This paper examines the properties of two nonexperimental study designs that can be used in educational evaluation: the comparative interrupted time series (CITS) design and the difference-in-difference (DD) design. The paper looks at the internal validity and precision of these two designs, using the example of the federal Reading First program as implemented in a midwestern state.
This paper presents a conceptual framework for designing and interpreting research on variation in program effects. The framework categorizes the sources of program effect variation and helps researchers integrate the study of variation in program effectiveness and program implementation.
An Empirical Assessment Based on Four Recent Evaluations
This reference report, prepared for the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES), uses data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test.
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.
This paper provides a detailed discussion of the theory and practice of modern regression discontinuity. It describes how regression discontinuity analysis can provide valid and reliable estimates of general causal effects and of the specific effects of a particular treatment on outcomes for particular persons or groups.
This paper provides practical guidance for researchers who are designing studies that randomize groups to measure the impacts of educational interventions.