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Bryan Keller; Zach Branson – Asia Pacific Education Review, 2024
Causal inference involves determining whether a treatment (e.g., an education program) causes a change in outcomes (e.g., academic achievement). It is well-known that causal effects are more challenging to estimate than associations. Over the past 50 years, the potential outcomes framework has become one of the most widely used approaches for…
Descriptors: Causal Models, Educational Research, Regression (Statistics), Probability
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Chan, Wendy – Journal of Research on Educational Effectiveness, 2017
Recent methods to improve generalizations from nonrandom samples typically invoke assumptions such as the strong ignorability of sample selection, which is challenging to meet in practice. Although researchers acknowledge the difficulty in meeting this assumption, point estimates are still provided and used without considering alternative…
Descriptors: Generalization, Inferences, Probability, Educational Research
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Cordes, Sarah A. – Education Finance and Policy, 2018
A particularly controversial topic in current education policy is the expansion of the charter school sector. This paper analyzes the spillover effects of charter schools on traditional public school (TPS) students in New York City. I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain…
Descriptors: Charter Schools, Educational Policy, Causal Models, Academic Achievement
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Grotzer, Tina A.; Solis, S. Lynneth; Tutwiler, M. Shane; Cuzzolino, Megan Powell – Instructional Science: An International Journal of the Learning Sciences, 2017
Understanding complex systems requires reasoning about causal relationships that behave or appear to behave probabilistically. Features such as distributed agency, large spatial scales, and time delays obscure co-variation relationships and complex interactions can result in non-deterministic relationships between causes and effects that are best…
Descriptors: Elementary School Students, Elementary School Science, Kindergarten, Grade 2
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Hong, Guanglei; Raudenbush, Stephen W. – Journal of Educational and Behavioral Statistics, 2008
The authors propose a strategy for studying the effects of time-varying instructional treatments on repeatedly observed student achievement. This approach responds to three challenges: (a) The yearly reallocation of students to classrooms and teachers creates a complex structure of dependence among responses; (b) a child's learning outcome under a…
Descriptors: Elementary School Mathematics, Grade 4, Probability, Teaching Methods