Improving the Use of Aggregate Longitudinal Data on School Performance to Assess Program Effectiveness: Evidence from Three Within Study Comparisons

Hallberg, Kelly; Williams, Ruth; Swanlund, Andrew

doi:10.1080/19345747.2019.1698088

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…From the methodological-research aspect, this study supports the importance of the use of quantitative analyses that serve as an empirical estimate that neutralizes the effects of human discretion or judgment (Cowan et al, 2022). This study also adds to the importance of previous studies by providing accumulated available data that enables researchers throughout the world to assess comparative school effectiveness quickly and relatively inexpensively (Hallberg et al, 2020). From the social aspect, this study contributes to fostering equal opportunities and to bridging the social gaps in society.…”

Section: Discussionsupporting

confidence: 57%

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Unraveling the building blocks of success: exploring the nexus between school structure and effectiveness in Israeli primary schools

Dadon-Golan,

BenDavid-Hadar,

Tsidkany

2024

IJEM

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PurposeFirst, to analyze the relationships between school effectiveness, as expressed in the improvement gained in academic achievements, and school structure; and second, to analyze the relationships between school effectiveness and school features (e.g. ethnicity, SES, rural vs. central location, class size, prior achievements, and per-student allocation) and to measure their contribution to the explained variation in school effectiveness.Design/methodology/approachResearch on school effectiveness emphasizes the examination of school characteristics that have been found to contribute more to promoting school outcomes. Therefore, by using regression models the purpose of the research is twofold.FindingsThe research findings reveal positive significant relationships between school effectiveness, and students' prior achievements, and SES. However, school effectiveness is less related to school structure.Research limitations/implicationsFuture research in the field of school effectiveness should extend beyond solely focusing on academic achievements and include the evaluation of broader aspects of students' development, such as values and self-esteem. Recognizing the multifaceted nature of schools, it is crucial to incorporate additional variables into ongoing research efforts to provide a more comprehensive understanding of overall school effectiveness. Moreover, considering the diverse stakeholders involved in the educational process, including parents, teachers, principals, and the community, future studies should strive to examine the collective impact of these factors on school effectiveness. However, it is important to acknowledge the limitations of our study. Our research is constrained by a specific sample size, which may limit the generalizability of our findings. We assert that future studies with larger and more diverse sample sizes would strengthen the validity and significance of our results, allowing for broader implications and insights into enhancing school effectiveness.Originality/valueThis research holds significant importance in understanding the relationships between school effectiveness, school structure, and various school features in the context of Israeli primary schools. By examining the impact of school structure on academic achievements and exploring the contributions of other school-related factors, this study provides insights into the dynamics of educational effectiveness for educational stakeholders.

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Section: Discussionsupporting

confidence: 57%

“…, 2022). This study also adds to the importance of previous studies by providing accumulated available data that enables researchers throughout the world to assess comparative school effectiveness quickly and relatively inexpensively (Hallberg et al. , 2020).…”

Section: Discussionmentioning

confidence: 94%

Unraveling the building blocks of success: exploring the nexus between school structure and effectiveness in Israeli primary schools

Dadon-Golan,

BenDavid-Hadar,

Tsidkany

2024

IJEM

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“…Such a design can retrospectively investigate school-level interventions with register data against relatively low costs (Hallberg et al, 2018;Stuart, 2007). Within-study comparisons have indicated that, when properly conducted, quasi-experimental designs using CITS are valid alternatives to experimental designs such as a randomized control trial (e.g., Hallberg et al, 2020;St.Clair et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

Does extending the school week lead to higher track recommendations? A quasi-experimental study on the effectiveness of an extended school week in 30 primary schools

Custers¹

2023

Preprint

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This study investigates the impact of an extended school week in 30 schools on track recommendations for Dutch primary school students. The extended school week intervention is part of a major urban policy aimed at improving socioeconomic conditions in one of the most disadvantaged areas in the Netherlands. Register data on the school level were used to examine changes in track recommendations between 2010-2020. A set of control schools was identified by employing genetic matching. The findings of comparative short interrupted time series show that, on average, track recommendations in the intervention schools did not structurally increase compared to the control schools. We discuss how these results might be due to the top-down design of the program and various issues that emerged during implementation, including program quality, teacher shortages, and coordination.

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The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons

Sims¹,

Anders²,

Zieger³

2022

Journal of Research on Educational Effectiveness

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Improving the Use of Aggregate Longitudinal Data on School Performance to Assess Program Effectiveness: Evidence from Three Within Study Comparisons

Cited by 3 publications

References 26 publications

Unraveling the building blocks of success: exploring the nexus between school structure and effectiveness in Israeli primary schools

Unraveling the building blocks of success: exploring the nexus between school structure and effectiveness in Israeli primary schools

Does extending the school week lead to higher track recommendations? A quasi-experimental study on the effectiveness of an extended school week in 30 primary schools

The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons

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