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Using Covariates to Improve Precision for Studies that Randomize Schools to Evaluate Educational Interventions

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Title: Using Covariates to Improve Precision for Studies that Randomize Schools to Evaluate Educational Interventions
Language: English
Authors: Bloom, Howard S., Richburg-Hayes, Lashawn, Black, Alison Rebeck
Source: Educational Evaluation and Policy Analysis. 2007 29(1):30-59.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 30
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Elementary Secondary Education
High Schools
Middle Schools
Descriptors: Urban Schools, Pretests Posttests, Educational Change, Intervention, Academic Achievement, Elementary Secondary Education, School Districts, Statistical Analysis, Comparative Analysis, Control Groups, Educational Research, Models, Reading Tests, Mathematics Tests
DOI: 10.3102/0162373707299550
ISSN: 0162-3737
Abstract: This article examines how controlling statistically for baseline covariates, especially pretests, improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Empirical findings from five urban school districts indicate that (1) pretests can reduce the number of randomized schools needed for a given level of precision to about half of what would be needed otherwise for elementary schools, one fifth for middle schools, and one tenth for high schools, and (2) school-level pretests are as effective in this regard as student-level pretests. Furthermore, the precision-enhancing power of pretests (3) declines only slightly as the number of years between the pretest and posttests increases; (4) improves only slightly with pretests for more than 1 baseline year; and (5) is substantial, even when the pretest differs from the posttest. The article compares these findings with past research and presents an approach for quantifying their uncertainty. (Contains 15 tables and 27 notes.)
Abstractor: Author
Number of References: 28
EIS Cited: ED544801
Entry Date: 2008
Accession Number: EJ782432
Database: ERIC
FullText Text:
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  Data: Using Covariates to Improve Precision for Studies that Randomize Schools to Evaluate Educational Interventions
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  Data: <searchLink fieldCode="AR" term="%22Bloom%2C+Howard+S%2E%22">Bloom, Howard S.</searchLink><br /><searchLink fieldCode="AR" term="%22Richburg-Hayes%2C+Lashawn%22">Richburg-Hayes, Lashawn</searchLink><br /><searchLink fieldCode="AR" term="%22Black%2C+Alison+Rebeck%22">Black, Alison Rebeck</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2007 29(1):30-59.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 30
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink>
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  Data: 10.3102/0162373707299550
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  Data: 0162-3737
– Name: Abstract
  Label: Abstract
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  Data: This article examines how controlling statistically for baseline covariates, especially pretests, improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Empirical findings from five urban school districts indicate that (1) pretests can reduce the number of randomized schools needed for a given level of precision to about half of what would be needed otherwise for elementary schools, one fifth for middle schools, and one tenth for high schools, and (2) school-level pretests are as effective in this regard as student-level pretests. Furthermore, the precision-enhancing power of pretests (3) declines only slightly as the number of years between the pretest and posttests increases; (4) improves only slightly with pretests for more than 1 baseline year; and (5) is substantial, even when the pretest differs from the posttest. The article compares these findings with past research and presents an approach for quantifying their uncertainty. (Contains 15 tables and 27 notes.)
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  Data: 2008
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  Label: Accession Number
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  Data: EJ782432
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ782432
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.3102/0162373707299550
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 30
    Subjects:
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Statistical Analysis
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Control Groups
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      – SubjectFull: Educational Research
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      – SubjectFull: Models
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      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
    Titles:
      – TitleFull: Using Covariates to Improve Precision for Studies that Randomize Schools to Evaluate Educational Interventions
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            NameFull: Bloom, Howard S.
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            NameFull: Richburg-Hayes, Lashawn
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            NameFull: Black, Alison Rebeck
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            – TitleFull: Educational Evaluation and Policy Analysis
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