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Randomized Controlled Trials and Quasi-Experimental Designs
As education leaders determine the best use of limited public and private resources, making valid causal inferences about the effects of a policy or program is crucial. To assess the causal effects of policies and programs, SRI's education researchers use randomized controlled trials whenever possible.
When real-world constraints do not allow for random-assignment designs, our researchers draw on a methodological tool kit that includes regression discontinuity and interrupted time series designs as well as matching estimators (e.g., propensity score matching and Mahalanobis matching).
With the Erikson Institute, SRI is exploring the promise of Collaborative Math in promoting math learning in Head Start centers in the city of Chicago.
A new vision for K-12 science classrooms outlined by the Next Generation Science Standards (NGSS) recasts science proficiency as not only what students know, but also the extent to which they can use and apply what they know. This knowledge-in-use perspective represents a different way of thinking...
SRI is evaluating the implementation and impact of Virginia's use of federal funding to increase access to and improve the quality of state-funded preschool in 13 school districts in high-need communities.
SRIʼs four-year evaluation has a randomized controlled trial design to assess the implementation and impact of NTCʼs intensive new teacher mentoring and support in five geographically diverse districts.