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
Planning for the Jobs-Plus Demonstration
Statistical Implications for the Evaluation of Education Programs