Abstract:Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested wit… Show more
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