Evaluation

Challenges to using the regression discontinuity design in educational evaluations: Lessons from the Transition to Algebra study

Interest in the regression discontinuity (RD) design as an alternative to randomized control trials (RCTs) has grown in recent years. There is little practical guidance, however, on conditions that would lead to a successful RD evaluation or the utility of studies with underpowered RD designs. This article describes the use of RD design to evaluate the impact of a supplemental algebra-readiness curriculum, Transition to Algebra, on students’ mathematics outcomes.

Author/Presenter: 
Josephine Louie
Christopher Rhoads
June Mark
Year: 
2016
Short Description: 
This article describes the use of RD design to evaluate the impact of a supplemental algebra-readiness curriculum, Transition to Algebra, on students’ mathematics outcomes.

Evaluation in DR K-12 Projects: Options

The Discovery Research K-12 (DR K-12) Program of the National Science Foundation (NSF) supports research and development (R&D) on innovative resources, models, and tools for use by students, teachers, administrators, and policy makers. Each project has formative and summative evaluation, which are different from the project’s own R&D activities and instead should support and measure the effectiveness of those activities.

Evaluation options for investigators and evaluators to consider could include the following:

Author/Presenter: 
Brenda Turnbull
Year: 
2012
Short Description: 
Each DR K-12 project has formative and summative evaluation, which are different from the project’s own R&D activities and instead should support and measure the effectiveness of those activities. This paper discusses evaluation options for investigators and evaluators to consider. Read the full paper for a description of these options.
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