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ERIC Number: ED525730
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 50
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: N/A
Time-Indexed Effect Size Metric for K-12 Reading and Math Education Evaluation
Lee, Jaekyung; Finn, Jeremy; Liu, Xiaoyan
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, Apr 8-12, 2011)
Through a synthesis of test publisher norms and national longitudinal datasets, this study provides new national norms of academic growth in K-12 reading and math that can be used to reinterpret conventional effect sizes in time units. We propose d' a time-indexed effect size metric to estimate how long it would take for an "untreated" control group to reach the treatment group outcome in terms familiar to educators--years/months of schooling. It serves as a supplement to conventional effect size metrics such as Cohen's d by taking into account different amounts of time needed for learning at different age or grade levels. Through applications to Project STAR small class effects and NAEP [National Assessment of Educational Progress] racial achievement gaps, we demonstrate how to interpret and use d'. It is expected to provide a more developmentally appropriate context for interpreting the size of an effect, a step toward bridging the gap between educational research and practice. Descriptions of test data used for K-12 reading and math achievement growth norms are appended. (Contains 5 notes, 5 figures, and 4 tables.)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Metropolitan Achievement Tests; National Assessment of Educational Progress; Stanford Achievement Tests; TerraNova Multiple Assessments