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Evaluation Review

Robert Bifulco, Ross Rubenstein, Hosung Sohn
BACKGROUND: "Place-based" scholarships seek to improve student outcomes in urban school districts and promote urban revitalization in economically challenged cities. Say Yes to Education is a unique district-wide school reform effort adopted in Syracuse, NY, in 2008. It includes full-tuition scholarships for public and private universities, coupled with extensive wraparound support services in schools. OBJECTIVES: This study uses synthetic control methods to evaluate the effect of Say Yes on district enrollment and graduation rates...
December 2017: Evaluation Review
David A Bell
BACKGROUND: Assessing program effectiveness in human development is central to informing foreign aid policy-making and organizational learning. Foreign aid effectiveness discussions have increasingly given attention to the devaluing effects of aid flow volatility. This study reveals that the external evaluation event influences actor behavior, serving as a volatility-constraining tool. METHOD: A case study of a multidonor aid development mechanism served examining the influence of an evaluation event when considering anticipatory effects...
December 2017: Evaluation Review
Sharon Vandivere, Karin E Malm, Tiffany J Allen, Sarah Catherine Williams, Amy McKlindon
BACKGROUND: Youth who have experienced foster care are at risk of negative outcomes in adulthood. The family finding model aims to promote more positive outcomes by finding and engaging relatives of children in foster care in order to provide options for legal and emotional permanency. OBJECTIVES: The present study tested whether family finding, as implemented in North Carolina from 2008 through 2011, improved child welfare outcomes for youth at risk of emancipating foster care without permanency...
December 2017: Evaluation Review
T'Pring R Westbrook
No abstract text is available yet for this article.
October 2017: Evaluation Review
Jaime Thomas, Sarah A Avellar, John Deke, Philip Gleason
BACKGROUND: Systematic reviews assess the quality of research on program effectiveness to help decision makers faced with many intervention options. Study quality standards specify criteria that studies must meet, including accounting for baseline differences between intervention and comparison groups. We explore two issues related to systematic review standards: covariate choice and choice of estimation method. OBJECTIVE: To help systematic reviews develop/refine quality standards and support researchers in using nonexperimental designs to estimate program effects, we address two questions: (1) How well do variables that systematic reviews typically require studies to account for explain variation in key child and family outcomes? (2) What methods should studies use to account for preexisting differences between intervention and comparison groups? METHODS: We examined correlations between baseline characteristics and key outcomes using Early Childhood Longitudinal Study-Birth Cohort data to address Question 1...
June 2017: Evaluation Review
Nianbo Dong, Mark W Lipsey
BACKGROUND: It is unclear whether propensity score analysis (PSA) based on pretest and demographic covariates will meet the ignorability assumption for replicating the results of randomized experiments. PURPOSE: This study applies within-study comparisons to assess whether pre-Kindergarten (pre-K) treatment effects on achievement outcomes estimated using PSA based on a pretest and demographic covariates can approximate those found in a randomized experiment. METHODS: Data-Four studies with samples of pre-K children each provided data on two math achievement outcome measures with baseline pretests and child demographic variables that included race, gender, age, language spoken at home, and mother's highest education...
January 1, 2017: Evaluation Review
Randall Juras
INTRODUCTION: When cluster randomized trials are used to evaluate school-based nutritional interventions such as school lunch programs, design-stage estimates of the required sample size must take into account the correlation in outcomes among individuals within each cluster (e.g., classrooms, schools, or districts). Estimates of the necessary parameters have been carefully developed for educational interventions, but for nutritional interventions the literature is thin. METHODS: Using data from two large multi-school, multi-district impact evaluations conducted in the United States, this article calculates estimates of the design parameters required for sizing school-based nutritional studies...
November 20, 2016: Evaluation Review
Ben Kelcey, Zuchao Shen, Jessaca Spybrook
OBJECTIVE: Over the past two decades, the lack of reliable empirical evidence concerning the effectiveness of educational interventions has motivated a new wave of research in education in sub-Saharan Africa (and across most of the world) that focuses on impact evaluation through rigorous research designs such as experiments. Often these experiments draw on the random assignment of entire clusters, such as schools, to accommodate the multilevel structure of schooling and the theory of action underlying many school-based interventions...
October 26, 2016: Evaluation Review
John Deke
BACKGROUND: Cluster randomized controlled trials (CRCTs) often require a large number of clusters in order to detect small effects with high probability. However, there are contexts where it may be possible to design a CRCT with a much smaller number of clusters (10 or fewer) and still detect meaningful effects. OBJECTIVES: The objective is to offer recommendations for best practices in design and analysis for small CRCTs. RESEARCH DESIGN: I use simulations to examine alternative design and analysis approaches...
October 25, 2016: Evaluation Review
Jeffrey C Valentine, Sandra Jo Wilson, David Rindskopf, Timothy S Lau, Emily E Tanner-Smith, Martha Yeide, Robin LaSota, Lisa Foster
For a variety of reasons, researchers and evidence-based clearinghouses synthesizing the results of multiple studies often have very few studies that are eligible for any given research question. This situation is less than optimal for meta-analysis as it is usually practiced, that is, by employing inverse variance weights, which allows more informative studies to contribute relatively more to the analysis. This article outlines the choices available for synthesis when there are few studies to synthesize. As background, we review the synthesis practices used in several projects done at the behest of governmental agencies and private foundations...
