Characteristics of School Districts That Participate in Rigorous National Educational Evaluations

Autor/inn/en	Stuart, Elizabeth A.; Bell, Stephen H.; Ebnesajjad, Cyrus; Olsen, Robert B.; Orr, Larry L.
Titel	Characteristics of School Districts That Participate in Rigorous National Educational Evaluations
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 1, S.168-206 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1205160
Schlagwörter	Educational Assessment; Program Evaluation; Evidence Based Practice; Educational Policy; School Districts; Intervention; Institutional Evaluation; School District Size; Academic Achievement; Urban Schools; Rural Schools; Validity; Generalization; Randomized Controlled Trials; Demography; Politics of Education; Statistical Analysis; School Location + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Programme evaluation; Programmevaluation; Politics of education; Bildungspolitik; School district; Schulbezirk; School districts; Size; Schuleinzugsbereich; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Gültigkeit; Demografie; Educational policy; Statistische Analyse; Schulgelände
Abstract	Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions' target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districts--and thus schools and students--of potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01