The EPIC evaluation baseline report compares student characteristics across the program's three partners and compares award-determination data with data on all students in the awarded schools¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The report compares student characteristics across EPIC's three partner organizations as part of establishing baseline statistics for the evaluation. → Cody 2009 q2 i? The report compares the data used to determine which schools receive EPIC awards with data on all students attending those schools. → Cody 2009

Evidence¶

Cody 2009¶

Cody, S.; Wellington, A.; Sullivan, M.; Knechtel, V.; Chaplin, D. (2009). Baseline Statistics for Evaluation of the Effective Practice Incentive Community. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/baseline-statistics-for-evaluation-of-the-effective-practice-incentive-community-epic

q2 · i? · associational · r?

Descriptive baseline statistics report for the EPIC evaluation, published by Mathematica Policy Research. The report states it "compares student characteristics across the three partners" and contrasts award-determination data with data on all students in the awarded schools. No effect sizes or test statistics are printed on the page.

"This report provides a general overview of EPIC, compares student characteristics across the three partners, and compares the data used to determine which schools receive EPIC awards with data on all the students attending these schools."

Discussion¶

Related Claims¶

• PSAT-based National Merit scholarship selection distributes awards disproportionately to boys, with girls receiving 36 percent of scholarships — related
• Principals exhibit an incomplete understanding of how achievement growth is captured in EPIC performance measures — related
• Principals prefer school-level performance and achievement growth over teacher-level performance alone or test-score levels for incentive awards — related
• Most principals in EPIC sites have positive attitudes toward EPIC and merit pay in general — related
• Experimental and statistical norms are practically useful only when determined for a group of the same general type with equal opportunity to acquire the measured characteristics — related