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Journal of Research on Educational Effectiveness Volume 8, 2015 - Issue 2
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METHODOLOGICAL STUDIES

Adding Design Elements to Improve Time Series Designs: No Child Left Behind as an Example of Causal Pattern-Matching

Manyee WongAmerican Institutes for Research, Chicago, Illinois, USA
,
Thomas D. CookNorthwestern University, Evanston, Illinois, USA, and Mathematica Policy Research, Inc., Washington, DC, USA;Mathematica Policy Research, Inc., Washington, DC, USACorrespondence[email protected]
&
Peter M. SteinerUniversity of Wisconsin–Madison, Madison, Wisconsin, USA
Pages 245-279 | Published online: 09 Mar 2015

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Sam Sims, Jake Anders & Laura Zieger. (2022) The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons. Journal of Research on Educational Effectiveness 15:4, pages 876-897.
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Taylor V. Gara, George Farkas & Liane Brouillette. (2022) Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?. Arts Education Policy Review 123:4, pages 218-235.
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Meredith Lea Wronowski. (2021) De-Professionalized and Demoralized: A Framework for Understanding Teacher Turnover in the Accountability Policy ERA. Leadership and Policy in Schools 20:4, pages 599-629.
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Kyung Hee Kim. (2021) Creativity Crisis Update: America Follows Asia in Pursuing High Test Scores Over Learning. Roeper Review 43:1, pages 21-41.
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Kelly Hallberg, Ryan Williams & Andrew Swanlund. (2020) Improving the Use of Aggregate Longitudinal Data on School Performance to Assess Program Effectiveness: Evidence from Three Within Study Comparisons. Journal of Research on Educational Effectiveness 13:3, pages 518-545.
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Coby V. Meyers, Meredith L. Wronowski & Laura LaMonica. (2021) Evidence That In-Service Professional Learning for Educational Leaders Matters. Journal of Research on Leadership Education 18:1, pages 103-131.
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Seth Brown, Mengli Song, Thomas D. Cook & Michael S. Garet. (2022) Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?. American Educational Research Journal 60:1, pages 141-182.
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Mengli Song, Michael S. Garet, Rui Yang & Drew Atchison. (2021) Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform. American Educational Research Journal 59:3, pages 610-647.
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Jared Coopersmith, Thomas D. Cook, Jelena Zurovac, Duncan Chaplin & Lauren V. Forrow. (2022) INTERNAL AND EXTERNAL VALIDITY OF THE COMPARATIVE INTERRUPTED TIME‐SERIES DESIGN: A META‐ANALYSIS. Journal of Policy Analysis and Management 41:1, pages 252-277.
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Paul Bruno & Dan Goldhaber. (2021) What pandemic-related test waiver requests suggest about states’ testing priorities. Phi Delta Kappan 103:3, pages 48-53.
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Sergey Alexeev & Donald Weatherburn. (2021) The Australian ready-to-drink beverages tax missed its target age group. International Journal of Drug Policy 95, pages 103399.
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Haesung Im. (2021) Kindergarten assessment policies and reading growth during the first two years: Does standardized assessment policy benefit children who are left behind?. Learning and Individual Differences 86, pages 101977.
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Bikram Karmakar & Dylan S. Small. (2020) Assessment of the extent of corroboration of an elaborate theory of a causal hypothesis using partial conjunctions of evidence factors. The Annals of Statistics 48:6.
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Prathiba Natesan. (2019) Fitting Bayesian Models for Single-Case Experimental Designs. Methodology 15:4, pages 147-156.
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Thomas S. Dee & Elise Dizon-Ross. (2019) School Performance, Accountability, and Waiver Reforms: Evidence From Louisiana. Educational Evaluation and Policy Analysis 41:3, pages 316-349.
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Daphna Bassok, Thomas S. Dee & Scott Latham. (2019) The Effects of Accountability Incentives in Early Childhood Education. Journal of Policy Analysis and Management 38:4, pages 838-866.
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Kyung Hee Kim & Nancy Chae. 2019. Creativity Under Duress in Education?. Creativity Under Duress in Education? 215 233 .
Anna J. Markowitz. (2018) Changes in School Engagement as a Function of No Child Left Behind: A Comparative Interrupted Time Series Analysis. American Educational Research Journal 55:4, pages 721-760.
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Kelly Hallberg, Ryan Williams, Andrew Swanlund & Jared Eno. (2018) Short Comparative Interrupted Time Series Using Aggregate School-Level Data in Education Research. Educational Researcher 47:5, pages 295-306.
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Vivian C. Wong, Coady Wing, David Martin & Anandita Krishnamachari. (2017) Did States Use Implementation Discretion to Reduce the Stringency of NCLB? Evidence From a Database of State Regulations. Educational Researcher 47:1, pages 9-33.
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Camille R. Whitney & Christopher A. Candelaria. (2017) The Effects of No Child Left Behind on Children’s Socioemotional Outcomes. AERA Open 3:3, pages 233285841772632.
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Brittany Aronson, Kristin M. Murphy & Andrew Saultz. (2016) Under Pressure in Atlanta: School Accountability and Special Education Practices during the Cheating Scandal. Teachers College Record: The Voice of Scholarship in Education 118:14, pages 1-26.
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