Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups

dc.contributor.authorStockard, Jean
dc.date.accessioned2023-04-10T18:25:34Z
dc.date.available2023-04-10T18:25:34Z
dc.date.issued2011-12-11
dc.description33 pagesen_US
dc.description.abstractThis article shows how assessment data such as that mandated by the No Child Left Behind Act can be used to examine the effectiveness of educational interventions and meet the Act’s mandate for “scientifically based research.” Based on the classic research design literature a cohort control group and a cohort control group with historical comparisons design are suggested as internally valid analyses. The logic of the “grounded theory of generalized causal inference” is used to develop externally valid results. The procedure is illustrated with published data regarding the Reading Mastery curriculum. Empirical results are comparable to those obtained in meta-analyses of the curriculum, with effect sizes surpassing the usual criterion for educational importance. Implications for school officials and policy makers are discussed.en_US
dc.identifier.citationStockard, J. (2011). Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups. Quality and Quantity, 47, 2225- 2257. https://doi.org/10.1007/s11135-011-9652-5en_US
dc.identifier.doihttps://doi.org/10.1007/s11135-011-9652-5en_US
dc.identifier.urihttps://hdl.handle.net/1794/28148
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.rightsCreative Commons BY-NC-ND 4.0-USen_US
dc.subjectResearch Designen_US
dc.subjectCohort Control Groupsen_US
dc.subjectAssessment Dataen_US
dc.subjectEvaluation Researchen_US
dc.titleMerging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groupsen_US
dc.typeArticleen_US

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