Quantitative methods exist for assessing how impacts of educational interventions on instructional practices and student learning differ across students, educators, and schools¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A body of quantitative research methods addresses variation in educational intervention impacts across students, educators, and schools. → Peter Z. Schochet 2014

Evidence¶

Peter Z. Schochet 2014¶

Peter Z. Schochet, Mike Puma, John Deke. (2014). Understanding Variation in Treatment Effects in Education Impact Evaluations: An Overview of Quantitative Methods. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee

q2 · i? · review · r?

The report's own framing statement: it summarizes existing quantitative methods literature on heterogeneity of impacts on instructional practices and student learning, describing the literature as "complex research literature". No effect sizes are reported in the available text.

"This report summarizes the complex research literature on quantitative methods for assessing how impacts of educational interventions on instructional practices and student learning differ across students, educators, and schools."

Discussion¶

Related Claims¶

• Subgroup analyses in education impact evaluations can also be based on participants' experiences, mediators, and outcomes measured after program implementation — a narrower finding that bears on this claim
• Subgroup (moderator) analyses in education impact evaluations can be based on participant characteristics measured before the intervention is implemented — a narrower finding that bears on this claim
• Methods for estimating impacts when treatment effects vary apply to randomized controlled trials and are also applicable to quasi-experimental designs — a narrower finding that bears on this claim
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• Some blended learning interventions improve student outcomes, but whether a positive effect exists varies across interventions and domains of achievement — a narrower finding that bears on this claim
• ITS benefits in mathematics education vary by system design, domain, learner characteristics, intervention intensity, outcome measurement, teacher mediation, and implementation context — a narrower finding that bears on this claim
• Cross-site standard deviations of ITT effects were estimated for education and workforce interventions using data from 16 large multisite randomized controlled trials — a narrower finding that bears on this claim
• Measuring the impact of math instruction and interventions is key to improving students' overall math performance — possibly the same claim (merge candidate)
• Quasi-experimental and experimental interventions can positively change epistemic cognition, but the theory-of-change remains unidentified — related
• The trial examines variation in curriculum impact by pre- and post-migration conflict experiences — a narrower finding that bears on this claim