In some experimental evaluations of classroom-level interventions it is not practically feasible to randomly assign teachers to experimental conditions. Given such restrictions, researchers may randomly assign students to experimental conditions and consider the teacher to be a part of the intervention. However, in an individually randomized…

The purpose for this study was to determine the influence on achievement and classification rate into special education of racially, culturally, ethnically, linguistically diverse students following the use of a district-designed response to intervention (RtI) structure by examining local processes that may contribute to student achievement and…

Identifying the effects of the New York State Experimental Prekindergarten Program on the development of children requires that a broad array of data be analyzed. In studying the effects of the program, the evaluation unit is interested in determining whether there is an overall effect, and whether children of different ages and different levels…