Random assignment in programme evaluation and intervention research: questions and answers
| DOI | https://doi.org/10.1108/17466660200800002 |
| Pages | 9-13 |
| Published date | 13 March 2008 |
| Date | 13 March 2008 |
| Author | Mark Dynarski,Patricia Grosso |
9
Journal of Children’s Services
Volume 3 Issue 1 September 2008
©Pavilion Journals (Brighton) Ltd
Abstract
This brief article seeks to answer, with examples, some of the more common questions that policy-
makers and practitioners in children’s services often ask about randomised controlled trials (RCTs). It is
essentially a primer,and those wishing to read further on these issues might find it helpful to start with
the books discussed in the review article by Hobbs and colleagues in this special edition (p40).
Key words
random assignment; matched comparison; pre-post studies; programme evaluation
1Vice president,
Mathematica Policy
Research, Inc.
2Researcher,
Mathematica Policy
Research, Inc.
What is the purpose of
programme evaluation?
The basic purpose of programme evaluation research
is to test (1) whether programmes help the children
they are designed to serve and (2) whether new ideas
for programmes under development are worth
extending to a wider group of centres or settings. The
term ‘programme’ refers to a specific set of practices
or interventions that are thought to have an impact
on a given set of child outcomes.
For example, imagine that a new literacy
programme shows promise in improving young
children’s language and literacy skill development.
Before teachers, programme administrators and
policy-makers adopt the programme, they will want
to know whether it actually improves children’s
literacy skills more than the programme currently
being used.
To answer this question, an organisation such as a
government agency, philanthropy or an early childhood
centremay commission a study to evaluate the new
programme. This effort would involve setting up the
programme in certain centres or classrooms to
examine howchildren in the programme perform in
literacy compared to other children not in the
programme. In technical terms, this examination is
called an impact study because its purpose is to
determine the impact, or the effect, of the programme
on children’s literacy skills. The impact is the difference
between the literacy skills of children in the new
programme and the literacy skills of children not in the
new programme. The same principle applies in other
areas of study, for example educational attainment,
behaviour and health. The most reliable and accurate
way to conduct an impact study is through a technique
known as random assignment (or random allocation),
which produces a randomised controlled trial (RCT).
What is random assignment?
Researchers use random assignment to form two
statistically equivalent groups of participants in the
most objective way possible. The term ‘participants’
may refer to children, parents, teachers, classrooms
or centres.
Random assignment in
programme evaluation and
intervention research:
questions and answers
Mark Dynarski1and Patricia Del Grosso2
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