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The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons.

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Title: The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons.
Authors: Sims, Sam1 (AUTHOR), Anders, Jake1 (AUTHOR), Zieger, Laura1 (AUTHOR)
Source: Journal of Research on Educational Effectiveness. Oct-Dec2022, Vol. 15 Issue 4, p876-897. 22p.
Subject Terms: *School rankings, *Test validity, *Education research, Time series analysis, Randomized controlled trials, Standard deviations
Abstract: Comparative interrupted time series (CITS) designs evaluate impact by modeling the relative deviation from trends among a treatment and comparison group after an intervention. The broad applicability of the design means it is widely used in education research. Like all non-experimental evaluation methods however, the internal validity of a given CITS evaluation depends on assumptions that cannot be directly verified. We provide an empirical test of the internal validity of CITS by conducting four within-study comparisons of school-level interventions previously evaluated using randomized controlled trials. Our estimate of bias across these four studies is 0.03 school-level (or 0.01 pupil-level) standard deviations. The results suggest well-conducted CITS evaluations of similar school-level education interventions are likely to display limited bias. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons.
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  Data: <searchLink fieldCode="AR" term="%22Sims%2C+Sam%22">Sims, Sam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anders%2C+Jake%22">Anders, Jake</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zieger%2C+Laura%22">Zieger, Laura</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Oct-Dec2022, Vol. 15 Issue 4, p876-897. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22School+rankings%22">School rankings</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Time+series+analysis%22">Time series analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Standard+deviations%22">Standard deviations</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Comparative interrupted time series (CITS) designs evaluate impact by modeling the relative deviation from trends among a treatment and comparison group after an intervention. The broad applicability of the design means it is widely used in education research. Like all non-experimental evaluation methods however, the internal validity of a given CITS evaluation depends on assumptions that cannot be directly verified. We provide an empirical test of the internal validity of CITS by conducting four within-study comparisons of school-level interventions previously evaluated using randomized controlled trials. Our estimate of bias across these four studies is 0.03 school-level (or 0.01 pupil-level) standard deviations. The results suggest well-conducted CITS evaluations of similar school-level education interventions are likely to display limited bias. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2022.2051652
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        Text: English
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        Type: general
      – SubjectFull: Test validity
        Type: general
      – SubjectFull: Education research
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      – SubjectFull: Time series analysis
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      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Standard deviations
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      – TitleFull: The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons.
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              Text: Oct-Dec2022
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