IDEAS home Printed from https://ideas.repec.org/a/sae/evarev/v27y2003i1p3-49.html
   My bibliography  Save this article

Using “Short†Interrupted Time-Series Analysis To Measure The Impacts Of Whole-School Reforms

Author

Listed:
  • Howard S. Bloom

Abstract

The present article introduces a new approach for measuring the impacts of whole-school reforms. The approach is based on “short†interrupted time-series analysis, which has been used to evaluate programs in many fields. The approach is used to measure impacts on three facets of student performance: (a) average (mean) test scores, which summarize impacts on total performance; (b) the distribution of scores across specific ranges, which helps to identify where in the distribution of student performance impacts were experienced; and (c) the variation (standard deviation) of scores, which indicates how the disparity in student performance was affected. To help researchers use the approach, the article lays out its conceptual rationale, describes its statistical procedures, explains how to interpret its findings, indicates its strengths and limitations, and illustrates how it was used to evaluate a major whole-school reform—Accelerated Schools.

Suggested Citation

  • Howard S. Bloom, 2003. "Using “Short†Interrupted Time-Series Analysis To Measure The Impacts Of Whole-School Reforms," Evaluation Review, , vol. 27(1), pages 3-49, February.
    • Handle: RePEc:sae:evarev:v:27:y:2003:i:1:p:3-49
    DOI: 10.1177/0193841X02239017
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/0193841X02239017
    Download Restriction: no
    File URL: https://libkey.io/10.1177/0193841X02239017?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Meyer, Robert H., 1997. "Value-added indicators of school performance: A primer," Economics of Education Review, Elsevier, vol. 16(3), pages 283-301, June.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. KAMKOUM, Arnaud Cedric, 2023. "The Federal Reserve’s Response to the Global Financial Crisis and its Effects: An Interrupted Time-Series Analysis of the Impact of its Quantitative Easing Programs," Thesis Commons d7pvg, Center for Open Science.
    2. Arnaud Cedric Kamkoum, 2023. "The Federal Reserve's Response to the Global Financial Crisis and Its Long-Term Impact: An Interrupted Time-Series Natural Experimental Analysis," Papers 2305.12318, arXiv.org.
    3. Laura Policardo, 2016. "Is Democracy Good for the Environment? Quasi-Experimental Evidence from Regime Transitions," Environmental & Resource Economics, Springer;European Association of Environmental and Resource Economists, vol. 64(2), pages 275-300, June.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Brasington, D. M., 2003. "The supply of public school quality," Economics of Education Review, Elsevier, vol. 22(4), pages 367-377, August.
    2. David Brasington & Don Haurin, 2005. "Capitalization of Parent, School, and Peer Group Components of School Quality into House Price," Departmental Working Papers 2005-04, Department of Economics, Louisiana State University.
    3. Temple, Judy A., 1998. "Recent Clinton Urban Education Initiatives and the Role of School Quality in Metropolitan Finance," National Tax Journal, National Tax Association, vol. 51(n. 3), pages 517-29, September.
    4. Alejandro Arenas Alzate, 2021. "Mejores colegios en Colombia: efecto de las condiciones socioeconómicas sobre el desempeno escolar," Documentos de Trabajo de Valor Público 19829, Universidad EAFIT.
    5. repec:mpr:mprres:8135 is not listed on IDEAS
    6. Henry W. KINNUCAN & Martin D. SMITH & Yuqing ZHENG & Jose R. LLANES, 2012. "The Effects of No Child Left Behind on Student Performance in Alabama’s Rural Schools," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 12(1), pages 5-24.
    7. Horrace, William C. & Rothbart, Michah W. & Yang, Yi, 2022. "Technical efficiency of public middle schools in New York City," Economics of Education Review, Elsevier, vol. 86(C).
    8. Steven M. Glazerman & Liz Potamites, "undated". "False Performance Gains: A Critique of Successive Cohort Indicators," Mathematica Policy Research Reports 514ff0e4bc794e56804cafcc9, Mathematica Policy Research.
    9. Kong, Wei-Hsin & Fu, Tsu-Tan, 2012. "Assessing the performance of business colleges in Taiwan using data envelopment analysis and student based value-added performance indicators," Omega, Elsevier, vol. 40(5), pages 541-549.
    10. Stephen Lipscomb & Brian Gill & Kevin Booker & Matthew Johnson, "undated". "Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results," Mathematica Policy Research Reports 600966d791a14d6497505b870, Mathematica Policy Research.
    11. M C A S Portela & A S Camanho, 2010. "Analysis of complementary methodologies for the estimation of school value added," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 61(7), pages 1122-1132, July.
    12. Matthew Johnson & Stephen Lipscomb & Brian Gill & Kevin Booker & Julie Bruch, "undated". "Value-Added Models for the Pittsburgh Public Schools," Mathematica Policy Research Reports 1a314c80952d49a1a52924599, Mathematica Policy Research.
    13. Naven, Matthew, 2019. "Human-Capital Formation During Childhood and Adolescence: Evidence from School Quality and Postsecondary Success in California," MPRA Paper 97716, University Library of Munich, Germany.
    14. Gianfranco DE SIMONE, 2012. "Render unto primary the things which are primary's. Inherited and fresh learning divides in Italian lower secondary education," Departmental Working Papers 2012-14, Department of Economics, Management and Quantitative Methods at Università degli Studi di Milano.
    15. David Brasington & Donald R. Haurin, 2006. "Educational Outcomes and House Values: A Test of the value added Approach," Journal of Regional Science, Wiley Blackwell, vol. 46(2), pages 245-268, May.
    16. Konstantopoulos, Spyros, 2007. "How Long Do Teacher Effects Persist?," IZA Discussion Papers 2893, Institute of Labor Economics (IZA).
    17. Naven, Matthew, 2020. "Within-School Heterogeneity in Quality: Do Schools Provide Equal Value Added to All Students?," MPRA Paper 100123, University Library of Munich, Germany.
    18. Eric Isenberg & Heinrich Hock, 2010. "Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools," Mathematica Policy Research Reports 42dd1ff2d7eb46948f98d8e9c, Mathematica Policy Research.
    19. Alexandra Resch & Jonah Deutsch, "undated". "Measuring School and Teacher Value Added in Charleston County School District, 2013-2014 School Year," Mathematica Policy Research Reports eec5dbb671ab46f09c1dfb85a, Mathematica Policy Research.
    20. De Simone, Gianfranco, 2013. "Render unto primary the things which are primary's: Inherited and fresh learning divides in Italian lower secondary education," Economics of Education Review, Elsevier, vol. 35(C), pages 12-23.
    21. Susanna Loeb & Michael S. Christian & Heather Hough & Robert H. Meyer & Andrew B. Rice & Martin R. West, 2019. "School Differences in Social–Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students," Journal of Educational and Behavioral Statistics, , vol. 44(5), pages 507-542, October.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:evarev:v:27:y:2003:i:1:p:3-49. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.