Affiliation:
1. Arizona State University
2. VIA, Incorporated
Abstract
The authors assessed the impact of three designs (randomized experiment, nonequivalent control group design, regression discontinuity design) on estimates of effect size of a university-level freshman remedial writing program. Designs were implemented within the same context, same time frame, and with the same population. The 375 freshman participants were either randomly assigned or self-selected into specific evaluation groups, according to design protocols. The three designs led to highly similar effect size estimates of the impact of a semester of remedial writing on writing outcomes following standard freshman composition. Specific design features contributed to the convergence of effect size estimates across designs.
Subject
General Social Sciences,Arts and Humanities (miscellaneous)
Cited by
60 articles.
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