Using a Multi-Site RCT to Predict Impacts for a Single Site: Do Better Data and Methods Yield More Accurate Predictions?

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Robert B Olsen, Larry L Orr, Stephen H Bell, Elizabeth Petraglia, Elena Badillo-Goicoechea, Atsushi Miyaoka, Elizabeth A Stuart
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引用次数: 0

Abstract

Multi-site randomized controlled trials (RCTs) provide unbiased estimates of the average impact in the study sample. However, their ability to accurately predict the impact for individual sites outside the study sample, to inform local policy decisions, is largely unknown. To extend prior research on this question, we analyzed six multi-site RCTs and tested modern prediction methods-lasso regression and Bayesian Additive Regression Trees (BART)-using a wide range of moderator variables. The main study findings are that: (1) all of the methods yielded accurate impact predictions when the variation in impacts across sites was close to zero (as expected); (2) none of the methods yielded accurate impact predictions when the variation in impacts across sites was substantial; and (3) BART typically produced "less inaccurate" predictions than lasso regression or than the Sample Average Treatment Effect. These results raise concerns that when the impact of an intervention varies considerably across sites, statistical modelling using the data commonly collected by multi-site RCTs will be insufficient to explain the variation in impacts across sites and accurately predict impacts for individual sites.

使用多站点RCT预测单个站点的影响:更好的数据和方法能产生更准确的预测吗?
多地点随机对照试验(RCT)可对研究样本的平均影响进行无偏估计。然而,它们能否准确预测研究样本之外的单个研究地点的影响,从而为地方政策决策提供依据,这在很大程度上还是个未知数。为了扩展此前对这一问题的研究,我们分析了六项多地点 RCT,并使用多种调节变量测试了现代预测方法--拉索回归和贝叶斯加性回归树(BART)。主要研究结果如下(1)当各研究点之间的影响差异接近零时(如预期),所有方法都能得出准确的影响预测;(2)当各研究点之间的影响差异很大时,没有一种方法能得出准确的影响预测;(3)与套索回归或样本平均治疗效果相比,BART 得出的预测通常 "不那么不准确"。这些结果令人担忧,当干预措施在不同地点的影响差异很大时,使用多地点 RCT 通常收集的数据进行统计建模将不足以解释不同地点的影响差异,也无法准确预测单个地点的影响。
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来源期刊
Journal of Research on Educational Effectiveness
Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
11.10%
发文量
37
期刊介绍: As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
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