Program Value-Added: A Feasible Method for Providing Evidence on the Effectiveness of Multiple Programs Implemented Simultaneously in Schools

Autor/inn/en	Shand, Robert; Leach, Stephen M.; Hollands, Fiona M.; Chang, Florence; Pan, Yilin; Yan, Bo; Dossett, Dena; Nayyer-Qureshi, Samreen; Wang, Yixin; Head, Laura
Titel	Program Value-Added: A Feasible Method for Providing Evidence on the Effectiveness of Multiple Programs Implemented Simultaneously in Schools
Quelle	In: American Journal of Evaluation, 43 (2022) 4, S.584-606 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shand, Robert) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/10982140211071017
Schlagwörter	Value Added Models; Data Analysis; Program Evaluation; Program Effectiveness; Program Implementation; Intervention; Decision Making; Outcomes of Education + Suchen Sie Ihr Suchwort? Auswertung; Programme evaluation; Programmevaluation; Decision-making; Entscheidungsfindung; Lernleistung; Schulerfolg
Abstract	We assessed whether an adaptation of value-added analysis (VAA) can provide evidence on the relative effectiveness of interventions implemented in a large school district. We analyzed two datasets, one documenting interventions received by underperforming students, and one documenting interventions received by students in schools benefiting from discretionary funds to invest in specific programs. Results from the former dataset identified several interventions that appear to be more or less effective than the average intervention. Results from the second dataset were counterintuitive. We conclude that, under specific conditions, program VAA can provide evidence to help guide district decision-makers to identify outlier interventions and inform decisions about scaling up or disinvesting in such interventions, with the caveat that if those conditions are not met, the results could be misleading. [For the corresponding grantee submission, see ED622943.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01