Julian R. Betts, Andrew C. Zau, Karen Volz Bachofer, Dina Polichar
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引用次数: 0
Abstract
The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students’ areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement and also on demographics. A difference-in-difference analysis finds a significant increase of about 0.11 standard deviation in test scores per year for students in the program schools. Supplementary event study and synthetic control analyses to detect year-by-year effects lack precision but are weakly suggestive of a smaller impact in year 1 than later years. A cost analysis considers the affordability of extending similar programs.
期刊介绍：
As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
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