An Examination of the Precision and Technical Accuracy of the First Wave of Group-Randomized Trials Funded by the Institute of Education Sciences

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Considerations for Designing Group Randomized Trials of Professional Development With Teacher Knowledge Outcomes (2013, background): “Yet a key finding that has emerged from research on educational outcomes is that design parameters vary considerably across outcomes and that a study’s power is sensitive to these differences (Jacob, Zhu, & Bloom, 2010; Spybrook & Raudenbush, 2009).”
Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (2011, background): “Over the past decade, there has been increased interest in rigorously evaluating education interventions with randomized controlled trials (RCTs), acknowledged to be the most rigorous method to estimate a program's effects (Boruch 1997; Spybrook and Raudenbush 2009).”
The Variance of Intraclass Correlations in Three- and Four-Level Models (2012, background): “A survey of recent educational experiments revealed that the most common designs actually involve four levels of sampling (Spybrook and Raudenbush, 2009).”
Statistical Analysis for Multisite Trials Using Instrumental Variables With Random Coefficients (2012, background): “E-mail: sraudenb@uchicago.edu Institute of Education Sciences over the past decade have been multisite trials (Spybrook & Raudenbush, 2009).”