Abbreviated Interrupted Time-Series - Institute for Policy Research

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Differences in differences in total change post‐NCLB 4 th Grade Reading Coef. S.E. t Wong et. al. vs. Dee and Jacob Diff in Total ∆ by 2009 (S+CA) 5.60 2.50 2.24 * Diff in Total ∆ by 2009 (S) 1.34 2.67 0.50 Diff in Total ∆ by 2009 (CA) 1.98 2.56 0.78 Wong (median) vs. Dee and Jacob (all) Diff in Total ∆ by 2009 (S+CA) 4.19 1.68 2.49 * Diff in Total ∆ by 2009 (S) 1.96 1.80 1.09 Diff in Total ∆ by 2009 (CA) 2.05 1.66 1.24 Interaction Effect 0.18 2.18 0.08 +p
The Use of Multiple Comparison Groups and Replications • ALL three ITS contrasts point to a clear math effect – public vs. private – high vs. low standards – early versus late CA • When Standards and CA are combined, a modest reading effect appears in states that have a new sanction system and set high standards compared to states that already have a sanction system in place but set low standards after 2002.
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Abbreviated Interrupted Time‐Seri
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The effect can be a change in inter
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The effect can be a change in slope
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The effect can be delayed in time.
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Interrupted Time Series Can Provide
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Meeting ITS Conditions in Education
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• O X O Theoretical Rationales fo
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O O O X O • Initial standing asse
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Threats to Validity: History • Wi
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Threat to SCV • When a treatment
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External Validity • The essence o
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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 and 56: Contrast 2: Comparing States that v
Page 57 and 58: Evidence of Differing Standards Hig
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: 4 th Grade Reading
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
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Abbreviated Interrupted Time-Series - Institute for Policy Research

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