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Evaluation Review
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Comparison of a Randomized and Two Quasi-Experimental Designs in a Single Outcome Evaluation

Efficacy of a University-Level Remedial Writing Program

Leona S. Aiken

Arizona State University

Stephen G. West

Arizona State University

David E. Schwalm

Arizona State University

James L. Carroll

VIA, Incorporated

Shenghwa Hsiung

Arizona State University

The authors assessed the impact of three designs (randomized experiment, nonequivalent control group design, regression discontinuity design) on estimates of effect size of a university-level freshman remedial writing program. Designs were implemented within the same context, same time frame, and with the same population. The 375 freshman participants were either randomly assigned or self-selected into specific evaluation groups, according to design protocols. The three designs led to highly similar effect size estimates of the impact of a semester of remedial writing on writing outcomes following standard freshman composition. Specific design features contributed to the convergence of effect size estimates across designs.

Evaluation Review, Vol. 22, No. 2, 207-244 (1998)
DOI: 10.1177/0193841X9802200203
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