Education Experiments in Latin America: Empirical Evidence to Guide Evaluation Design
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| Title: | Education Experiments in Latin America: Empirical Evidence to Guide Evaluation Design |
|---|---|
| Language: | English |
| Authors: | Steven Glazerman, Larissa Campuzano (ORCID |
| Source: | Evaluation Review. 2025 49(1):115-146. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Agency for International Development (IDCA) |
| Contract Number: | AIDOAAM1200020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Experiments, Foreign Countries, Educational Assessment, Research Design, Educational Research, Multivariate Analysis, Randomized Controlled Trials, Sample Size, Surveys, Correlation, Data Collection, Equations (Mathematics), Reading Tests, Reading Comprehension, Reading Fluency |
| Geographic Terms: | Latin America, Nicaragua, Honduras, Guatemala, Peru |
| DOI: | 10.1177/0193841X241241354 |
| ISSN: | 0193-841X 1552-3926 |
| Abstract: | Randomized experiments involving education interventions are typically implemented as cluster randomized trials, with schools serving as clusters. To design such a study, it is critical to understand the degree to which learning outcomes vary between versus within clusters (schools), specifically the intraclass correlation coefficient. It is also helpful to anticipate the benefits, in terms of statistical power, of collecting household data, testing students at baseline, or relying on administrative data on previous cohorts from the same school. We use data from multiple cluster-randomized trials in four Latin American countries to provide information on the intraclass correlations in early grade literacy outcomes. We also describe the proportion of variance explained by different types of covariates. These parameters will help future researchers conduct statistical power analysis, estimate the required sample size, and determine the necessity of collecting different types of baseline data such as child assessments, administrative data at the school level, or household surveys. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454813 |
| Database: | ERIC |
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| Abstract: | Randomized experiments involving education interventions are typically implemented as cluster randomized trials, with schools serving as clusters. To design such a study, it is critical to understand the degree to which learning outcomes vary between versus within clusters (schools), specifically the intraclass correlation coefficient. It is also helpful to anticipate the benefits, in terms of statistical power, of collecting household data, testing students at baseline, or relying on administrative data on previous cohorts from the same school. We use data from multiple cluster-randomized trials in four Latin American countries to provide information on the intraclass correlations in early grade literacy outcomes. We also describe the proportion of variance explained by different types of covariates. These parameters will help future researchers conduct statistical power analysis, estimate the required sample size, and determine the necessity of collecting different types of baseline data such as child assessments, administrative data at the school level, or household surveys. |
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| ISSN: | 0193-841X 1552-3926 |
| DOI: | 10.1177/0193841X241241354 |
