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ERIC Number: ED530567
Record Type: Non-Journal
Publication Date: 2012
Pages: 10
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
Understanding Treatment Effects Heterogeneities Using Multi-Site Regression Discontinuity Designs: Example from a "Double-Dose" Algebra Study in Chicago
Nomi, Takako; Raudenbush, Stephen W.
Society for Research on Educational Effectiveness
To understand heterogeneity in the effects of double-dose algebra across schools, the authors focus on two policy implementation features and their variation across schools. The first source of variation is the degree to which schools followed the cutoff-based course assignment policy. The second source of variation is the degree to which schools segregated algebra classes on the basis of students' prior skills in response to the policy. They ask the following research questions: (1) to what extent did double-dose algebra effects vary across schools?, and (2) how were these variations related to the ways in which schools implemented double-dose Algebra? (Contains 2 tables, 6 figures and 3 footnotes.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Illinois
IES Cited: ED560820