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Why Fadeout is (Probably) Worse Than We Think: Adjusting for Correlated Sampling Error in Meta-Analyses of Behavioral Interventions
The extent to which intervention effects persist or fade over time is an important question in the behavioral sciences. In meta-analysis, persistence is often assessed by meta-regressing effect sizes at followup on effect sizes at endline. While common, the standard meta-regression does not adjust for the shared sampling error between effect sizes across time points. We show that in general,… more →
Mechanisms of Effect Size Differences Between Researcher Developed and Independently Developed Outcomes: An Item-Level Meta-Analysis
Differences in effect sizes between researcher developed (RD) and independently developed (ID) outcome measures are widely documented but poorly understood in education research. We conduct a meta-analysis using item-level outcome data to test potential mechanisms that explain differences in effects by RD or ID outcome type.
![“A Ragtag Team of Like[-Minded] Individuals Who Are Willing to Help”: The Implementation and Evolution of Student Support Services at Community Colleges with Promise Programs](/sites/default/files/styles/medium/public/edworkingpaper-cover-26-1529.jpg.webp?itok=9dx-a8Gj)
“A Ragtag Team of Like[-Minded] Individuals Who Are Willing to Help”: The Implementation and Evolution of Student Support Services at Community Colleges with Promise Programs
As promise programs have become increasingly popular at community colleges, these institutions have either created or repurposed student services for their promise students, in addition to covering their tuition and fees. Using a multiple case study design, we interviewed 32 community college administrators and analyzed documents to understand how support services associated with promise… more →
The Effect of Retention Threat on Student Learning Gains: Evidence from Ohio
Grade retention policies create incentives for students to make adequate progress ahead of evaluation. The threat of retention thus has the potential to affect all students’ academic outcomes, increasing achievement especially among students with test scores near the retention policy’s threshold. By using unique data from Ohio which allows us to implement a regression discontinuity design, we… more →
Racial Status Threat and Anti-DEI Efforts in Local School Districts
This study draws on political science theory to analyze how perceived status threats to White social dominance influence local educational politics. We examine the relationship between racial status threat (RST) and the rise of anti-diversity, equity, and inclusion (DEI) ideas (contentious school board elections and book challenges) and policies (policy enactments and book bans) in U.S. school… more →
Sustaining AI-Enabled Student Support: A Four-Year Implementation and Impact Study
AI-enabled chatbots are increasingly used to support student success, yet evidence on their long-term sustainability and impacts remains limited. We examine the implementation of an AI-enabled text-messaging chatbot at a large, urban public university. Drawing on system observation, discussions with administrators, and a four-year randomized controlled trial, we assess institutional conditions… more →