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Direct linkShapiro, Anna; Weiland, Christina – Educational Evaluation and Policy Analysis, 2019
There are unique challenges to estimating causal effects of preschool for students with special needs that have not received attention in the literature. We revisit the Head Start Impact Study (HSIS) to illustrate that when and how special needs is defined has implications for the internal validity of and interpretation of special needs subgroup…
Descriptors: Definitions, Special Education, Preschools, Preschool Children
Bowne, Jocelyn Bonnes; Magnuson, Katherine A.; Schindler, Holly S.; Duncan, Greg J.; Yoshikawa, Hirokazu – Educational Evaluation and Policy Analysis, 2017
This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child-teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child-teacher ratio showed nonlinear…
Descriptors: Meta Analysis, Class Size, Early Childhood Education, Teacher Student Ratio
Shager, Hilary M.; Schindler, Holly S.; Magnuson, Katherine A.; Duncan, Greg J.; Yoshikawa, Hirokazu; Hart, Cassandra M. D. – Educational Evaluation and Policy Analysis, 2013
This study explores the extent to which differences in research design explain variation in Head Start program impacts. We employ meta-analytic techniques to predict effect sizes for cognitive and achievement outcomes as a function of the type and rigor of research design, quality and type of outcome measure, activity level of control group, and…
Descriptors: Meta Analysis, Preschool Education, Disadvantaged Youth, Outcome Measures
Melissa A. Clark; Philip M. Gleason; Christina Clark Tuttle; Marsha K. Silverberg – Educational Evaluation and Policy Analysis, 2015
This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not…
Descriptors: Charter Schools, Academic Achievement, Middle Schools, Outcomes of Education
Meyers, Coby V.; Molefe, Ayrin; Brandt, W. Christopher; Zhu, Bo; Dhillon, Sonica – Educational Evaluation and Policy Analysis, 2016
This article presents the findings of an evaluation of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) professional development program. eMINTS is an intensive teacher professional development program designed to promote inquiry-based learning, support high-quality lesson design, build community among students and…
Descriptors: Program Evaluation, Faculty Development, Teaching Methods, Inquiry
James-Burdumy, Susanne; Dynarski, Mark; Deke, John – Educational Evaluation and Policy Analysis, 2007
This article presents evidence from a national evaluation of the effects of 21st Century Community Learning Center after-school programs. The study was conducted in 12 school districts and 26 after-school centers, at which 2,308 elementary school students who were interested in attending a center were randomly assigned either to the treatment or…
Descriptors: Control Groups, Elementary School Students, After School Programs, Community Centers
