Abbreviated Interrupted Time-Series - Institute for Policy Research

More documents

Recommendations

Info

Define Proficiency Standards Based on the Percentage of Students Deemed Proficient • To determine a state’s overall level of proficiency standard, we average the percentage of students deemed proficient across grades (4 th and 8 th grade) and across subjects (math and reading) using state assessment data from 2003 • States that deemed less than 50% of students proficient have high proficiency standards • States that deemed 75% or more proficient are states have low proficiency standards • States between 50% and 75% are moderate
Evidence of Differing Standards High Proficiency Standard States Low Proficiency Standard States State State Test NAEP Test State State Test NAEP Test Arizona 46 24 Colorado 83 35 Arkansas 46 25 Connecticut 76 39 California 36 22 Georgia 76 25 District of Columbia 48 8 Minnesota 75 40 Hawaii 31 21 Nebraska 80 33 Kentucky 47 27 New Hampshire 76 39 Maine 35 34 North Carolina 85 34 Massachusetts 50 41 Tennessee 80 24 Missouri 29 32 Texas 84 28 Rhode Island 45 28 Virginia 75 35 South Carolina 26 27 Wisconsin 77 35 Washington 46 34 Wyoming 39 35 Mean 40 27 79 33 1 Results are averaged across grades (4th and 8th grade), subjects (math and reading) in year 2003 for state and NAEP assessment. Note: When state assessment data are missing in the grade examined, data from the next lower grade are used and if not available then data are from the next higher grade. Source: Consolidated State Performance Report and Institute of Education Science
Page 1 and 2:
Abbreviated Interrupted Time‐Seri
Page 3 and 4:
The effect can be a change in inter
Page 5 and 6: The effect can be a change in slope
Page 7 and 8: The effect can be delayed in time.
Page 9 and 10: Interrupted Time Series Can Provide
Page 11 and 12: Meeting ITS Conditions in Education
Page 13 and 14: • O X O Theoretical Rationales fo
Page 15 and 16: O O O X O • Initial standing asse
Page 17 and 18: Threats to Validity: History • Wi
Page 19 and 20: Threat to SCV • When a treatment
Page 21 and 22: External Validity • The essence o
Page 23 and 24: O X O O O • Now we add a comparis
Page 25 and 26: O O O X O O O O O • Now mean diff
Page 27 and 28: Results: Percent of Students Obtain
Page 29 and 30: Adding a nonequivalent dependent va
Page 31 and 32: Note that the outcome variable (ope
Page 33 and 34: Only the targeted dependent variabl
Page 35 and 36: Example: Evaluating No Child Left B
Page 37 and 38: Contrast Type 1 & 2 • Contrast 1:
Page 39 and 40: Hypothetical NCLB effects on public
Page 41 and 42: Analytic Model • NCLB Public vs.
Page 43 and 44: Main NAEP 4 th grade math scores by
Page 45 and 46: Difference in differences in Total
Page 49 and 50: Trend NAEP Time Series Graphs Publi
Page 51 and 52: Trend NAEP 8 th grade math scores b
Page 53 and 54: Public vs Private School Findings
Page 55: Contrast 2: Comparing States that v
Page 59 and 60: Main NAEP Time Series Graphs States
Page 61 and 62: ], ) ( ) ( ) ( [ ) _ _ ( ) _ _ ( )
Page 65 and 66: Difference in differences in 2009 T
Page 67 and 68: Overall Conclusions • Similar res
Page 69 and 70: Basic Insight of D & J • NCLB pas
Page 71 and 72: D & J Results: 4 th Grade Math
Page 73 and 74: Dee and Jacob Results • Similar c
Page 75 and 76: 4 th Grade Reading
Page 77 and 78: The Use of Multiple Comparison Grou
Page 79 and 80: Adding Treatment Introduction and R
Page 81 and 82: Medication decreased hyperactivity,
Page 83 and 84: Example: Chorpita • A child with
Page 85 and 86: Multiple Baselines on Different Uni
Page 88 and 89: The effects of screening for phenyl
Page 90 and 91: Multilevel Models: Current Work •
Page 92 and 93: Potential drawbacks of using HLM to
Page 94 and 95: Stuart Data Example (Stuart, 1967)
Page 96 and 97: Level 2 data: Persons Level-2 data
Page 98 and 99: HLM: Linear Model Estimates Final e
Page 100 and 101: HLM Output from Quadratic Model: Fi
Page 102 and 103: So Simple: What Could Go Wrong? •
Page 104 and 105: Problematically • Different combi
Page 106 and 107:
Do you have any examples to share w
show all

Abbreviated Interrupted Time-Series - Institute for Policy Research

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?