Sentences with phrase «for random assignment»

HCMO used a computerized random number generator for the random assignment process.

Berger J.A. set out that protocol for the random assignment of judges to sentence appeal panels is not followed.

[74] Publicly accessible records of this Court demonstrate that the failure to implement and adhere to an objective protocol for the random assignment of judges has resulted in significant discrepancies in both the number of sentencing panels on which some judges of the Court sit and a marked difference in the number of sentence appeals heard by certain justices of the Court as compared with their colleagues.

Background Thirty - seven Reading Recovery teachers from different schools in 14 states submitted the names of two at - risk first - grade students to a Web - based program for random assignment to first - or second - round Reading Recovery service, and submitted data on those students across the school year that allowed comparison of at - risk students with and without intervention services.

The Philadelphia intervention does not provide the opportunity for a random assignment study of the impact of for - profit and nonprofit management.

Not exact matches

Since I expect that there will be more demand for these free tickets than supply, the school groups will be awarded the tickets by lottery — allowing for a rigorous random - assignment analysis that compares outcomes for students whose groups won the tickets by lottery to those who did not.

Curriculum implementation: HGSE investigators Fischer, Selman, Snow and Uccelli will be heavily involved in conceptualizing professional development, fidelity and quality of implementation instruments, and monitoring of implementation for the 4th - 8th grade curricular enhancements.Evaluation of curricular enhancements: HGSE investigators Jones and Kim, together with a data manager and a small team of doctoral students, will conduct the design and analysis associated with the school - level random - assignment evaluation of the 4th - 8th grade curriculum innovations.

Research that painstakingly tries to separate out the actual effects of schools clearly has value, but it is important to bear in mind that, in the absence of random assignment of students to schools (such as occurs via charter school lotteries), families that choose for their children to be educated in their home (through virtual schools) are likely to be very different from other families.

In fact, there have been seven scientifically valid random - assignment analyses of voucher programs, and all seven found either that all voucher students perform significantly better than their nonvoucher contemporaries, or at least that most of them do (in some studies the results for black students, the majority of participants, are positive, while the results for other students fail to achieve statistical significance).

And scholars will need to be careful not to make causal claims based on data sets that aren't subject to experimental designs; the sheer quantity of data can't make up for the lack of controls and random assignment.

Quantitative hypotheses, for instance, had to be «evaluated using experimental designs in which individuals, entities, programs, or activities are assigned to different conditions with appropriate controls to evaluate the effects of the condition of interest through random assignment experiments, or other designs to the extent such designs contain within - condition or across - condition controls.»

The superiority of random assignment for drawing conclusions about cause and effect in nonlaboratory settings is routinely recognized in both the philosophy of science literature and in methods texts in health, public health, agriculture, statistics, microeconomics, psychology, and those parts of political science and sociology that deal with improving the assessment of public opinion.

Expanding school choice has been shown to improve achievement for minority students by about one - third of a standard deviation after a few years of intervention, according to seven of eight random - assignment evaluations (the eighth showed positive but statistically insignificant effects).

Of the reasons critics articulate for rejecting random assignment as an evaluation tool, some are not very credible, but others are and should inform the design of future studies that use random assignment.

The famous Tennessee STAR random assignment study evaluated class size reduction, which also produced about a one - third of a standard deviation improvement in achievement for minority students.

One is the lesser profile accorded to curriculum and instructional practice and to what happens once the teacher closes the classroom door; another is the view that random assignment is premature, given its dependence on expert school management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and management are best understood through intensive case studies.

A recent proposal for reauthorization approved by the IES advisory board, the National Board for Education Sciences, tweaks the language back again to reemphasize that causal claims can be made «only in well - designed and implemented random assignment experiments, when feasible.»

We believe that all educators - from those standing in front of a roomful of students to those leading state educational agencies - should be able to participate in and use research effectively: to distinguish between random sampling and random assignment, differentiate between credible evidence and anecdotal claims, and apply scientific conclusions for the benefit of their respective «teams.»

For example, in a random - assignment experiment, differentiated instruction was equally if not more effective in improving reading fluency when compared to the traditional whole - group approach (Reis, McCoach, Little, Muller, & Kaniskan, 2011).

Also, school groups chose the play for which they applied, so we do not have the benefit of random assignment to make causal claims about how the two plays may have differed in their effects.

In addition, social scientists have developed practices to observe and control for differences in the absence of random assignment that have allowed extensive and productive analyses of the effectiveness of educational practices in different countries.

If she included the other random - assignment studies, her readers would learn that only one shows null results, and the rest demonstrate significant benefits, at least for African American students.

