Using Administrative Data to Evaluate Impacts in a School-Randomized Trial of the 4Rs Program

Autor/inn/en	Berg, Juliette; Torrente, Catalina; Aber, J. Lawrence; Jones, Stephanie M.; Brown, Joshua L.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Using Administrative Data to Evaluate Impacts in a School-Randomized Trial of the 4Rs Program
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Educational Change; Data; Program Evaluation; Evaluation Methods; Control Groups; Experimental Groups; Cohort Analysis; Measurement Techniques; Elementary School Students; Educational Environment; Cost Effectiveness; Mathematics Achievement; Reading Achievement; Language Arts; Correlation; Predictor Variables; Prevention; Literacy; Emotional Development; Longitudinal Studies; Social Development; Student Behavior; Behavior Problems; Urban Schools; Academic Achievement; Outcomes of Education; Program Effectiveness; Case Studies; Quasiexperimental Design; Data Analysis; New York + Suchen Sie Ihr Suchwort? Bildungsreform; Daten; Programme evaluation; Programmevaluation; Kohortenanalyse; Messtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sprachkultur; Korrelation; Prädiktor; Prävention; Vorbeugung; Alphabetisierung; Schreib- und Lesefähigkeit; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Auswertung
Abstract	The 4Rs Program (Reading, Writing, Respect and Resolution) is a "dual focus" whole school universal intervention designed to promote literacy development and social-emotional learning, that is currently being rigorously evaluated using a school-randomized trial of 18 elementary schools (9 intervention, 9 control) in New York City. The present study aims to estimate the impact of a social-learning and literacy development intervention (4Rs) on highly policy-relevant academic achievement outcomes using administrative data on children from multiple cohorts. In addition, it attempts to discuss the ways in which whole-school analyses using administrative data can complement cohort-specific analysis and inform efforts to improve the experiences of children in schools. The sample includes all 1st through 5th grade children who were present in the 18 study schools in October of 2004 (N=7299). Preliminary findings suggest that the use of administrative data to evaluate whole-school reform efforts has the possibility of complementing high-cost developmental and survey data. Implications for what this type of analysis strategy can bring to the field of prevention science, including the cost-quality tradeoff and how to marry quality administrative data with a whole-school experimental approach to whole-school reform will be discussed. (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