Empirical Benchmarks for Interpreting Effect Sizes in Research

By C. Hill, Howard S. Bloom, A. Black, Mark Lipsey. 2008

1,027 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/eb29e493e05b6b044cab2516a3ae22e8d2c08ad6

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Citations in the corpus

The Effects of Arts Integration on Long‐Term Retention of Academic Content (2014, background): “Mean retention was approximately .2 SD greater in the AI condition ( M = .912) than in the control condition ( M = .866)—an effect size that is ‘‘small’’ based on Cohen’s (1988) benchmarks, but relatively typical of effective educational interventions (Hill, Bloom, Black, & Lipsey, 2008).”
The Evaluation of Charter School Impacts (2010, background): “43 This is based on estimates from Hill et al. (2007) of the average annual gain in test scores in standard deviation units across grade levels.”
Modern Regression Discontinuity Analysis (2012, methodology): “3This framework is often attributed to Rubin (1974) and was labeled the Rubin Causal Model by Holland (1986). However, its roots date back to Neyman (1923), Fisher (1935), Roy (1951), and Quandt (1972).”
Individual Differences in Reading Development (2014, neutral): “Consequently, as learning rates follow a negative accelerated trend (cf., Bloom et al., 2008; Hill et al., 2008), at a certain age, interindividual differences between the early and the late starters will decrease when the negative acceleration trend becomes higher for the better readers…”
Incentives and Test-Based Accountability in Education (2011, background): “Members of the Committee on Incentives and Test-Based Accountability in Public Education, Division of Behavioral and Social Sciences and Education, National Research Council Michael Hout (Chair), Department of Sociology, University of California, Berkeley Dan Ariely, Fuqua School of Business, Center”
Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, background): “Even though the relative amount of these variances could not be evaluated because there are few comparable studies (Hill, Bloom, Black, & Lipsey, 2007 ), it is a concern that 79 to 87% of the variance in creative performance was left unexplained by the four predictors in this study.”
The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. (2011, methodology): “…is also possible to use Cohen’s U 3 index to translate the mean ES on measures of academic f Durlak and Wells (1997). g Horowitz and Garber (2007). h Hill et al. (2007). performance into a percentile rank for the average student in the intervention group compared to the average control student…”
Spending more of the school day in math class: Evidence from a regression discontinuity in middle school (2014, background): “These marginal gains from adding a second class in math (reading) are large, but somewhat smaller than descriptive estimates of a typical year of growth in math scores based on a national sample of students—students who are presumably taking just one math class (Hill et al. 2008).”