elizabeth autio education northwest
TRANSCRIPT
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Including Rural Schools in Randomized Controlled Trials
Elizabeth Autio
Education Northwest
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Why conduct rigorous research in rural schools?
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Rigorous research conducted in rural areas is rare
•21% comparative research design •0% RCTs
2% met rigorous standards
N=498 abstracts Source: Arnold, Newman, Gaddy & Dean(2005)
303
98
Keyword
Rural
Urban/ Suburban
Source: Institute for Education Sciences(2013)
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Agenda
• Project GLAD Efficacy Study
• What we learned about recruiting rural schools for RCTs
• What we learned about conducting RCTs in rural schools
• Conclusions and next steps
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Project GLAD (Guided Language Acquisition Design) Efficacy Study
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Design
Year 0 (2010-2011)
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Why Idaho?
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What we learned about recruitment
State Dept. of Ed support
Organization contacts
Districts
Principals
Teachers
Conference presentations
Conf. calls, webinars
In-person visits, recruitment sessions
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What we learned about recruitment
• Teachers enthusiastic about high-quality PD aligned with needs
• Incentives
• Costs higher than anticipated
Research staff 1,223 hrs (or .75 FTE over 11 months)
Admin staff 80 hrs
Travel 8 trips
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Ben
efit
s • Reduced prior exposure
• Fewer competing initiatives
• High buy-in
• Low attrition
What we learned about conducting RCTs in rural areas
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Co
nsi
der
atio
ns
• Smaller sample size
• More difficult to power
• State involvement
• Travel costs
What we learned about conducting RCTs in rural areas
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The research reported here was supported by the Institute for Education Sciences, U.S. Department of Education, through Grant R305A100583 to Education Northwest. The opinions
expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.