ERIC Number: EJ1024227
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 37
Evaluating the Effectiveness of Developmental Mathematics by Embedding a Randomized Experiment within a Regression Discontinuity Design
Moss, Brian G.; Yeaton, William H.; Lloyd, Jane E.
Educational Evaluation and Policy Analysis, v36 n2 p170-185 Jun 2014
Using a novel design approach, a randomized experiment (RE) was embedded within a regression discontinuity (RD) design (R-RE-D) to evaluate the impact of developmental mathematics at a large midwestern college ("n" = 2,122). Within a region of uncertainty near the cut-score, estimates of benefit from a prospective RE were closely comparable with those found using an RD design, based on retrospective data. Parametric and nonparametric analyses were conducted, yielding increases that generally ranged from one quarter to one third of a grade point. The within-study findings from the RE further established the credibility of RD to produce unbiased estimates. Qualifications of this embedded design strategy were discussed along with its numerous strengths, including elimination of additional validity threats.
Descriptors: Regression (Statistics), Developmental Programs, Mathematics Instruction, College Mathematics, Cutting Scores, Nonparametric Statistics, Statistical Analysis, Program Evaluation, Remedial Mathematics, Quasiexperimental Design, College Students, Student Characteristics, Outcomes of Education, Algebra, Scores, Student Placement, Grade Point Average
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Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
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