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The EEF by numbers

Building Evidence in Education: Workshop for EEF evaluators 2 nd June: York 6 th June: London www.educationendowmentfoundation.org.uk. The EEF by numbers. 34 topics in the Toolkit. 2,300 schools participating in projects. 5 00,000 pupils involved in EEF projects. 14 members of EEF team.

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The EEF by numbers

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  1. Building Evidence in Education:Workshop for EEF evaluators2nd June: York6th June: Londonwww.educationendowmentfoundation.org.uk

  2. The EEF by numbers 34topics in the Toolkit 2,300 schools participating in projects 500,000pupils involved in EEF projects 14 members of EEF team 6,000heads presented to since launch £210mestimated spend over lifetime of the EEF 16independent evaluation teams 83 evaluations funded to date 10 reports published

  3. Session 1: DesignAdapting DesignCarole Torgerson (Durham) David Torgerson (York Trials Unit)Calculating effect sizesAdetayoKasim (Durham)

  4. Calculating Effect Sizes for Cluster Randomized Trials Adetayo Kasim

  5. Main Points • Over estimation of effect size when CLUSTER LEVEL ANALYSIS is used. • Disconnection between hypothesis testing and effect size from MULTILEVEL MODELS

  6. Calculating Effect Size

  7. Calculating Effect Size • Cluster level analysis (CLA) - Two stage approach • Summarise data to cluster level • Calculate effect size using summarised data • Multilevel models (MLM) • Analyse pupils level data, but accounts for intra cluster correlation • Calculate effect size using WITHIN cluster variability

  8. Calculating Effect Size • Illustration 1: Simulation study

  9. Calculating Effect Size • Simulation 1: MEAN, SE and SD • MEAN(SD) from 10,000 simulated data

  10. Calculating Effect Size • Simulation 2: Calculating effect size assuming within cluster variance • MEAN(SD) of Hedges Effect Size from 10,000 simulated data

  11. Calculating Effect Size • Cluster level analysis may overestimates effect size when between variability is negligible and there is substantial variability within clusters • Effect sizes based on within cluster variance and total variance from multilevel model are comparable when between cluster variance is negligible • Using only within cluster variance could result in different conclusions based on effect sizes and hypothesis testing when there is a substantial variability between clusters

  12. Discussion Cluster level analysis • OR Within cluster Variance from multilevel model • OR Total variance from multilevel model ?

  13. References • Tymms P., Merrell C. and Henderson B. (1997) The first year at school: a quantitative investigation of the attainment and progress of pupils. Educational research and Evaluation, 3(2), pp. 101 - 118 • Larry V. Hedges (2007) Effect sizes in cluster-randomized designs. Journal of Educational and Behavioural Statistics, 32(4), pp. 341-370 • A. Brand, M.T. Bradley, L.A. Best, G. Stoica (2008) Accuracy of effect size estimates from published psychological research. Perceptual and Motor Skills, 106 (2) (2008), pp. 645–649

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