2012
DOI: 10.2139/ssrn.2511347
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Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)

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Cited by 23 publications
(21 citation statements)
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“…In a large‐scale cluster randomized experiment, Newman et al () evaluated the effects of the Alabama Math, Science, and Technology Initiative (AMSTI). The study involved 7,258 grade 5 and 7 students and 780 teachers in 79 schools from five regions of Alabama.…”
Section: Resultsmentioning
confidence: 99%
See 1 more Smart Citation
“…In a large‐scale cluster randomized experiment, Newman et al () evaluated the effects of the Alabama Math, Science, and Technology Initiative (AMSTI). The study involved 7,258 grade 5 and 7 students and 780 teachers in 79 schools from five regions of Alabama.…”
Section: Resultsmentioning
confidence: 99%
“…There are now many studies that compare classes using innovative programs to those using traditional methods. Studies are increasingly using random assignment to conditions, large samples, durations of a year or more, and other features that add rigor and reduce bias in experimental studies (e.g., Borman, Boylston, Lee, Lanehart, & Comer, ; Borman, Gamoran, & Bowdon, ; Harris et al, ; Heller, ; Newman et al, ).…”
mentioning
confidence: 99%
“…The Alabama Math, Science and Technology Initiative ( AMSTI ) is an ambitious, state‐wide approach intended to improve performance in upper‐elementary and middle schools across Alabama. After developing and beginning dissemination of the program since 2002, the state contracted with a third‐party evaluator to do a cluster randomized experiment to evaluate the program starting in 2006–2007 (Newman et al, ).…”
Section: Resultsmentioning
confidence: 99%
“…Research based on a comparison of group outcomes, such as RCT, offers an incomplete understanding of causality because the investigation of the process of change is not incorporated into the design. An effective triangulation of findings from experimental or quasi-experimental designs with those from qualitative research on the implementation process go a long way toward addressing this shortcoming, and RCT studies are in fact often supplemented with a qualitative research component to describe the implementation story, although the fact that this information is collected does not necessarily mean that it is also utilized to inform the findings (Newman et al, 2012). CDS takes a specific interest in the applicability of a set of mathematically well-defined scenarios of stability and change to the education and schooling process, which neither RCT nor qualitative research are well-equipped to address.…”
Section: Three Questions For the Fieldmentioning
confidence: 99%