Gathering evidence on an after-school supplemental instruction program: Design challenges and early findings in light of NCLB.

dc.creator	Madhabi Chatterji
dc.creator	Young Ae Kwon
dc.creator	Clarice Sng
dc.date	2006-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:57Z
dc.date.available	2015-07-20T22:09:57Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/e79ca9961c8a405ebbf15339c493497f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13251
dc.description	The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the “gold standard” for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated extended term mixed-method (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program’s theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York elementary school. In both phases, the design combined a matched-groups, quasi-experiment with qualitative classroom observations and descriptive surveys. Early findings showed some positive, albeit “gross” program effects. Although findings are tentative, the ETMM approach enhanced interpretations by shedding light on relevant environmental variables, causes for program instabilities and sample attrition, and factors affecting treatment fidelity and scaling-up of the program beyond the pilot year.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/83
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 14, p 12 (2006)
dc.subject	research evidence
dc.subject	supplemental instructional programs
dc.subject	rigorous evaluation methods.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Gathering evidence on an after-school supplemental instruction program: Design challenges and early findings in light of NCLB.
dc.type	article