vary by the long-term
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Overlap Violations in Clustered Observational Studies of Educational Interventions J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-11-21 Luke Keele, Matthew Lenard, Lindsay Page
In education settings, treatments are often non-randomly assigned to clusters, such as schools or classrooms, while outcomes are measured for students. This research design is called the clustered ...
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Selecting Districts and Schools for Impact Studies in Education: A Simulation Study of Different Strategies J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-11-08 Daniel Litwok, Austin Nichols, Azim Shivji, Robert B. Olsen
Abstract Experimental studies of educational interventions are rarely based on representative samples of the target population. This simulation study tests two formal sampling strategies for selecting districts and schools from within strata when they may not agree to participate if selected: (1) balanced selection of the most typical district or school within each stratum; and (2) random selection
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A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-11-01 Beth E. Schueler, Daniel Rodriguez-Segura
Abstract Covid-19 school closures generated interest in tutoring to make up for lost learning time. Tutoring is backed by rigorous research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone calls in Kenya when schools were closed. Schools (n = 105) were randomly assigned for 3rd, 5th and 6th graders (n = 8,319) to receive one of two versions
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Propensity Score Methods and Difference-in-Differences with an Exogenous Time-Varying Confounder: Evaluation of Methods J. Res. Educ. Eff. (IF 2.217) Pub Date : 2022-11-01 Peter Boedeker
Abstract Quasi-experimental designs (QEDs) are used to estimate a treatment effect without randomization. Confounders have a causal relationship with the outcome and probability of treatment adoption and if unaccounted for can bias treatment effect estimates. A variable considered a confounder prior to treatment can change after treatment has occurred (i.e., a time-varying confounder) not as a result