Randomized Controlled Trials and Quasi-Experimental Designs | SRI International

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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).

Projects

Project SECURE: Keeping Kids Safe in San Francisco Unified School District

SRI Education is assessing whether the Second Step and Bounce Back programs of Project SECURE improve elementary school students’ academic and behavioral outcomes, especially regarding school disciplinary consequences.

Efficacy Study of Discipline in the Secondary Classroom for High Schools

Efficacy Study of Discipline in the Secondary Classroom for High Schools

SRI Education is evaluating the efficacy of Discipline in the Secondary Classroom (DSC), a positive and proactive approach to classroom management developed by Safe & Civil Schools. SRI will assess whether DSC helps improve high school teachers’ classroom discipline practices and students’...

Evaluation of the LPLC Early Literacy Pay for Success Project

SRI worked with the Sorenson Impact Center and the nonprofit organization Social Finance to design a rigorous evaluation for the Lee Pesky Learning Center (LPLC) Pay for Success (PFS) project in Idaho. Using PFS, LPLC intends to expand its model for improving student literacy across the state by...

Minnesota Pay for Success Feasibility Pilot: Pyramid Model Expansion in Voluntary Pre-Kindergarten

The Minnesota Department of Education contracted SRI to study the feasibility of using a Pay for Success funding model to enhance its state voluntary prekindergarten program with the Pyramid Model for Supporting Social Emotional Competence.