The Middle School Intervention Project: Use of a Regression Discontinuity Design to Evaluate a Multi-Component Intervention for Struggling Readers in Middle School in Six School Districts

Autor/inn/en	Crone, Deanne A.; Stoolmiller, Michael; Baker, Scott K.; Fien, Hank
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Middle School Intervention Project: Use of a Regression Discontinuity Design to Evaluate a Multi-Component Intervention for Struggling Readers in Middle School in Six School Districts
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Intervention; Reading Difficulties; Grade 5; Grade 6; Evaluation Research; Middle Schools; Regression (Statistics); Research Design; Outcomes of Education; Educational Practices; School Districts; State Departments of Education; Reading Tests; High Stakes Tests; Measurement; Data; Decision Making; Oregon + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Evaluationsforschung; Middle school; Mittelschule; Mittelstufenschule; Regression; Regressionsanalyse; Forschungsdesign; Lernleistung; Schulerfolg; Bildungspraxis; School district; Schulbezirk; Kultusministerium; Lesetest; Messverfahren; Daten; Decision-making; Entscheidungsfindung
Abstract	The primary aim of the Middle School Intervention Project (MSIP) is to evaluate the impact of a multi-component intervention for struggling adolescent readers on reading outcomes. The intervention consists of: (1) targeted, Tier 2 reading and (2) school engagement interventions, and (3) data-based-decision-making (DBDM) teams to review and act on student data. A critical concept in MSIP is that 6th grade students are screened into the targeted, Tier 2 intervention based on 5th grade reading scores. This screening function allows for a regression discontinuity design (RDD). Use of the RDD allows educators to evaluate existing practices in schools, rather than randomly assign half of the schools to receive a prescribed intervention, as in a traditional RCT. Thus, this study is also a test of RDD as a feasible means for conducting rigorous evaluation research with SEAs and LEAs. The purpose of this presentation is to demonstrate the use of RDD to evaluate the impact of a multi-component intervention for struggling readers in middle school. The authors examine the impact of the intervention on the Oregon Assessment of Skills and Knowledge (OAKS), a high-stakes, statewide reading assessment. (Contains 1 table.) (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