Methodological Challenges in Estimating Effects of Educational Interventions for Students With Disabilities

• In Event: Hilton Roundtable Session 13
  In Roundtable Session: Measurement Issues in the Implementation and Evaluation of Accountability Policy

Abstract

Educational researchers frequently study the impact of treatments or interventions on educational outcomes. A critical aspect of such investigations involves determining whether treatment effects vary by student subgroups, such as race/ethnicity, sex/gender, SES, and disability status. Estimation of such treatment effect for subgroups typically involves the inclusion of interaction terms in the statistical models to be fitted. However, estimation of intervention effects for subgroups of students defined by disability status can be potentially misleading when researchers control for prior achievement or other measures of academic ability. This paper describes methodological challenges in estimating intervention effects for students with disabilities, provides an applied example using data from an innovative state-level educational intervention, and concludes with implications for policy and practice.

Authors

• Suzanne E. Graham, University of New Hampshire

• Carla M Evans, National Center for the Improvement of Educational Assessment, Inc.

• Beth S Fornauf, University of New Hampshire

• Joy Dangora Erickson, University of New Hampshire