The only comparisons of preschool curricula using random - assignment experiments (the gold standard for causal conclusions) are drawn from studies begun decades ago, mainly during Lyndon Johnson's War on Poverty.

As is the case for the imbalance in the decline - to - participate rates across families assigned to the control and treatment groups, the inclusion in the treatment group of children not randomly assigned to treatment nullifies the assumption justified by random assignment of equivalence of the treatment and control children at the outset of the study.

The researchers responsible for the evaluation responded to this threat to their random assignment design by creating a treatment and control group through statistically matching subjects whose parents had given permission for follow - up testing.

Also, because the assignment to the FTC is not random, the more positive effects they see for students participating for more years may, as they acknowledge, reflect selection bias; that is, any student who stays in the same school for more years is likely to have better outcomes.

MDRC invites providers of training in multi-tiered systems of supports for behavior (MTSS - B) to submit proposals to participate in a large - scale, random assignment evaluation.

Under the assumption (for residuals) of random assignment of students and teachers within schools, the 0.79 estimate has a structural interpretation based on a production function, and the 0.13 estimate provides a lower bound.

Then and Likewise, a convenient summary measure for cross-school variation is With random assignment only within schools, does not have a structural interpretation.

This is what random assignment does: it lets us be confident that even those things we can't measure are probably randomly distributed across treatment and control groups, so even that potential problem doesn't exist for our results.

This report, a Public / Private Ventures project distributed by MDRC, summarizes findings from a four - year random assignment study of an out - of - school - time program for middle - schoolers.

I recognize that the available control variables may not be adequate to justify «as if» random assignment within schools; for example, the parent characteristics do not include parents» education.

With some reasonable assumptions, measures of student performance in these random - assignment lotteries support the argument for parent control.

However, recent studies using randomized admission lotteries at charter schools and the random assignment of teachers has suggested that simple, low - cost methods, when they control for students» prior achievement and characteristics, can yield estimates of teacher and school effects that are similar to what one observes with a randomized field trial.

Until now, random - assignment studies have almost unanimously found positive impacts for voucher recipients generally or particular subgroups, especially those that had been the most choice deprived (e.g., low - income minorities).

«The opportunity to use random assignment - the lotteries - to study and compare two important models for school decentralization means that the students we compared were very similar in terms of family background, motivation, and anything else you might think of except for the likelihood of attending a charter or pilot school.»

For the first time ever, a random - assignment study found a negative result from a school voucher program.

The Perry researchers violated the rules of random assignment for an RCT in multiple ways, including shifting families that had been assigned randomly to the program group to the control group because the mothers worked and thus couldn't participate in the home component of the program.

The study has received a great deal of attention, in part because it is one of the few evaluations of school resources based on random assignment of students to test policy effects while controlling for other conditions, a method that is generally thought to be a high - quality research design.

Eighteen empirical studies have examined academic outcomes for school choice participants using random assignment, the gold standard of social science.

Prior to the IES report, there have been 15 empirical studies examining academic outcomes for students participating in private school choice using random assignment, the «gold standard» of defensible social science:

We used a random - assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores.

The National Bureau for Economic Research (NBER) released in December 2015 the first nationally recognized random assignment study to ever demonstrate that a school voucher program — LSP — had a negative effect on student achievement in its first year.

There is no minimum size for EEF - funded projects and we might fund a small project in one school if the research design was good enough, for example involving random assignment of individual students.

So if the statistical controls used did not effectively «control for» the lack of non random assignment of students into classrooms, teachers may have been assigned high value - added scores not necessarily because they were high value - added teachers but because they were non-randomly assigned higher performing, higher aptitude, etc. students, in the first place and as a whole.

Although regression discontinuity estimates are unbiased, we might also want to see effects of random assignment experimental evaluations of preschool for children from advantaged groups.

He is well known for his expertise in econometrics and evaluation methodology, including the design, implementation, and analysis of evaluations of education programs using random assignment and quasi-experimental designs Dynarski has published widely in peer - reviewed journals, including Educational Researcher, Educational Leadership, and Journal of Education for Students Placed at Risk.

In a recent report, Friedman Foundation senior fellow Greg Forster looked at not one or two, but 12 empirical studies that «examine academic outcomes for school choice participants using random assignment, the «gold standard» of social science.

studies that «examined academic outcomes for school choice participants using random assignment, the «gold standard» of social science.

In A Win - Win Solution: The Empirical Evidence on School Choice, Friedman Foundation senior fellow Greg Forster looked at 12 empirical studies that «examined academic outcomes for school choice participants using random assignment, the «gold standard» of social science.