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ERIC Number: EJ879628
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1076-9986
Statistical Power for Regression Discontinuity Designs in Education Evaluations
Schochet, Peter Z.
Journal of Educational and Behavioral Statistics, v34 n2 p238-266 2009
This article examines theoretical and empirical issues related to the statistical power of impact estimates under clustered regression discontinuity (RD) designs. The theory is grounded in the causal inference and hierarchical linear modeling literature, and the empirical work focuses on common designs used in education research to test intervention effects on student test scores. The main conclusion is that three to four times larger samples are typically required under RD than experimental clustered designs to produce impacts with the same level of statistical precision. Thus, the viability of using RD designs for new impact evaluations of educational interventions may be limited and will depend on the point of treatment assignment, the availability of pretests, and key research questions. (Contains 7 notes, 7 tables, and 2 figures.)
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: Early Childhood Education; Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED511782