Practical Considerations on How Teacher and School ICCs (Intraclass Correlation Coefficients) Vary/Co-Vary With District Characteristics (Poster 9)

• In Event: Innovations in Statistical Power, Intervention Planning and Design, and Causal Effects

Abstract

Accurate estimates of the design parameters used to conduct power analysis are crucial when planning Cluster Randomized Trials (CRTs) and Multisite CRTs to assess the effectiveness of an educational intervention. This study aims to provide evidence for how teacher and school intraclass correlation coefficients (ICCs) for student achievement in science, math, and reading systematically vary by district characteristics. Using administrative datasets from Michigan and Kentucky, we employed multivariate meta-regression to examine whether ICCs vary with district characteristics. The findings show significant variability in ICCs among teachers and schools across districts within a state. They also support the hypothesis that teacher and school ICCs systematically vary across districts, and they differ by grade across districts, and in some cases, by subject.

Authors

• Dea Mulolli, HumRRO

• Eric C. Hedberg, Abt Associates

• Jessaca K. Spybrook, Western Michigan University