Contextualizing Effect Size: Using Residual Effect Size to Measure the Closing of Achievement Gaps

• In Event: Roundtable Session 12
  In Roundtable Session: Current Studies in Program Evaluation to Improve Student Achievement Outcomes

Abstract

Contextualizing Effect Size: Using Residual Effect Size to Measure the Closing of Achievement Gaps
In this study I explore the use of effect size to contextualize achievement gaps in schools in New York City. My argument for this technique is that it produces a highly interpretable method for understanding the degree to which an individual school is closing achievement gaps for populations of interest.
This evaluation study has two main purposes: 1. To demonstrate the usefulness of effect size measurement of achievement gaps for contextualizing performance effect sizes and; 2. To assess the success of the Expeditionary Learning model for closing achievement gaps among chronically underperforming populations in New York City.

Author

• John Tapper, University of Hartford