Pub Date : 2022-04-26DOI: 10.1080/19345747.2022.2054885
Tolani A. Britton
Abstract This article looks at whether the Great Recession led to changes in two-year and four-year college enrollment patterns for students aged 18–24. In particular, I examine how the probability of enrollment changed for Black and Latinx students. It is not initially clear whether the Great Recession would increase or decrease college enrollment for these populations. On the one hand, higher unemployment rates could prompt people to enroll in college, but on the other, reduced credit availability could decrease an individual’s ability to cover costs. I use the severity of the recession in different states to compare how enrollment changed in states that had relatively larger increases in the unemployment rates during the recession using the Current Population Survey (CPS) October Education supplements from 2002 to 2012 as the data source. I find that the probability of college enrollment increased after the onset of the Great Recession for Black students. There is some weak evidence that enrollment might have increased for Latinx students. Enrollment was not more likely in states with higher than average unemployment rates.
{"title":"College or Bust… or Both: The Effects of the Great Recession on College Enrollment for Black and Latinx Young Adults","authors":"Tolani A. Britton","doi":"10.1080/19345747.2022.2054885","DOIUrl":"https://doi.org/10.1080/19345747.2022.2054885","url":null,"abstract":"Abstract This article looks at whether the Great Recession led to changes in two-year and four-year college enrollment patterns for students aged 18–24. In particular, I examine how the probability of enrollment changed for Black and Latinx students. It is not initially clear whether the Great Recession would increase or decrease college enrollment for these populations. On the one hand, higher unemployment rates could prompt people to enroll in college, but on the other, reduced credit availability could decrease an individual’s ability to cover costs. I use the severity of the recession in different states to compare how enrollment changed in states that had relatively larger increases in the unemployment rates during the recession using the Current Population Survey (CPS) October Education supplements from 2002 to 2012 as the data source. I find that the probability of college enrollment increased after the onset of the Great Recession for Black students. There is some weak evidence that enrollment might have increased for Latinx students. Enrollment was not more likely in states with higher than average unemployment rates.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"16 1","pages":"36 - 62"},"PeriodicalIF":1.8,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47787912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-26DOI: 10.1080/19345747.2022.2054480
R. French, A. Sariaslan, H. Larsson, D. Kneale, G. Leckie
Abstract While the family is a critical determinant of educational achievement, methodological difficulties and the availability of data limit estimation of the family contribution in school effectiveness models. This study uses multilevel modeling to estimate the proportion of variation in student educational achievement between families, family-level intraclass correlation coefficients, and specific family structure effects (family size, birth order, birth spacing, sibling sex ratio). We use cross-classified random effects to account for school and neighborhood variation. We analyze Swedish administrative education records linked with birth records for four academic cohorts of students, with siblings identified from a wider pool of 21 cohorts. We show that almost half of the variation in student achievement described as “between students” in traditional school effectiveness studies would be better described as variation “between families,” suggesting effectiveness research might give greater consideration to family-based interventions in tandem with existing student- and school-based approaches to raising low achievement.
{"title":"Estimating the Importance of Families in Modeling Educational Achievement Using Linked Swedish Administrative Data","authors":"R. French, A. Sariaslan, H. Larsson, D. Kneale, G. Leckie","doi":"10.1080/19345747.2022.2054480","DOIUrl":"https://doi.org/10.1080/19345747.2022.2054480","url":null,"abstract":"Abstract While the family is a critical determinant of educational achievement, methodological difficulties and the availability of data limit estimation of the family contribution in school effectiveness models. This study uses multilevel modeling to estimate the proportion of variation in student educational achievement between families, family-level intraclass correlation coefficients, and specific family structure effects (family size, birth order, birth spacing, sibling sex ratio). We use cross-classified random effects to account for school and neighborhood variation. We analyze Swedish administrative education records linked with birth records for four academic cohorts of students, with siblings identified from a wider pool of 21 cohorts. We show that almost half of the variation in student achievement described as “between students” in traditional school effectiveness studies would be better described as variation “between families,” suggesting effectiveness research might give greater consideration to family-based interventions in tandem with existing student- and school-based approaches to raising low achievement.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"16 1","pages":"106 - 133"},"PeriodicalIF":1.8,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.1080/19345747.2022.2051652
Sam Sims, Jake Anders, Laura Zieger
Abstract Comparative interrupted time series (CITS) designs evaluate impact by modeling the relative deviation from trends among a treatment and comparison group after an intervention. The broad applicability of the design means it is widely used in education research. Like all non-experimental evaluation methods however, the internal validity of a given CITS evaluation depends on assumptions that cannot be directly verified. We provide an empirical test of the internal validity of CITS by conducting four within-study comparisons of school-level interventions previously evaluated using randomized controlled trials. Our estimate of bias across these four studies is 0.03 school-level (or 0.01 pupil-level) standard deviations. The results suggest well-conducted CITS evaluations of similar school-level education interventions are likely to display limited bias.
