Good read on evidence based education: What Is a Large Effect Size?

Since the popular work by Hattie the concept of effect size has become very popular. Slavin now in a new blog post answers the question what is a large effect size, and no, it doesn’t mean bigger than .40.

From the mustread blog post:

So what’s the right answer? The answer turns out to mainly depend on just two factors: Sample size, and whether or not students, classes/teachers, or schools were randomly assigned (or assigned by matching) to treatment and control groups. We recently did a review of twelve published meta-analyses including only the 611 studies that met the stringent inclusion requirements of our Best-Evidence Encyclopedia (BEE). (In brief, the BEE requires well-matched or randomized control groups and measures not made up by the researchers.) The average effect sizes in the four cells formed by quasi-experimental/randomized and small/large sample size (splitting at n=250) are as follows.


Here is what this chart means. If you look at a study that meets BEE standards and students were matched before being (non-randomly) assigned to treatment and control groups, then the average effect size is +0.32. Studies that use the same sample sizes and design would need to reach an effect size like this to be at the average. In contrast, if you find a large randomized study, it will need an effect size of only +0.11 to be considered average for its type. If Program A reports an effect size of +0.20 and Program B reports the same, are the programs equally effective? Not if they used different designs. If Program A used a large randomized study design and Program B a small quasi-experiment, then Program A is a leader in its class and Program B is a laggard.

This chart only applies to studies that meet our BEE standards, which removes a lot of the awful research that gives Hattie the false impression that everything works, and fabulously.


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