From Flawed Design to Misleading Information: The U.S. Department of Education's Early Intervention Child Outcomes Evaluation

Autor/inn/en	Rosenberg, Steven A.; Elbaum, Batya; Rosenberg, Cordelia Robinson; Kellar-Guenther, Yvonne; McManus, Beth M.
Titel	From Flawed Design to Misleading Information: The U.S. Department of Education's Early Intervention Child Outcomes Evaluation
Quelle	In: American Journal of Evaluation, 39 (2018) 3, S.350-363 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214017732410
Schlagwörter	Early Intervention; Developmental Delays; Program Evaluation; Special Education; Federal Programs; Comparative Analysis; Outcomes of Education; Correlation; Accountability; Interpersonal Relationship; Learning Processes; Child Development; Infants; Item Response Theory; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg; Korrelation; Verantwortung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Item-Response-Theorie
Abstract	It is a matter of concern when large, federally funded programs are evaluated using designs that produce misleading information. In this article, we discuss problems associated with an evaluation design that was adopted by the U.S. Department of Education, Office of Special Education Programs (OSEP) to document the performance of a major early intervention (EI) program, serving young children with developmental delays and disabilities. In particular, we focus on OSEP's requirement that states use a single group pre--post comparison design to evaluate the impact of EI on child outcomes. We also provide a data-based illustration that shows this evaluation design cannot distinguish child progress that is due to EI services from changes associated with other factors, such as regression to the mean. We hope this work will support the adoption of evaluation designs that are more in line with accepted principles of program evaluation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01