Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results from a Meta-Analysis of District-Specific Values

Autor/inn/en	Hedberg, E. C.; Hedges, Larry V.
Titel	Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics: Results from a Meta-Analysis of District-Specific Values
Quelle	(2014), (48 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0193841X14554212
Schlagwörter	Academic Achievement; Correlation; School Districts; Institutional Characteristics; Meta Analysis; School District Size; Mathematics Achievement; Reading Achievement; Poverty; Urban Schools; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Mixed Methods Research; Arizona; Arkansas; Colorado; Florida; Kentucky; Louisiana; Massachusetts; North Carolina; West Virginia; Wisconsin; Florida Comprehensive Assessment Test; Massachusetts Comprehensive Assessment System; Wisconsin Knowledge and Concepts Examinations + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; School district; Schulbezirk; Meta-analysis; Metaanalyse; School districts; Size; Schuleinzugsbereich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Master-Studiengang
Abstract	Randomized experiments are often considered the strongest designs to study the impact of educational interventions. Perhaps the most prevalent class of designs used in large scale education experiments is the cluster randomized design in which entire schools are assigned to treatments. In cluster randomized trials (CRTs) that assign schools to treatments within a set of school districts, the statistical power of the test for treatment effects depends on the within district school-level intraclass correlation (ICC). Hedges and Hedberg recently computed within-district ICC values in eleven states using three-level models (students in schools in districts) that pooled results across all the districts within each state. While values from these analyses are useful when working with a representative sample of districts, they may be misleading for other samples of districts because the magnitude of ICCs appears to be related to district size. To plan studies with small or nonrepresentative samples of districts, better information are needed about the relation of within-district school-level ICCs to district size. Our objective is to explore the relation between district size and within-district ICCs to provide reference values for math and reading achievement for grades 3-8 by district size, poverty level, and urbanicity level. These values are not derived from pooling across all districts within a state as in previous work, but are based on the direct calculation of within-district school-level ICCs for each school district. We use mixed models to estimate over 7,000 district-specific ICCs for math and reading achievement in eleven states and for grades 3-8. We then perform a random effects meta-analysis on the estimated within-district ICCs. Our analysis is performed by grade and subject for different strata designated by district size (number of schools), urbanicity, and poverty rates. [This paper was published in: "Evaluation Review" v38 n6 p546-582 Dec 2014.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01