The Validity and Precision of the Comparative Interrupted Time-Series Design: Three Within-Study Comparisons

Autor/inn/en	St. Clair, Travis; Hallberg, Kelly; Cook, Thomas D.
Titel	The Validity and Precision of the Comparative Interrupted Time-Series Design: Three Within-Study Comparisons
Quelle	In: Journal of Educational and Behavioral Statistics, 41 (2016) 3, S.269-299 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998616636854
Schlagwörter	Research Methodology; Randomized Controlled Trials; Comparative Analysis; Time; Test Validity; Correlation; Pretesting; Demography; Evaluation Methods; Florida; Indiana + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Zeit; Testvalidität; Korrelation; Vortest; Demografie
Abstract	We explore the conditions under which short, comparative interrupted time-series (CITS) designs represent valid alternatives to randomized experiments in educational evaluations. To do so, we conduct three within-study comparisons, each of which uses a unique data set to test the validity of the CITS design by comparing its causal estimates to those from a randomized controlled trial (RCT) that shares the same treatment group. The degree of correspondence between RCT and CITS estimates depends on the observed pretest time trend differences and how they are modeled. Where the trend differences are clear and can be easily modeled, no bias results; where the trend differences are more volatile and cannot be easily modeled, the degree of correspondence is more mixed, and the best results come from matching comparison units on both pretest and demographic covariates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01