{"title":"The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons","authors":"Sam Sims, Jake Anders, Laura Zieger","doi":"10.1080/19345747.2022.2051652","DOIUrl":"https://doi.org/10.1080/19345747.2022.2051652","url":null,"abstract":"Abstract Comparative interrupted time series (CITS) designs evaluate impact by modeling the relative deviation from trends among a treatment and comparison group after an intervention. The broad applicability of the design means it is widely used in education research. Like all non-experimental evaluation methods however, the internal validity of a given CITS evaluation depends on assumptions that cannot be directly verified. We provide an empirical test of the internal validity of CITS by conducting four within-study comparisons of school-level interventions previously evaluated using randomized controlled trials. Our estimate of bias across these four studies is 0.03 school-level (or 0.01 pupil-level) standard deviations. The results suggest well-conducted CITS evaluations of similar school-level education interventions are likely to display limited bias.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"876 - 897"},"PeriodicalIF":1.8,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.1080/19345747.2022.2054481
Diego Catalán Molina, Tenelle Porter, Catherine Oberle, Misha D. Haghighat, Afiya C. Fredericks, Kristen Budd, Sylvia Roberts, L. Blackwell, Kali Trzesniewski
Abstract Recent studies have suggested that quality of delivery matters to achieve better student outcomes in the context of school interventions. However, studies rarely measure quality of delivery and test its association with students’ outcomes, perhaps due to lack of clarity regarding how to measure it. Here, we offer recommendations on how to select or design measures of quality of delivery. These recommendations focus on identifying teaching practices that help students to develop proximal outcomes during the delivery of an intervention. Additionally, we illustrate an application of these recommendations to the study of quality of delivery in a cluster-randomized efficacy study of Brainology, a program that promotes students’ motivation and learning. We found that, although teachers fluctuated in their quality of delivery across lessons, students who received the intervention with higher quality of delivery on average increased more in targeted proximal outcomes (effort beliefs and learning goals) than students exposed to low quality. We discuss these results in terms of their implications for measuring quality of delivery, supporting teachers, and studying the conditions that make school interventions successful.
