Designing and Analyzing Studies that Randomize Schools to Estimate Intervention Effects on Student Academic Outcomes without Classroom-Level Information

Autor/inn/en	Zhu, Pei; Jacob, Robin; Bloom, Howard; Xu, Zeyu
Titel	Designing and Analyzing Studies that Randomize Schools to Estimate Intervention Effects on Student Academic Outcomes without Classroom-Level Information
Quelle	In: Educational Evaluation and Policy Analysis, 34 (2012) 1, S.45-68 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373711423786
Schlagwörter	Educational Research; Educational Researchers; Research Methodology; Multivariate Analysis; Research Design; Experimental Groups; Control Groups; Intervention; Academic Achievement; Computation; Classrooms; Access to Information; Sampling; Scores; Standardized Tests; Reading Tests; Mathematics Tests; Science Tests; Grade 1; Grade 2; Grade 3; Grade 5; High School Students; Florida; North Carolina + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Research method; Forschungsmethode; Multivariate Analyse; Forschungsdesign; Schulleistung; Classroom; Klassenraum; Standadised tests; Standardisierter Test; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	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 situation arises frequently in practice because many available data sets identify the schools that students attend but not the classrooms in which they are taught. Do studies conducted under these circumstances yield results that are substantially different from what they would have been if this information had been available? The paper first considers this problem in the context of planning a school randomized study based on preexisting two-level information about how academic outcomes for students vary across schools and across students within schools (but not across classrooms in schools). The paper next considers this issue in the context of estimating intervention effects from school-randomized studies. Findings are based on empirical analyses of four multisite data sets using academic outcomes for students within classrooms within schools. The results indicate that in almost all situations one will obtain nearly identical results whether or not the classroom or middle level is omitted when designing or analyzing studies. (Contains 9 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10