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ERIC Number: ED503202
Record Type: Non-Journal
Publication Date: 2008-Oct
Pages: 61
Abstractor: As Provided
Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions. MDRC Working Papers on Research Methodology
Bloom, Howard S.; Hill, Carolyn J.; Black, Alison Rebeck; Lipsey, Mark W.
This paper explores two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions. The first approach characterizes the natural developmental progress in achievement by students from one year to the next as effect sizes. Data for seven nationally standardized achievement tests show large annual gains in the early elementary grades, followed by gradually declining gains in later grades. A given intervention effect will therefore look quite different when compared with the annual progress for different grade levels. The second approach explores achievement gaps for policy-relevant subgroups of students or schools. Data from national and district-level achievement tests show that, when represented as effect sizes, student gaps are relatively small for gender and much larger for economic disadvantage and race/ethnicity. For schools, the differences between weak schools and average schools are surprisingly modest when expressed as student-level effect sizes. A given intervention effect viewed in terms of its potential for closing one of these performance gaps will therefore look very different, depending on which gap is considered. Appended are: (1) Standard Deviations of Scaled Scores; (2) Variance of the Difference Between Cross-Sectional and Longitudinal Differences of Means; and (3) Developmental Trajectories across Tests within Multiple Subjects. (Contains 10 tables and 3 figures.) [The research on which this article is based also received support from the Judith Gueron Fund at MDRC. Additional support for the dissemination of MDRC publications was provided by: The Kresge Foundation; The Starr Foundation; and Citi Foundation.]
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Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); William T. Grant Foundation; Ambrose Monell Foundation; Bristol-Myers Squibb Foundation, Inc., New York, NY.; Bill and Melinda Gates Foundation; Carnegie Corporation of New York
Authoring Institution: MDRC
Grant or Contract Numbers: N/A