TY - JOUR
T1 - Challenges with Evaluating Education Policy Using Panel Data during and after the COVID-19 Pandemic
AU - Feller, Avi
AU - Stuart, Elizabeth A.
N1 - Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - Difference-in-differences
KW - comparative interrupted time series
KW - non-experimental study design
KW - policy evaluation
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U2 - 10.1080/19345747.2021.1938316
DO - 10.1080/19345747.2021.1938316
M3 - Article
AN - SCOPUS:85111804745
SN - 1934-5747
VL - 14
SP - 668
EP - 675
JO - Journal of Research on Educational Effectiveness
JF - Journal of Research on Educational Effectiveness
IS - 3
ER -