Understanding Treatment Effects Heterogeneities Using Multi-Site Regression Discontinuity Designs: Example from a "Double-Dose" Algebra Study in Chicago

Autor/inn/en	Nomi, Takako; Raudenbush, Stephen W.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Understanding Treatment Effects Heterogeneities Using Multi-Site Regression Discontinuity Designs: Example from a "Double-Dose" Algebra Study in Chicago
Quelle	(2012), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Algebra; Regression (Statistics); Research Design; Urban Schools; Public Schools; Grade 9; High School Students; Mathematical Enrichment; Ability Grouping; Instructional Effectiveness; Mathematics Achievement; Illinois + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Regression; Regressionsanalyse; Forschungsdesign; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Homogene Gruppierung; Niveaugruppierung; Streaming; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	To understand heterogeneity in the effects of double-dose algebra across schools, the authors focus on two policy implementation features and their variation across schools. The first source of variation is the degree to which schools followed the cutoff-based course assignment policy. The second source of variation is the degree to which schools segregated algebra classes on the basis of students' prior skills in response to the policy. They ask the following research questions: (1) to what extent did double-dose algebra effects vary across schools?, and (2) how were these variations related to the ways in which schools implemented double-dose Algebra? (Contains 2 tables, 6 figures and 3 footnotes.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10