This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three levels of clustering (students in classrooms in schools) — to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.
Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.
Methodological Lessons from an Evaluation of Accelerated Schools
The Effects of Program Management and Services, Economic Environment, and Client Characteristics
Statistical Implications for the Evaluation of Education Programs