{"title":"How to Measure Quality of Delivery: Focus on Teaching Practices That Help Students to Develop Proximal Outcomes","authors":"Diego Catalán Molina, Tenelle Porter, Catherine Oberle, Misha D. Haghighat, Afiya C. Fredericks, Kristen Budd, Sylvia Roberts, L. Blackwell, Kali Trzesniewski","doi":"10.1080/19345747.2022.2054481","DOIUrl":"https://doi.org/10.1080/19345747.2022.2054481","url":null,"abstract":"Abstract Recent studies have suggested that quality of delivery matters to achieve better student outcomes in the context of school interventions. However, studies rarely measure quality of delivery and test its association with students’ outcomes, perhaps due to lack of clarity regarding how to measure it. Here, we offer recommendations on how to select or design measures of quality of delivery. These recommendations focus on identifying teaching practices that help students to develop proximal outcomes during the delivery of an intervention. Additionally, we illustrate an application of these recommendations to the study of quality of delivery in a cluster-randomized efficacy study of Brainology, a program that promotes students’ motivation and learning. We found that, although teachers fluctuated in their quality of delivery across lessons, students who received the intervention with higher quality of delivery on average increased more in targeted proximal outcomes (effort beliefs and learning goals) than students exposed to low quality. We discuss these results in terms of their implications for measuring quality of delivery, supporting teachers, and studying the conditions that make school interventions successful.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"898 - 923"},"PeriodicalIF":1.8,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47574631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Nigeria is home to more out-of-school (OOS) children than any other country on Earth. More than 10.2 million children match that description throughout Nigeria, a conflict-affected country that grapples with long-standing challenges of entrenched poverty and weak governance. We used a randomized control trial (RCT) with 1,723 out of school children, ages 9–14 (850 treatment and 873 control), to determine the impact of an accelerated learning program (ALP) on the literacy, numeracy and social-emotional learning (SEL) outcomes of OOS children in Northeast Nigeria and gathered qualitative and costing data to determine stakeholder’s experiences with the program and the cost of implementation. Results show that at an average cost of £66 (2018 GBP) per child for 7 months of service, the program had positive, small to medium, and statistically significant effects on children’s literacy and numeracy skills, but no effects on SEL outcomes. We include subgroup analysis to identify baseline equity gaps and the differential impact of the intervention by gender, displacement status and mother tongue language. We discuss limitations and policy and practices implications of these findings.
{"title":"The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial","authors":"Silvia Diazgranados Ferráns, Jeongmin Lee, Chinedu Ohanyido, Kayla Hoyer, Adane Miheretu","doi":"10.1080/19345747.2022.2037799","DOIUrl":"https://doi.org/10.1080/19345747.2022.2037799","url":null,"abstract":"Abstract Nigeria is home to more out-of-school (OOS) children than any other country on Earth. More than 10.2 million children match that description throughout Nigeria, a conflict-affected country that grapples with long-standing challenges of entrenched poverty and weak governance. We used a randomized control trial (RCT) with 1,723 out of school children, ages 9–14 (850 treatment and 873 control), to determine the impact of an accelerated learning program (ALP) on the literacy, numeracy and social-emotional learning (SEL) outcomes of OOS children in Northeast Nigeria and gathered qualitative and costing data to determine stakeholder’s experiences with the program and the cost of implementation. Results show that at an average cost of £66 (2018 GBP) per child for 7 months of service, the program had positive, small to medium, and statistically significant effects on children’s literacy and numeracy skills, but no effects on SEL outcomes. We include subgroup analysis to identify baseline equity gaps and the differential impact of the intervention by gender, displacement status and mother tongue language. We discuss limitations and policy and practices implications of these findings.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"655 - 686"},"PeriodicalIF":1.8,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.1080/19345747.2022.2037798
K. Smolkowski, H. Walker, Brion Marquez, Derek B. Kosty, C. Vincent, Carey Black, Gulcan Cil, L. Strycker
Abstract This paper reports the results of a randomized controlled trial evaluating We Have Skills, a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817 of their students. On key outcomes of student academically related behavioral skills and classroom adjustment, intervention teachers reported greater gains for their students than comparison teachers (Hedges’s g ≥ 0.19). Baseline scores moderated effects, demonstrating greater differences between conditions for initially struggling students. Intervention teachers also reported greater improvements on their sense of self-efficacy for classroom management and concerns about student behavior (|g| ≥ 0.30) relative to comparison teachers. Effect sizes were similar to or greater than those reported for similar programs, and an economic analysis suggested that We Have Skills was less costly than many. The findings support cost-effective solutions that teach social–behavioral skills in early elementary grades—and suggest that such programs may be especially beneficial for students who struggle with academically related behaviors.
