Browse By:


Saturday September 20, 2014 Login |Register


A Project of

sponsored by

Measuring the Impacts of Whole-School Reforms: Methodological Lessons from an Evaluation of Accelerated Schools

Bookmark and Share Report Misuse or Glitches

Publication Date: October 2001

Publisher(s): MDRC (Organization)

Author(s): Howard S. Bloom

Funder(s): United States. Dept. of Education; Pew Charitable Trusts; Alfred P. Sloan Foundation

Funder(s): United States. Dept. of Education; Pew Charitable Trusts; Alfred P. Sloan Foundation

Topic: Education (Statistics, research, and research methods and financing)

Keywords: Education Research; Research Methodology

Type: Report

Coverage: United States

Abstract:

This paper introduces education researchers to a new way of measuring the effects of "whole-school" reforms on student achievement. Based on interrupted time-series analysis, the method estimates a reform's effects by comparing standardized test scores in a given grade before and after the reform is launched.

Data from MDRC's evaluation of the Accelerated Schools model serve to illustrate how the method works. To help education researchers apply the approach in their own research, the paper offers a conceptual rationale for using it, reviews its strengths and limitations, and describes the statistical procedures it entails.