Julie Edmunds, Fatih Unlu, Elizabeth Glennie, Lawrence Bernstein, Lily Fesler, Jane Furey, & Nina Arshavsky

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Are early college high schools effective?

Yes, they are, according to a rigorous study conducted in North Carolina. Students who attended Early College High Schools enrolled in and completed college more than comparable students who did not (see bar chart below). The increase in degree completion is one of the largest ever observed in a randomized trial! Early college students also earned 8 times as many college credits in high school as their peers in the control group.

Sharon Wolf, J. Lawrence Aber, Jere Behrman & Edward Tsinigo

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Preschool teacher training program improves classroom quality and child outcomes in Ghana

Children around the world are attending preschool more than ever before. But many preschools are poor quality and children are not learning. Ghana, a lower-middle income country in West Africa, has been at the forefront of expanding access to preschool and adopting a progressive- child-centered curriculum.

Yet, preschool quality remains poor and most teachers have not been trained in the national curriculum. 

Luke Miratrix, Jane Furey, Avi Feller, Todd Grindal, and Lindsay Page

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Estimating program effects for subgroups is hard. Estimating effects for types of people who exist in theory, but whom we can’t always identify in practice (i.e., latent subgroups) is harder. These challenges arise often, with noncompliance being a primary example. Another is estimating effects on groups defined by “counterfactual experience,” i.e., by what opportunities would have been available absent treatment access. This paper tackles this difficult problem. We find that if one can predict, with some accuracy, latent subgroup membership, then bounding is a nice evaluation approach, relying on weak assumptions. This is in contrast to many alternatives that are tricky, often unstable, and/or rely on heroic assumptions.

What are latent subgroups again?

Howard Bloom, Steve Raudenbush, Michael Weiss, & Kristin Porter

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Multisite randomized trials are experiments where individuals are randomly assigned to alternative experimental arms within each of a collection of sites (e.g., schools).  They are used to estimate impacts of educational interventions. However, little attention has been paid to using them to quantify and report cross-site impact variation. The present paper, which received the 2017 JREE Outstanding Article Award, provides a methodology that can help to fill this gap.

Why and how is knowledge about cross-site impact variation important?

Michael Weiss

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Beware! Teacher effects could mess up your individually randomized trial! Or such is the message of this paper focusing on what happens if you have individual randomization, but teachers are not randomly assigned to experimental groups.

The key idea is that if your experimental groups are systematically different in teacher quality, you will be estimating a combined impact of getting a good/bad teacher on top of the impact of your intervention.