Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms

Authors

Mark W. Lipsey, Vanderbilt University
Kelly Puzio, Washington State University
Cathy Yun, Vanderbilt University
Michael A. Hebert, University of Nebraska
Kasia Steinka-Fry, Vanderbilt University
Mikel W. Cole, Clemson UniversityFollow
Megan Roberts, Vanderbilt University
Karen S. Anthony, Vanderbilt University
Matthew D. Busick, Vanderbilt University

Document Type

Article

Publication Date

11-2012

Publisher

National Center for Special Education Research

Abstract

This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide them to go a step beyond reporting the statistics that emerge from their analysis of the differences between experimental groups on the respective outcome variables. With what is often very minimal additional effort, those statistical representations can be translated into forms that allow their magnitude and practical significance to be more readily understood by the practitioners, policymakers, and even other researchers who are interested in the intervention that was evaluated.

Comments

This report is in the public domain and is available on the IES website at http://ies.ed.gov/ncser/

Recommended Citation

Lipsey, M.W., Puzio, K., Yun, C., Hebert, M.A., Steinka-Fry, K., Cole, M.W., Roberts, M., Anthony, K.S., Busick, M.D. (2012). Translating the Statistical Representation of the Effects of Education Interventions into More Readily Interpretable Forms. (NCSER 2013-3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education