Interpreting Effect Sizes of Education Interventions
Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences i...
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| Vydáno v: | Educational researcher Ročník 49; číslo 4; s. 241 - 253 |
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| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Los Angeles, CA
SAGE Publications
01.05.2020
American Educational Research Association |
| Témata: | |
| ISSN: | 0013-189X, 1935-102X |
| On-line přístup: | Získat plný text |
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| Abstract | Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences in study features, program costs, and scalability. In this article, I present five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features, costs, and scalability into the process of interpreting the policy importance of effect sizes. |
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| AbstractList | Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences in study features, program costs, and scalability. In this article, I present five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features, costs, and scalability into the process of interpreting the policy importance of effect sizes. |
| Author | Kraft, Matthew A. |
| Author_xml | – sequence: 1 givenname: Matthew A. surname: Kraft fullname: Kraft, Matthew A. email: mkraft@brown.edu |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1254972$$DView record in ERIC |
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| Snippet | Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s... Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen's... |
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| SubjectTerms | Academic Achievement Benchmarking Benchmarks Causal Models Education policy Educational Change Educational Policy Educational Research Effect Size Intervention Policy Analysis Program Evaluation Scaling Social sciences |
| Title | Interpreting Effect Sizes of Education Interventions |
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