Randomized evaluations of educational technology produce log data as a bi-product: highly granular data on student and teacher usage. These datasets could shed light on causal mechanisms, effect heterogeneity, or optimal use. However, there are methodological challenges: implementation is not randomized and is only defined for the treatment group,…

The gold-standard for evaluating the effect of an educational intervention on student outcomes is running a randomized controlled trial (RCT). However, RCTs may often be small due to logistical considerations, and resulting treatment effect estimates may lack precision. Recent methods improve experimental precision by incorporating information…

The gold-standard for evaluating the effect of an educational intervention on student outcomes is running a randomized controlled trial (RCT). However, RCTs may often be small due to logistical considerations, and resulting treatment effect estimates may lack precision. Recent methods improve experimental precision by incorporating information…

Recent methods have sought to improve precision in randomized controlled trials (RCTs) by utilizing data from large observational datasets for covariate adjustment. For example, consider an RCT aimed at evaluating a new algebra curriculum, in which a few dozen schools are randomly assigned to treatment (new curriculum) or control (standard…

Background/Context: Early childhood education research has consistently found evidence of immediate, positive effects on developmental outcomes. Despite these strong initial benefits, follow-up analyses often reveal that these effects fadeout in the years following participation (e.g., Bailey et al., 2017, Clements et al., 2013; Lipsey et al.…

Designing, developing, and implementing a multi-year randomized control trial targeting what works in gifted education mathematics study is challenging, at best. In response to the United States Department of Education's Institute of Education Sciences request for proposal, we carefully constructed a mixed-methods study by assembling a diverse…

This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary…