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ERIC Number: EJ1009536
Record Type: Journal
Publication Date: 2013-Mar
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0162-3737
Can Research Design Explain Variation in Head Start Research Results? A Meta-Analysis of Cognitive and Achievement Outcomes
Shager, Hilary M.; Schindler, Holly S.; Magnuson, Katherine A.; Duncan, Greg J.; Yoshikawa, Hirokazu; Hart, Cassandra M. D.
Educational Evaluation and Policy Analysis, v35 n1 p76-95 Mar 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 attrition. Across program evaluations, the average program-level effect size was 0.27 standard deviations. About 41% of the variation in estimates across evaluations can be explained by research design features, including the extent to which the control group experienced other forms of early care or education, and 11% of the variation within programs can be explained by the quality and type of the outcome measures. (Contains 4 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A