Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes

Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of th...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 2023-03, Vol.45 (1), p.134-156
Main Authors: Shen, Zuchao, Curran, F. Chris, You, You, Splett, Joni Williams, Zhang, Huibin
Format: Article
Language:English
Subjects:
Academic achievement
Achievement Gains
Achievement Gap
Childhood
Children
Correlation
Data Collection
Educational evaluation
Educational objectives
Elementary School Teachers
Empowerment
Experiments
Hypothesis Testing
Kindergarten
Longitudinal Studies
Observation
Outcomes of Education
Professional development
Program Effectiveness
Program Evaluation
Research Design
Research Methodology
School effectiveness
Surveys
Teacher Effectiveness
Teacher Empowerment
Teachers
Teaching
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Summary:Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested within schools. The results show that intraclass correlations at the school level are relatively stable, and those at the teacher level increase along with grade level. We illustrate the utility of the results by demonstrating how to leverage this information to design more efficient and effective experimental studies.
ISSN:0162-3737
1935-1062
DOI:10.3102/01623737221111400