Interpreting Effect Sizes of Education Interventions
Interpreting Effect Sizes of Education Interventions
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DOI：
10.3102/0013189x20912798
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发表时间：
2020-04-27
影响因子：
8.2
通讯作者：
Kraft, Matthew A.
中科院分区：
文献类型：
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作者：
Kraft, Matthew A.
研究人员通常采用雅各布·科恩在半个多世纪前提出的基准来解释效应大小。然而，与大多数现场干预措施的影响相比，按科恩的标准来看，影响很小。这些基准也没有考虑到研究特点、项目成本和可扩展性方面的重要差异。在这篇文章中，我提出了五条广泛的指导方针，用于解释适用于社会科学的效应大小。然后，我提出了一个更结构化的模式，并提出了一个新的经验基准，用于解释一类特定的研究：具有标准化成就结果的教育干预的因果研究。总而言之，这些工具提供了一种实用的方法，可以将研究特点、成本和可扩展性纳入到解释效果大小的政策重要性的过程中。
Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen's standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences in study features, program costs, and scalability. In this article, I present five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features, costs, and scalability into the process of interpreting the policy importance of effect sizes.