October 25, 2016: Evaluation Review
Richard Dorsett, Richard Hendra, Philip K Robins
BACKGROUND: Even a well-designed randomized control trial (RCT) study can produce ambiguous results. This article highlights a case in which full-sample results from a large-scale RCT in the United Kingdom differ from results for a subsample of survey respondents. OBJECTIVES: Our objective is to ascertain the source of the discrepancy in inferences across data sources and, in doing so, to highlight important threats to the reliability of the causal conclusions derived from even the strongest research designs...
October 25, 2016: Evaluation Review
Andrew P Jaciw, Li Lin, Boya Ma
BACKGROUND: Prior research has investigated design parameters for assessing average program impacts on achievement outcomes with cluster randomized trials (CRTs). Less is known about parameters important for assessing differential impacts. OBJECTIVES: This article develops a statistical framework for designing CRTs to assess differences in impact among student subgroups and presents initial estimates of critical parameters. RESEARCH DESIGN: Effect sizes and minimum detectable effect sizes for average and differential impacts are calculated before and after conditioning on effects of covariates using results from several CRTs...
October 18, 2016: Evaluation Review
Andrew P Jaciw
BACKGROUND: Past studies have examined factors associated with reductions in bias in comparison group studies (CGSs). The companion work to this article extends the framework to investigate the accuracy of generalized inferences from CGS. OBJECTIVES: This article empirically examines levels of bias in CGS-based impact estimates when used for generalization, and reductions in bias resulting from covariate adjustment. It assesses potential for bias reduction against criteria from past studies...
October 12, 2016: Evaluation Review
Geoffrey Phelps, Benjamin Kelcey, Nathan Jones, Shuangshuang Liu
Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect...
October 3, 2016: Evaluation Review
T'Pring R Westbrook, Sarah A Avellar, Neil Seftor
BACKGROUND: The federal government's emphasis on supporting the implementation of evidence-based programs has fueled a need to conduct and assess rigorous evaluations of programs. Through partnerships with researchers, policy makers, and practitioners, evidence reviews-projects that identify, assess, and summarize existing research in a given area-play an important role in supporting the quality of these evaluations and how the findings are used. These reviews encourage the use of sound scientific principles to identify, select, and implement evidence-based programs...
September 30, 2016: Evaluation Review
Nianbo Dong, Wendy M Reinke, Keith C Herman, Catherine P Bradshaw, Desiree W Murray
BACKGROUND: There is a need for greater guidance regarding design parameters and empirical benchmarks for social and behavioral outcomes to inform assumptions in the design and interpretation of cluster randomized trials (CRTs). OBJECTIVES: We calculated the empirical reference values on critical research design parameters associated with statistical power for children's social and behavioral outcomes, including effect sizes, intraclass correlations (ICCs), and proportions of variance explained by a covariate at different levels (R (2))...
September 30, 2016: Evaluation Review
John Deke, Hanley Chiang
BACKGROUND: To limit the influence of attrition bias in assessments of intervention effectiveness, several federal evidence reviews have established a standard for acceptable levels of sample attrition in randomized controlled trials. These evidence reviews include the What Works Clearinghouse (WWC), the Home Visiting Evidence of Effectiveness Review, and the Teen Pregnancy Prevention Evidence Review. We believe the WWC attrition standard may constitute the first use of model-based, empirically supported bounds on attrition bias in the context of a federally sponsored systematic evidence review...
September 26, 2016: Evaluation Review
Suthinee Supanantaroek, Robert Lensink, Nina Hansen
BACKGROUND: Saving plays a crucial role in the process of economic growth. However, one main reason why poor people often do not save is that they lack financial knowledge. Improving the savings culture of children through financial education is a promising way to develop savings attitudes and behavior early in life. OBJECTIVES: This study is one of the first that examines the effects of social and financial education training and a children's club developed by Aflatoun on savings attitudes and behavior among primary school children in Uganda, besides Berry, Karlan, and Pradhan...
September 7, 2016: Evaluation Review
Neil Seftor
BACKGROUND: In 2002, the U.S. Department of Education's Institute of Education Sciences (IES) established the What Works Clearinghouse (WWC) at the confluence of a push to improve education research quality, a shift toward evidence-based decision-making, and an expansion of systematic reviews. In addition to providing decision makers with evidence to inform their choices, a systematic review sets expectations regarding study quality and execution for research on program efficacy. In this article, we examine education research through the filter of a long running systematic review to assess research quality over time and the role of the systematic review in producing evidence...
September 7, 2016: Evaluation Review
Tamara M Haegerich, Corinne David-Ferdon, Rita K Noonan, Brian J Manns, Holly C Billie
Injury and violence prevention strategies have greater potential for impact when they are based on scientific evidence. Systematic reviews of the scientific evidence can contribute key information about which policies and programs might have the greatest impact when implemented. However, systematic reviews have limitations, such as lack of implementation guidance and contextual information, that can limit the application of knowledge. "Technical packages," developed by knowledge brokers such as the federal government, nonprofit agencies, and academic institutions, have the potential to be an efficient mechanism for making information from systematic reviews actionable...
September 7, 2016: Evaluation Review
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