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Tang, Shifang; Wang, Zhuoying; Sutton-Jones, Kara L. – Educational Studies, 2023
We examined student reading achievement in rural and non-rural school districts in Texas. Our research questions probed the improvement in student performance over time, differences in the number of students achieving at different performance levels, and the impact of district-level characteristics on reading achievement. Through quantitative…
Descriptors: Hierarchical Linear Modeling, Elementary School Students, Achievement Tests, Reading Tests
Westine, Carl D. – American Journal of Evaluation, 2016
Little is known empirically about intraclass correlations (ICCs) for multisite cluster randomized trial (MSCRT) designs, particularly in science education. In this study, ICCs suitable for science achievement studies using a three-level (students in schools in districts) MSCRT design that block on district are estimated and examined. Estimates of…
Descriptors: Efficiency, Evaluation Methods, Science Achievement, Correlation
Westine, Carl D. – Society for Research on Educational Effectiveness, 2015
A cluster-randomized trial (CRT) relies on random assignment of intact clusters to treatment conditions, such as classrooms or schools (Raudenbush & Bryk, 2002). One specific type of CRT, a multi-site CRT (MSCRT), is commonly employed in educational research and evaluation studies (Spybrook & Raudenbush, 2009; Spybrook, 2014; Bloom,…
Descriptors: Correlation, Randomized Controlled Trials, Science Achievement, Cluster Grouping
Murphy, Daniel L.; Beretvas, S. Natasha – Applied Measurement in Education, 2015
This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel…
Descriptors: Teacher Effectiveness, Comparative Analysis, Hierarchical Linear Modeling, Test Theory
Wei, Hua; Hembry, Tracey; Murphy, Daniel L.; McBride, Yuanyuan – Pearson, 2012
This study compared five value-added models and illustrated the impact of model choice on the estimates of teacher effectiveness. The five models covered a broad range of technical procedures, some very simplistic and others very sophisticated. The five value-added models were applied to a common data set to generate teacher-effectiveness measures…
Descriptors: Value Added Models, Teacher Evaluation, Teacher Effectiveness, Comparative Analysis