{"title":"Evaluation of a Social Skills Program for Early Elementary Students: We Have Skills","authors":"K. Smolkowski, H. Walker, Brion Marquez, Derek B. Kosty, C. Vincent, Carey Black, Gulcan Cil, L. Strycker","doi":"10.1080/19345747.2022.2037798","DOIUrl":"https://doi.org/10.1080/19345747.2022.2037798","url":null,"abstract":"Abstract This paper reports the results of a randomized controlled trial evaluating We Have Skills, a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817 of their students. On key outcomes of student academically related behavioral skills and classroom adjustment, intervention teachers reported greater gains for their students than comparison teachers (Hedges’s g ≥ 0.19). Baseline scores moderated effects, demonstrating greater differences between conditions for initially struggling students. Intervention teachers also reported greater improvements on their sense of self-efficacy for classroom management and concerns about student behavior (|g| ≥ 0.30) relative to comparison teachers. Effect sizes were similar to or greater than those reported for similar programs, and an economic analysis suggested that We Have Skills was less costly than many. The findings support cost-effective solutions that teach social–behavioral skills in early elementary grades—and suggest that such programs may be especially beneficial for students who struggle with academically related behaviors.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"717 - 747"},"PeriodicalIF":1.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.1080/19345747.2022.2031366
Kaitlyn G. Fitzgerald, Elizabeth Tipton
Abstract As the body of scientific evidence about effective policies and practices grows, so does the need to effectively communicate that evidence to policy-makers and practitioners. Clearinghouses have emerged to facilitate the evidence-based decision-making process for education practitioners. While the results and methods for developing and analyzing the data in clearinghouses are based upon rigorous and scientific study, there has been little rigor or empirical effort to determine effective ways of presenting that evidence to practitioners. In this paper, we present a new visualization for clearinghouse data, called a Meta-Analytic Rain Cloud (MARC) Plot, designed based on evidence from the data visualization and statistical cognition literatures. We evaluate the efficacy of this visualization in a statistical cognition experiment and find that compared to three other visualizations used in practice, the MARC Plot is more effective in helping participants correctly interpret evidence (0.76, 0.43, and 0.43 standard deviation improvements respectively; each p < 0.05, corrected for multiple comparisons). To our knowledge, this is one of the first studies providing evidence regarding how to best present the type of information found in clearinghouses.
{"title":"The Meta-Analytic Rain Cloud Plot: A New Approach to Visualizing Clearinghouse Data","authors":"Kaitlyn G. Fitzgerald, Elizabeth Tipton","doi":"10.1080/19345747.2022.2031366","DOIUrl":"https://doi.org/10.1080/19345747.2022.2031366","url":null,"abstract":"Abstract As the body of scientific evidence about effective policies and practices grows, so does the need to effectively communicate that evidence to policy-makers and practitioners. Clearinghouses have emerged to facilitate the evidence-based decision-making process for education practitioners. While the results and methods for developing and analyzing the data in clearinghouses are based upon rigorous and scientific study, there has been little rigor or empirical effort to determine effective ways of presenting that evidence to practitioners. In this paper, we present a new visualization for clearinghouse data, called a Meta-Analytic Rain Cloud (MARC) Plot, designed based on evidence from the data visualization and statistical cognition literatures. We evaluate the efficacy of this visualization in a statistical cognition experiment and find that compared to three other visualizations used in practice, the MARC Plot is more effective in helping participants correctly interpret evidence (0.76, 0.43, and 0.43 standard deviation improvements respectively; each p < 0.05, corrected for multiple comparisons). To our knowledge, this is one of the first studies providing evidence regarding how to best present the type of information found in clearinghouses.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"848 - 875"},"PeriodicalIF":1.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46424195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/19345747.2021.2018747
James Cowan, Dan Goldhaber, Roddy Theobald
Abstract We use statewide data from Massachusetts to investigate teacher performance evaluations as a measure of teaching effectiveness. Schools tend to classify most of their teachers as proficient, but we document substantial variation across schools in the extent to which ratings differentiate teachers. Using event study and teacher fixed effects designs, we verify that these patterns are driven by differences in the application of standards rather than differences in the distribution of teacher quality. When we evaluate teachers’ movement from schools with greater to lower differentiation in their evaluations using an event study design, we find that the probability of receiving the highest performance rating drops by about 5 percentage points and, at least in the first year, the probability of receiving one of the lowest two ratings drops by 5 percentage points. As a result, even after regression adjustment, teacher evaluation ratings generally provide unreliable predictions of future teacher evaluations after teachers switch schools. These findings suggest that policymakers and researchers should use caution in using performance evaluation ratings to make comparisons between teachers in different contexts.
