Abbreviated Interrupted Time-Series - Institute for Policy Research

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Multilevel Models: Current Work • Applying multilevel models to these data allows <strong>for</strong> different behavior patterns across cases, and can account <strong>for</strong> those differences using characteristics of the cases in the model. • We began analyses with a 1‐phase study (treatment only), then 2‐phase studies (AB), and are now working to model 4‐phase studies (ABAB). • At each stage, we’ve discovered new technical issues to be considered and accommodated. 90
Potential advantages of using HLM to analyze and synthesize SCD data both within and across studies: 1. Appropriately considers observations as nested within cases 2. Does not require that all cases have the same number of observations or the same spacing of observations over time 3. Allows treatment effects to vary across cases, attempting to explain any heterogeneity of effects by adding subject or setting characteristics to the model 4. Can provide reliable estimates even with only few data points per cases 91
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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
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O O O X O O O O O • Now mean diff
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Results: Percent of Students Obtain
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Adding a nonequivalent dependent va
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Note that the outcome variable (ope
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Only the targeted dependent variabl
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Example: Evaluating No Child Left B
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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 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 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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