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

By Howard S. Bloom, Lashawn Richburg-Hayes, A. Black. 2007

256 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9de49cd9e0b67c3d23f3580b750d676b8699e60b

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Citations in the corpus

Intraclass Correlation Values for Planning Group-Randomized Trials in Education (2007, background): “One compendium of intraclass correlation values on the basis of five large urban school districts in which randomized trials have been conducted has recently become available (see Bloom, Richburg-Hayes, & Black, 2007 [this issue] ).”
Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, background): “…indicates that demographic characteristics explain very little of the variation in posttest scores—at any level of aggregation—after a single lag of the outcome variable is controlled for (Hedges and Hedberg 2007; Bloom et al. 2007), although the analysis of Ballou et al. (2004) is an exception.”
Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) (2012, unknown): “They were included in the impact model to obtain additional precision (based on findings in Bloom, Richburg-Hayes, and Black 2007).”
Modern Regression Discontinuity Analysis (2012, background): “The degree of complexity is parallel to that for clustered randomized trials (see, eg, Bloom, 2005 ; Bloom, Richburg-Hayes, & Black, 2007 ).”
Intervention for First Graders With Limited Number Knowledge (2015, methodology): “Each student’s composite score for the set of six screening measures was used as a covariate (Bloom et al., 2007; Raudenbush, Martinez, & Spybrook, 2005).”
Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions (2008, background): “Intraclass correlations and class sizes in this range are typical (see Bloom, Richburg-Hayes, and Black, 2007, and Hedges and Hedberg, 2007).”
The Implications of “Contamination” for Experimental Design in Education (2011, methodology): “Bloom et al. (2007) present some values of r for standardized reading and math test score outcomes, computed from several large urban school districts in the United States.”
Advancing Educational Policy by Advancing Research on Instruction (2008, background): “30 in standard deviation units, somewhat large but within a realistic range, and that about 20% of the variation in the outcome lies between schools within treatments with 10% between classrooms within schools, a fairly typical finding (Bloom, 2007; Hedges, 2007).”
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, methodology): “We also included student pretest scores at Level 1 (π1jk) to increase the precision of the treatment effect estimate (Bloom et al., 2007).”