Comparison of a randomized and two quasi-experimental designs in a single outcome evaluation: Efficacy of a University-Level Remedial Writing Program

Leona S. Aiken, Stephen G. West, David E. Schwalm, James L. Carroll, Shenghwa Hsiung

Research output: Contribution to journalReview articlepeer-review

57 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)207-244
Number of pages38
JournalEvaluation Review
Volume22
Issue number2
DOIs
StatePublished - Apr 1998

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Social Sciences(all)

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