The Sequential Scale-Up of an Evidence-Based Intervention: A Case Study

Jaime Thomas, Thomas D. Cook, Alice Klein, Prentice Starkey and Lydia DeFlorio

Evaluation Review, 2018, vol. 42, issue 3, 318-357

Abstract: Policy makers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pilot, efficacy, effectiveness, and scale-up studies. In this article, we examine a scale-up of an early math intervention to the state level, using a cluster randomized controlled trial. The intervention, Pre-K Mathematics , has produced robust positive effects on children’s math ability in prior pilot, efficacy, and effectiveness studies. In the current study, we ask if it remains effective at a larger scale in a heterogeneous collection of pre-K programs that plausibly represent all low-income families with a child of pre-K age who live in California. We find that Pre-K Mathematics remains effective at the state level, with positive and statistically significant effects (effect size on the Early Childhood Longitudinal Study, Birth Cohort Mathematics Assessment = .30, p

Keywords: education; content area; outcome evaluation (other than economic evaluation); design and evaluation of programs and policies; program design and development; program implementation (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:42:y:2018:i:3:p:318-357

DOI: 10.1177/0193841X18786818

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