In an intermediate educational unit such as the Education Service Center (Texas), BOCES (New York), Regional Office of Education (Illinois), and County Office of Education (California), MeasureResults^® users can include research directors, curriculum specialists, liaisons with district and campus administrators, or others who have questions about the effectiveness of instructional programs, products, or practices in their area’s schools. Based on the questions of interest and on the available or anticipated data, the web-based MeasureResults system guides users in designing and setting up a study that matches local needs and resources. At each step of this process, Empirical Education’s research design and data analysis experts are available to assist.

After an initial meeting with an Empirical Education researcher, users set up their research study online via a series of prompts. Their responses help to determine whether a study is feasible in their setting. Design choices may be retroactive (when data have already been collected) or prospective (when users can control data collection going forward).

When users have questions that are best answered by including qualitative data, our SurveyCenter^® is available for collecting and uploading responses to surveys, implementation logs, and similar instruments without placing extra demands on intermediate unit or district staff members.

When a study is complete, MeasureResults automatically generates a brief, clear report written in language that is accessible to a variety of audiences.

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Types of Studies

• Interrupted Time Series

  This design examines the average achievement over the prior two or three school years for each grade in order to establish a baseline for that grade. The current year achievement for each grade is then compared to the baseline to determine the extent of the change from previous years. This design calls for two or three years of prior testing at that grade level using the same test; if the state changed the test at anytime during the study’s duration, however, the comparison cannot be made. Such studies can be very useful as preliminary investigations and for providing customers with evidence of local effectiveness of the program.

• Quasi-experimental Studies

  These are conducted in a district that has partially implemented the intervention. Data for at least one school year are used. By matching schools, teachers, and classrooms that are using the intervention with very similar schools, teachers, and classrooms, we can provide a rough estimate the difference that it made. We use a variety of matching-based approaches, including propensity score analyses and differences-in-differences estimation, as well as more rudimentary methods involving multilevel regression.

• Randomized Experiments

  These are also called “randomized control trials” or RCTs. We conduct these to help district decision-makers determine what difference a new intervention will make before they invest in it. We usually work with between 30 to 40 teachers who volunteer to implement the new product and are then randomly assigned to either pilot the intervention or to continue to use the existing school program. Random assignment is recognized throughout the scientific community as the only way to produce unbiased results. These trials are often run for a school year but in some cases, a semester-long intervention can be studied.

• Longitudinal Studies

  These are randomized experiments that extend into a second or third year following the same teachers and often the same students. These studies are important where teacher and student experience with the intervention is expected to result in continuing gains over time. Longitudinal experiments are structured so that results are available after the first year. Often federal grants require a longitudinal study, especially when the grant period is two or three years. Our designs also accommodate control groups that enter treatment prior to the end of the study period.

• Sample Reports

Study Processes

• Experimental Design and Evaluation Methodology (32K)
  We can use our expertise in educational settings to help you understand and connect with current and potential customers.
• Research Operations (55K)
  In response to your customers' needs and interests, we can conceive, design, and carry out research projects using your products as intended.
• Analysis, Reporting, and Consultation (63K)
  Our analyses are appropriate to the study, and our deliverables match the level and interests of the audience you specify.
• Tools and Infrastructure (80K)
  Our dedicated engineering staff creates tools to refine our processes, which enables us to work quickly, accurately, and efficiently with you.
• Research Partners, Sites, and Content Areas (35K)
  We can help you test your products' effectiveness across multiple and diverse sites.
• Download our complete capabilities statement here. (180K)

ARRA Funding

We can help improve the quality and competitiveness of your programs and proposals for stimulus funds. Click here to learn more.