Random Assignment within Schools: Lessons Learned from the Teach for America Experiment
Randomized trials are a common way to provide rigorous evidence on the impacts of education programs. This article discusses the trade-offs associated with study designs that involve random assignment of students within schools and describes the experience from one such study of Teach for America (TFA). The TFA experiment faced challenges with recruitment, randomization of students, and analysis. The solutions to those challenges may be instructive for experimenters who wish to study future interventions at the student or classroom level. The article concludes that within-school random assignment studies such as the TFA evaluation are challenging but, under the right conditions, are also feasible and potentially very rewarding in terms of generating useful evidence for policy. © 2012 Association for Education Finance and Policy
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 7 (2012)
Issue (Month): 2 (March)
|Contact details of provider:|| Web page: http://mitpress.mit.edu/journals/ |
|Order Information:||Web: http://www.mitpressjournals.org/loi/edfp|
When requesting a correction, please mention this item's handle: RePEc:tpr:edfpol:v:7:y:2012:i:2:p:124-142. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Karie Kirkpatrick)
If references are entirely missing, you can add them using this form.