doi:10.1177/0193841X9802200203

Paper Title

Comparison of a Randomized and Two Quasi-Experimental Designs in a Single Outcome Evaluation: Efficacy of a University-Level Remedial Writing Program

Keywords

Randomized Experiment
Quasi-Experimental Designs
Nonequivalent Control Group Design
Regression Discontinuity Design
Effect Size
Remedial Writing Program
Freshman Composition
Writing Outcomes
Design Features
Educational Evaluation

Article Type

Research Article

Journal

Evaluation Review

Research Impact Tools

DOI

10.1177/0193841X9802200203

Publication Info

Volume: 22 | Issue: 2 | Pages: 207-244

Published On

April, 1998

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Abstract

The authors assessed the impact of three designs (randomized experiment, nonequivalent control group design, regression discontinuity design) on estimates of effect size of a university-level freshman remedial writing program. Designs were implemented within the same context, same time frame, and with the same population. The 375 freshman participants were either randomly assigned or self-selected into specific evaluation groups, according to design protocols. The three designs led to highly similar effect size estimates of the impact of a semester of remedial writing on writing outcomes following standard freshman composition. Specific design features contributed to the convergence of effect size estimates across designs.