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Methodologically Based Discrepancies in Compensatory Education Evaluations

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  • William M.K. Trochim

    (Cornell University)

Abstract

Meta-analysis of several hundred evaluations of Title I compensatory education programs shows that two distinct research designs consistently yield different results. The norm- referenced model portrays programs as positively effective while the regression-disconti nuity design shows them to be ineffective or even slightly harmful. Three potential biasing factors are discussed for each design—residual regression artifacts; attrition and time-of- testing problems in the norm-referenced design; and assignment, measurement, and data preparation problems in the regression-discontinuity design. In lieu of more definitive research the tentative conclusion is that in practice the norm-referenced design over estimates the program effect while the regression-discontinuity design underestimates it.

Suggested Citation

  • William M.K. Trochim, 1982. "Methodologically Based Discrepancies in Compensatory Education Evaluations," Evaluation Review, , vol. 6(4), pages 443-480, August.
    • Handle: RePEc:sae:evarev:v:6:y:1982:i:4:p:443-480
    DOI: 10.1177/0193841X8200600401
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    References listed on IDEAS

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    1. Gary S. Becker, 1994. "Rates of Return from High School Education and Trends over Time," NBER Chapters, in: Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Third Edition, pages 215-227, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Santarossa, Gino, 2008. "Note d'introduction sur l'évaluation d'impact d'un programme public par la méthode de régression par discontinuité [The Evaluation of Public Program Effect Using Regression Discontinuity Method : A," MPRA Paper 11268, University Library of Munich, Germany.

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