{"title":"Performance Evaluations as a Measure of Teacher Effectiveness When Implementation Differs: Accounting for Variation across Classrooms, Schools, and Districts","authors":"James Cowan, Dan Goldhaber, Roddy Theobald","doi":"10.1080/19345747.2021.2018747","DOIUrl":"https://doi.org/10.1080/19345747.2021.2018747","url":null,"abstract":"Abstract We use statewide data from Massachusetts to investigate teacher performance evaluations as a measure of teaching effectiveness. Schools tend to classify most of their teachers as proficient, but we document substantial variation across schools in the extent to which ratings differentiate teachers. Using event study and teacher fixed effects designs, we verify that these patterns are driven by differences in the application of standards rather than differences in the distribution of teacher quality. When we evaluate teachers’ movement from schools with greater to lower differentiation in their evaluations using an event study design, we find that the probability of receiving the highest performance rating drops by about 5 percentage points and, at least in the first year, the probability of receiving one of the lowest two ratings drops by 5 percentage points. As a result, even after regression adjustment, teacher evaluation ratings generally provide unreliable predictions of future teacher evaluations after teachers switch schools. These findings suggest that policymakers and researchers should use caution in using performance evaluation ratings to make comparisons between teachers in different contexts.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"510 - 531"},"PeriodicalIF":1.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45610200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/19345747.2021.2018746
Jake Anders, Francesca Foliano, M. Bursnall, R. Dorsett, N. Hudson, J. Runge, S. Speckesser
Abstract Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from disadvantaged backgrounds and the rest of the cohort.
{"title":"The Effect of Embedding Formative Assessment on Pupil Attainment","authors":"Jake Anders, Francesca Foliano, M. Bursnall, R. Dorsett, N. Hudson, J. Runge, S. Speckesser","doi":"10.1080/19345747.2021.2018746","DOIUrl":"https://doi.org/10.1080/19345747.2021.2018746","url":null,"abstract":"Abstract Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from disadvantaged backgrounds and the rest of the cohort.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"748 - 779"},"PeriodicalIF":1.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44103557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.1080/19345747.2021.2018744
J. Soland, Y. Thum
Abstract Sources of longitudinal achievement data are increasing thanks partially to the expansion of available interim assessments. These tests are often used to monitor the progress of students, classrooms, and schools within and across school years. Yet, few statistical models equipped to approximate the distinctly seasonal patterns in the data exist, nor is there much guidance on how to choose among models. In this study, we present a general statistical model motivated by the seasonal character of interim achievement data and conduct analyses aimed at reducing barriers to the generation of empirical benchmarks for repeated measures achievement data. The model is designed to combine features from traditional polynomial models that estimate year-to-year growth but ignore within-year gains and losses with those from piecewise models, which directly estimate within-year gains/losses but do not include terms for year-to-year growth. Implications for research and policy are discussed.
{"title":"Estimating and Comparing Growth Using Longitudinal Interim Achievement Data with Seasonal Trends","authors":"J. Soland, Y. Thum","doi":"10.1080/19345747.2021.2018744","DOIUrl":"https://doi.org/10.1080/19345747.2021.2018744","url":null,"abstract":"Abstract Sources of longitudinal achievement data are increasing thanks partially to the expansion of available interim assessments. These tests are often used to monitor the progress of students, classrooms, and schools within and across school years. Yet, few statistical models equipped to approximate the distinctly seasonal patterns in the data exist, nor is there much guidance on how to choose among models. In this study, we present a general statistical model motivated by the seasonal character of interim achievement data and conduct analyses aimed at reducing barriers to the generation of empirical benchmarks for repeated measures achievement data. The model is designed to combine features from traditional polynomial models that estimate year-to-year growth but ignore within-year gains and losses with those from piecewise models, which directly estimate within-year gains/losses but do not include terms for year-to-year growth. Implications for research and policy are discussed.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"635 - 654"},"PeriodicalIF":1.8,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44960403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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