Knowledge, Tests, and Fadeout in Educational Interventions

By Elizabeth U. Cascio, Douglas O. Staiger. 2012

96 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a5afd800a50574d1cef1e22596b0b87086b74ea4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, unknown): “2011; Cascio & Staiger, 2012).”
The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida (2017, background): “Moreover, (Cascio and Staiger, 2012) demonstrate that this mechanism is unlikely to fully explain fade-out of the effects of educational interventions 11 of a discontinuity in the relationship between a student’s third grade reading test scores and the probability of being retained.”
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion. NBER Working Paper No. 17533. (2011, unknown): “2 Cascio and Staiger (2012) showed that fadeout of test-score effects is, at least in some settings, a statistical artifact of methods used by analysts to normalize scores within and across grades.”
Teacher Effects and Teacher-Related Policies (2014, unknown): “Cascio and Staiger (2012) find that roughly 20% of fade-out may be due to non-comparability of test scales across grades.”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, unknown): “This contrasts with many educational interventions, where the majority of follow-up studies have found that any short-term benefits fade over time (Bailey et al., 2016; Cascio & Staiger, 2012).”
Evaluating Public Programs with Close Substitutes: The Case of Head Start (2016, background): “Relative to (18), this expression has an extra term (1 + ) that reflects how the child adjusts her lifetime labor supply in response to the increase in her after-tax wage.”
Drug Battles and School Achievement: Evidence from Rio de Janeiro's Favelas (2017, background): “out over time even when its effects on knowledge does not (Cascio and Staiger [2012]).”