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Academic and Behavioral Design Parameters for Cluster Randomized Trials in Kindergarten

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  • E. C. Hedberg

Abstract

Background: There is an increased focus on randomized trials for proximal behavioral outcomes in early childhood research. However, planning sample sizes for such designs requires extant information on the size of effect, variance decomposition, and effectiveness of covariates. Objectives: The purpose of this article is to employ a recent large representative sample of early childhood longitudinal study kindergartners to estimate design parameters for use in planning cluster randomized trials. A secondary objective is to compare the results of math and reading with the previous kindergartner cohort of 1999. Research Design: For each measure, fall–spring gains in effect size units are calculated. In addition, multilevel models are fit to estimate variance components that are used to calculate intraclass correlations (ICCs) and R 2 statistics. The implications of the reported parameters are summarized in tables of required school sample sizes to detect small effects. Measures: The outcomes include information about student scores regarding learning behaviors, general behaviors, and academic abilities. Results: Aside from math and reading, there were small gains in these measures from fall to spring, leading to effect sizes between about .1 and .2. In addition, the nonacademic ICCs are smaller than the academic ICCs but are still nontrivial. Use of a pretest covariate is generally effective in reducing the required sample size in power analyses. The ICCs for math and reading are smaller for the current sample compared with the 1999 sample.

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  • E. C. Hedberg, 2016. "Academic and Behavioral Design Parameters for Cluster Randomized Trials in Kindergarten," Evaluation Review, , vol. 40(4), pages 279-313, August.
    • Handle: RePEc:sae:evarev:v:40:y:2016:i:4:p:279-313
    DOI: 10.1177/0193841X16655657
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    1. Sophia Rabe‐Hesketh & Anders Skrondal, 2006. "Multilevel modelling of complex survey data," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 169(4), pages 805-827, October.
    2. Claessens, Amy & Duncan, Greg & Engel, Mimi, 2009. "Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K," Economics of Education Review, Elsevier, vol. 28(4), pages 415-427, August.
    3. E. C. Hedberg & Larry V. Hedges, 2014. "Reference Values of Within-District Intraclass Correlations of Academic Achievement by District Characteristics," Evaluation Review, , vol. 38(6), pages 546-582, December.
    4. Larry V. Hedges & E. C. Hedberg, 2013. "Intraclass Correlations and Covariate Outcome Correlations for Planning Two- and Three-Level Cluster-Randomized Experiments in Education," Evaluation Review, , vol. 37(6), pages 445-489, December.
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    Cited by:

    1. Marie-Andrée Somers & Michael J. Weiss & Colin Hill, 2023. "Design Parameters for Planning the Sample Size of Individual-Level Randomized Controlled Trials in Community Colleges," Evaluation Review, , vol. 47(4), pages 599-629, August.

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