Journal
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
Volume 29, Issue 1, Pages 5-29Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0162373707299460
Keywords
group-randomized experiments; multilevel research design
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Interest has rapidly increased in studies that randomly assign classrooms or schools to interventions. When well implemented, such studies eliminate selection bias, providing strong evidence about the impact of the interventions. However, unless expected impacts are large, the number of units to be randomized needs to be quite large to achieve adequate statistical power making these studies potentially quite expensive. This article considers when and to what extent matching or covariance adjustment can reduce the number of groups needed to achieve adequate power and when these approaches actually reduce power The presentation is nontechnical.
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