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Download full textXu, Zeyu; Nichols, Austin – National Center for Analysis of Longitudinal Data in Education Research, 2010
The gold standard in making causal inference on program effects is a randomized trial. Most randomization designs in education randomize classrooms or schools rather than individual students. Such "clustered randomization" designs have one principal drawback: They tend to have limited statistical power or precision. This study aims to…
Descriptors: Test Format, Reading Tests, Norm Referenced Tests, Research Design
Gabriel, Blyth Riegel; And Others – 1977
An evaluation system for use with Elementary and Secondary Education Act (ESEA) Title I programs has been developed by RMC Research Corporation of Mountain View, California under contract with USOE. The system presently addresses cognitive achievement impact using three statistical designs, each of which may be implemented using either norm…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
Horst, Donald P.; Tallmadge, G. Kasten – 1976
The orientation of this report is that of identifying educational projects which can be considered clearly exemplary. The largest section consists of a 22-step procedure for validating the effectiveness of educational projects using existing evaluation data. It is not intended as a guide for conducting evaluations but rather for interpreting data…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
