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Implementing Educational Interventions at Scale
Last registered on July 08, 2020

Pre-Trial

Trial Information
General Information
Title
Implementing Educational Interventions at Scale
RCT ID
AEARCTR-0006121
Initial registration date
July 08, 2020
Last updated
July 08, 2020 5:03 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
Aarhus University
Other Primary Investigator(s)
PI Affiliation
Additional Trial Information
Status
Completed
Start date
2016-11-01
End date
2017-06-09
Secondary IDs
Abstract
Although many educational programs have demonstrated the potential to increase student learning, few examples of successful scaling exist. We study the scalability of a parent-aimed reading program that has shown promising results in an experiment within a local government. Using a nationwide experiment among the full population of 2nd-grade children in Danish public schools (n=51,312), we find that the program is less effective at large scale. We provide evidence on potential explanations for the lack of scalability, which suggests that implementation fidelity is the most important barrier to successfully scaling this type of educational interventions.
External Link(s)
Registration Citation
Citation
Andersen, Simon Calmar and Ulrik Hvidman. 2020. "Implementing Educational Interventions at Scale." AEA RCT Registry. July 08. https://doi.org/10.1257/rct.6121-1.0.
Sponsors & Partners
Sponsor(s)
Experimental Details
Interventions
Intervention(s)
The intervention consist of four books, a booklet and an online video that give parents advise on how to do shared-book reading with their children at home and how to find additional reading materials. The intervention is delivered through schools and schools are encouraged to support the use of the reading program.
Intervention Start Date
2016-11-01
Intervention End Date
2017-03-01
Primary Outcomes
Primary Outcomes (end points)
The reading test score in the national reading test in Denmark at the end of the 2nd grade. The composite reading test score is an average of three subscales.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
All public schools in Denmark were randomized to either control condition or treatment condition. In the treatment condition, schools were invited to participate in the program. Administrative register data on all public school students' test scores and baseline characteristics allow us to test the effect of the invitation as well as the effect of schools accepting the intervention.
Experimental Design Details
Randomization Method
Randomization was done by the researchers using a computer to randomly allocate schools to either treatment or control condition.
Randomization Unit
Randomization units were schools.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
1,142 schools
Sample size: planned number of observations
53,128 students
Sample size (or number of clusters) by treatment arms
471 schools in treatment group, 671 schools in control group.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
Yes
Intervention Completion Date
March 01, 2017, 12:00 AM +00:00
Is data collection complete?
Yes
Data Collection Completion Date
Final Sample Size: Number of Clusters (Unit of Randomization)
Was attrition correlated with treatment status?
Final Sample Size: Total Number of Observations
Final Sample Size (or Number of Clusters) by Treatment Arms
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
Abstract
Although many educational programs have demonstrated the potential to increase student learning, few examples of successful scaling exist. We study the scalability of a parent-aimed reading program that has shown promising results in an experiment within a local government. Using a nationwide experiment among the full population of 2nd-grade children in Danish public schools (n=51,312), we find that the program is less effective at large scale. We provide evidence on potential explanations for the lack of scalability, which suggests that implementation fidelity is the most important barrier to successfully scaling this type of educational interventions.
Citation
Andersen, Simon Calmar and Hvidman, Ulrik, Implementing Educational Interventions at Scale (May 25, 2020). Available at SSRN: https://ssrn.com/abstract=3609833 or
REPORTS & OTHER MATERIALS