Absolute effects of schooling as a reference for the interpretation of educational intervention effects
Luyten, J.; Merrell, C.; Tymms, P.
Professor Peter Tymms firstname.lastname@example.org
External Examiner (PGR)
Knowledge of the absolute effects of schooling provides a useful reference for the interpretation of the effectiveness of educational interventions. We use discontinuities in test scores between the oldest pupils in one birth cohort and the youngest in the next to assess the absolute effects of schooling. Our study includes 90 % of all pupils in year-groups 4–6 of primary education (ages 7–10) in Northern Ireland. Assignment to year-groups is strictly determined by date of birth in Northern Ireland. This creates a situation which parallels randomized controlled experimentation. The findings support the view that the guidelines suggested by Cohen (in 1969) may be overly ambitious when evaluating the effectiveness of educational interventions.
Luyten, J., Merrell, C., & Tymms, P. (2020). Absolute effects of schooling as a reference for the interpretation of educational intervention effects. Studies in Educational Evaluation, Article 100939. https://doi.org/10.1016/j.stueduc.2020.100939
|Journal Article Type||Article|
|Acceptance Date||Oct 21, 2020|
|Online Publication Date||Nov 9, 2020|
|Deposit Date||Oct 22, 2020|
|Publicly Available Date||Nov 10, 2020|
|Journal||Studies in Educational Evaluation|
|Peer Reviewed||Peer Reviewed|
Published Journal Article
Publisher Licence URL
© 2020 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
You might also like
Innovation and change within education
A Reflection on Three Decades of Development
The economic benefits of effective reception classes
Learning Loss and Learning Inequality During the Covid-19 Pandemic