NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED669555
Record Type: Non-Journal
Publication Date: 2017
Pages: N/A
Abstractor: As Provided
ISBN: 978-1-4739-5398-7
ISSN: N/A
EISSN: N/A
Available Date: 2016-10-27
An Evaluation of School Improvement Grants Using Regression Discontinuity and Quasi-Experimental Designs. Sage Research Methods Cases Part 2
Jonathan Nakamoto; Staci J. Wendt; John A. Rice; Juan Carlos Bojorquez; Anthony Petrosino
Sage Research Methods Cases
This case study describes the use of a regression discontinuity design and a quasi-experimental design to evaluate the impact of School Improvement Grants on high school students' reading, mathematics, and science achievement. The high schools that participated in the School Improvement Grant program were very low performing and received approximately US $1 million a year to help turnaround their academic performance. The schools' scores on their applications for School Improvement Grant funding were used as the assignment variable in the regression discontinuity design. We conducted a number of sensitivity analyses to determine whether the estimates of program impact varied across the two research designs. The study is a demonstration of the use of regression discontinuity design in a real-world setting and showed that researchers can have more confidence in their findings when the results from multiple designs are consistent with one another. Overall, the results do not indicate that the School Improvement Grant program positively impacted the high school students' reading, mathematics, and science achievement during the program's first 2 years. [This content is provided in the format of an e-book.]
Sage Research Methods Cases. 2455 Teller Road Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: https://methods-sagepub-com.bibliotheek.ehb.be/Cases
Publication Type: Books; Non-Print Media; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A