Tag

experimental_fidelity

2 cards

EducationRCT
Attrition Independence from Assigned Treatment Effectiveness
Assigned teacher effectiveness had no statistically significant impact on student state test data availability (-0.012, SE = 0.033), 4th–8th grade MET project outcome availability (-0.070, SE = 0.143), or high school MET project outcome availability (-0.077, SE = 0.144), establishing that sample attrition was independent of treatment assignment.
EducationRCT
Post-Randomization Peer Compositional Stability
Assigned teacher effectiveness showed no statistically significant relationship with peer baseline math scores (coefficient = 0.246, SE = 0.164) or other peer traits; joint hypothesis p-values were 0.405 for grades 4–8 and 0.321 for high school, proving post-randomization peer stability.