Poster #2 - Comparative Interrupted Time Series to Investigate the Effectiveness of a Personalized Learning Project

• In Event: 43.081 - MTCC Poster Session Nine
  In Poster Session: 43.081-1 - Contemporary Issues in Educational Evaluation 2

Abstract

This study investigates the impact of a multi-year project designed to promote personalized learning on student achievement outcomes. Comparison schools were not determined a priori, therefore, a matching process was used to identify comparison schools similar to project schools at the baseline year prior to implementation. An interrupted time series analysis was used to gauge differences in growth trajectories in the years prior to and after implementation. Differences in growth trajectories between treatment and comparison schools were also assessed. The study uses publicly available data to find a comparison group and analyzes school-level outcomes using longitudinal assessment data. This process can be widely applied in other evaluations of federally-funded education intervention projects where access to a comparison group is lacking.

Author

• Tammiee S. Dickenson, University of South Carolina - Columbia