Challenges with Evaluating Education Policy Using Panel Data during and after the COVID-19 Pandemic

Research output: Contribution to journalArticlepeer-review

Abstract

Panel data methods, which include difference-in-differences and comparative interrupted time series, have become increasingly common in education policy research. The key idea is to use variation across time and space (e.g., school districts) to estimate the effects of policy or programmatic changes that happen in some localities but not others. In this commentary we highlight some specific challenges for panel or longitudinal studies of K-12 education interventions during and following the COVID-19 pandemic. Our goal is to help researchers think through the underlying issues and assumptions, and to help consumers of those studies assess their validity.

Original languageEnglish (US)
Pages (from-to)668-675
Number of pages8
JournalJournal of Research on Educational Effectiveness
Volume14
Issue number3
DOIs
StatePublished - 2021

Keywords

  • Difference-in-differences
  • comparative interrupted time series
  • non-experimental study design
  • policy evaluation

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Challenges with Evaluating Education Policy Using Panel Data during and after the COVID-19 Pandemic'. Together they form a unique fingerprint.

Cite this