Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups
This 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 an...
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| Veröffentlicht in: | Quality & quantity 2013-06, Vol.47 (4), p.2225-2257 |
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| description | This 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. |
| doi_str_mv | 10.1007/s11135-011-9652-5 |
| format | Article |
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Reading Mastery
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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.</description><subject>Accountability</subject><subject>Children</subject><subject>Cohorts</subject><subject>Control charts</subject><subject>Control groups</subject><subject>Core curriculum</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Education</subject><subject>Education policy</subject><subject>Educational evaluation</subject><subject>Educational research</subject><subject>Grounded theory</subject><subject>Historical analysis</subject><subject>History, theory and methodology</subject><subject>Internal validity</subject><subject>Intervention</subject><subject>Logic</subject><subject>Medical research</subject><subject>Medicine</subject><subject>Methodology</subject><subject>Methodology of the Social Sciences</subject><subject>No Child Left Behind Act 2001-US</subject><subject>Policy Making</subject><subject>Quality of education</subject><subject>Research 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Reading Mastery
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| source | SpringerNature Journals; Sociological Abstracts |
| subjects | Accountability Children Cohorts Control charts Control groups Core curriculum Curricula Curriculum Education Education policy Educational evaluation Educational research Grounded theory Historical analysis History, theory and methodology Internal validity Intervention Logic Medical research Medicine Methodology Methodology of the Social Sciences No Child Left Behind Act 2001-US Policy Making Quality of education Research design Schools Science Scientific research Social Sciences Sociology Students Studies Validity |
| title | Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups |
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