Use CACE analysis alongside ITT to estimate effects of teacher coaching accounting for implementation compliance¶

Strategy · All strategies
Evidence · 4 claims (1 for, 3 mixed) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends supplementing intent-to-treat estimates with complier average causal effect estimation, because ITT estimates the effects of being assigned to treatment regardless of compliance and "may underestimate the effect of the intervention." CACE identifies compliers and noncompliers in both arms via a mixture modeling framework using compliance data and predictors of compliance. The authors note CACE "have not been applied to teacher coaching interventions on TSI" before this study, making the dual-analysis approach a methodological contribution for coaching trials.

Design Implications¶

Context¶

Requirements¶

• A compliance marker (here combining dosage and fidelity), predictors of compliance, and CACE assumptions including random assignment, monotonicity, no contamination, and the exclusion restriction

Constraints¶

• The exclusion restriction assumption (zero effect for noncompliers) is less likely in social–behavioral interventions; the authors ran sensitivity analyses (NACE) relaxing it

Target Learners¶

• upper secondary school teachers

Target Learning Goals¶

• unbiased estimation of coaching intervention effects for policy and practice decisions

Claims¶

• CACE estimation using a combined dosage-and-fidelity compliance marker increased estimated effects to medium–large for TSI domains and small–medium for emotional and behavioral engagement [+M]
• The INTERACT intervention showed no significant ITT effect on student-reported emotional, behavioral, or cognitive engagement [~M]
• The INTERACT teacher coaching intervention produced small, statistically significant ITT improvements in student-perceived emotional support, classroom organization, and instructional support in upper secondary school [~M]
• Observed classroom engagement showed a small ITT effect and a medium CACE effect, neither statistically significant [~M]

Related Strategies¶

Examples¶

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Key Sources¶

• Ertesvåg, S. K., Vaaland, G. S., Tvedt, M. S., Virtanen, T. E., Idsoe, T., Panayiotou, M., Lerang, M. S., Sølvik, R. M., & Lerkkanen, M.-K. (2026). Teacher coaching in upper secondary school: Examining the effects on teacher–student interaction and student engagement. Journal of Educational Psychology, 118(1), 118-137. https://doi.org/10.1037/edu0000986