Semistructured interviews involve an interviewer asking some prespecified, open-ended questions, with follow-up questions based on what the interviewee has to say. This Reflections on Methodology post describes a semistructured interview protocol recently used to explore how children who experience poverty perceive their situations, their economic status, and public benefit programs.
Several jurisdictions have instituted procedures meant to affect the use of bail. To determine whether those policies have had effects, a past trend can be used to extrapolate what would have happened had business continued as usual. This post discusses how researchers did such an extrapolation in Mecklenburg, North Carolina.
Howard Bloom’s Remarks on Accepting the Peter H. Rossi Award
In a speech before the Association for Public Policy Analysis and Management Conference on November 5, 2010, Howard Bloom, MDRC’s Chief Social Scientist, accepted the Peter H. Rossi Award for Contributions to the Theory or Practice of Program Evaluation.
Strategies for Interpreting and Reporting Intervention Effects on Subgroups
This revised paper examines strategies for interpreting and reporting estimates of intervention effects for subgroups of a study sample. Specifically, the paper considers: why and how subgroup findings are important for applied research, the importance of prespecifying subgroups before analyses are conducted, and the importance of using existing theory and prior research to distinguish between subgroups for which study findings are confirmatory, as opposed to exploratory.
This paper is the first step in a study of instrumental variables analysis with randomized trials to estimate the effects of settings on individuals. The goal of the study is to examine the strengths and weaknesses of the approach and present them in ways that are broadly accessible to applied quantitative social scientists.
In some experimental evaluations of classroom- or school-level interventions, random assignment is conducted at the student level and the program is delivered at the higher level. This paper clarifies the correct causal interpretation of “program impacts” when this study design is used and discusses the implications and limitations of this research design. A real example is used to demonstrate the paper’s key points.
Planning for the Jobs-Plus Demonstration
Statistical Implications for the Evaluation of Education Programs