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Absolute effects of schooling as a reference for the interpretation of educational intervention effects

Luyten, J.; Merrell, C.; Tymms, P.

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Authors

J. Luyten

C. Merrell



Abstract

Knowledge of the absolute effects of schooling provides a useful reference for the interpretation of the effectiveness of educational interventions. We use discontinuities in test scores between the oldest pupils in one birth cohort and the youngest in the next to assess the absolute effects of schooling. Our study includes 90 % of all pupils in year-groups 4–6 of primary education (ages 7–10) in Northern Ireland. Assignment to year-groups is strictly determined by date of birth in Northern Ireland. This creates a situation which parallels randomized controlled experimentation. The findings support the view that the guidelines suggested by Cohen (in 1969) may be overly ambitious when evaluating the effectiveness of educational interventions.

Citation

Luyten, J., Merrell, C., & Tymms, P. (2020). Absolute effects of schooling as a reference for the interpretation of educational intervention effects. Studies in Educational Evaluation, Article 100939. https://doi.org/10.1016/j.stueduc.2020.100939

Journal Article Type Article
Acceptance Date Oct 21, 2020
Online Publication Date Nov 9, 2020
Publication Date 2020-12
Deposit Date Oct 22, 2020
Publicly Available Date Mar 29, 2024
Journal Studies in Educational Evaluation
Print ISSN 0191-491X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Article Number 100939
DOI https://doi.org/10.1016/j.stueduc.2020.100939

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