[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585390-105":59,"doc-detail-585390-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","translating-the-statistical-representation-of-the-effects-of-education-interventions-into-more-readily-interpretable-forms-november-2012","Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms - November 2012","","A November 2012 report prepared for the National Center for Special Education Research explains how to translate statistical representations of education intervention effects into more readily interpretable formats for practitioners, policymakers, and researchers. It outlines key limitations in misleading characterizations of effect magnitudes and presents descriptive approaches, including configuring initial statistics, covariate adjustments, and identifying appropriate effect-size metrics. It details representations in original score metrics, standard scores, grade equivalents, and methods to assess practical significance through multiple benchmarking strategies, plus cost, cost-effectiveness, and cost-benefit analyses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/translating-the-statistical-representation-of-the-effects-of-education-interventions-into-more-readily-interpretable-forms-november-2012/585390/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/translating-the-statistical-representation-of-the-effects-of-education-interventions-into-more-readily-interpretable-forms-november-2012/585390.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the report’s purpose regarding education intervention effects?","Question",{"text":112,"@type":113},"The report explains how to translate effect size statistics into more readily interpretable descriptive forms for education stakeholders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problems does the report address about interpreting intervention effect magnitudes?",{"text":117,"@type":113},"It discusses inappropriate and misleading characterizations of the magnitude of intervention effects.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report recommend assessing practical significance?",{"text":121,"@type":113},"It proposes benchmarking intervention effects against normative expectations, policy-relevant performance gaps, differences among students and schools, observed effects for similar interventions, and effects relative to cost.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585390,1792054583,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Translating the Statistical Representation of the Effects of Education Interventions Into More  Readily Interpretable Forms  \nNOVEMBER 2012  \nMark W. Lipsey, Kelly Puzio, Cathy Yun, Michael A. Hebert, Kasia Steinka-Fry, MikelW. Cole, Megan Roberts, Karen S. Anthony, and Matthew D. Busick  \nNCSER 2013-3000  \nU.S. DEPARTMENT OF EDUCATION  \nPage intentionally left blank.  \nTranslating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms  \nNOVEMBER 2012  \nMark W. Lipsey  \nPeabody Research Institute Vanderbilt University  \nKelly Puzio  \nDepartment of Teaching and Learning Washington State University  \nCathy Yun  \nVanderbilt University  \nMichael A. Hebert  \nDepartment of Special Education and Communication Disorders University of Nebraska-Lincoln  \nKasia Steinka-Fry  \nPeabody Research Institute Vanderbilt University  \nMikelW. Cole  \nEugene T. Moore School of Education Clemson University  \nMegan Roberts  \nHearing & Speech Sciences Department Vanderbilt University  \nKaren S. Anthony  \nVanderbilt University and  \nMatthew D. Busick  \nVanderbilt University  \nNCSER 2013-3000  \nU.S. DEPARTMENT OF EDUCATION  \nThis report was prepared for the National Center for Special Education Research, Institute of Education Sciences under Contract ED-IES-09-C-0021 .  \nDisclaimer  \nThe Institute of Education Sciences (IES) at the U.S. Department of Education contracted with Command Decisions Systems & Solutions to develop a report that assists with the translation of effect size statistics into more readily interpretable forms for practitioners, policymakers, and researchers. The views expressed in this report are those of the author and they do not necessarily represent the opinions and positions ofthe Institute of Education Sciences or the U.S. Department of Education.  \nU.S. Department of Education  \nArne Duncan, Secretary  \nInstitute of Education Sciences  \nJohn Q. Easton, Director  \nNational Center for Special Education Research  \nDeborah Speece, Commissioner  \nNovember 2012  \nThis report is in the public domain. While permission to reprint this publication is not necessary, the citation should be: Lipsey, M.W., Puzio, K., Yun, C., Hebert, M.A., Steinka-Fry, K., Cole, M.W., Roberts, M., Anthony, K.S., Busick, M.D. (2012). Translating the Statistical Representation of the Effects of Education Interventions into More Readily Interpretable Forms. (NCSER 2013-3000). Washington, DC:  \nNational Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. This report is available on the IES website at [http://ies.ed.gov/ncser](http://ies.ed.gov/ncser/)[/](http://ies.ed.gov/ncser/).  \nAlternate Formats  \nUpon request, this report is available in alternate formats such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at 202-260-9895 or 202-205-8113 .  \nDisclosure of Potential Conflicts of Interest  \nThere are nine authors for this report with whom IES contracted to develop the discussion of the issues presented. Mark W. Lipsey, Cathy Yun, Kasia Steinka-Fry, Megan Roberts, Karen S. Anthony, and Matthew D. Busick are employees or graduate students at Vanderbilt University; Kelly Puzio is an employee at Washington State University; Michael A. Hebert is an employee at University of Nebraska-Lincoln; and Mikel W. Cole is an employee at Clemson University. The authors do not have financial interests that could be affected by the content in this report.  \nContents  \n[List of Tables .................................................................... vi](List of Tables .................................................................... vi)  \n[List of Figures .................................................................](List of Figures .................................................................). vii  \nIntroduction ..........................................................","cbCaiePGzQQnVnzg","https://ap.wps.com/l/cbCaiePGzQQnVnzg","pdf",1301316,54,"English","# Introduction\n## Organization and Key Themes\n## Inappropriate and Misleading Characterizations of the Magnitude of Intervention Effects\n## Representing Effects Descriptively\n## Configuring the Initial Statistics that Describe an Intervention Effect to Support Alternative Descriptive Representations\n## Covariate Adjustments to the Means on the Outcome Variable\n## Identifying or Obtaining Appropriate Effect Size Statistics\n## Descriptive Representations of Intervention Effects\n## Representation in Terms of the Original Metric\n## Standard Scores and Normal Curve Equivalents (NCE)\n## Grade Equivalent Scores\n## Assessing the Practical Significance of Intervention Effects\n## Benchmarking Against Normative Expectations for Academic Growth\n## Benchmarking Against Policy-Relevant Performance Gaps\n## Benchmarking Against Differences Among Students\n## Benchmarking Against Differences Among Schools\n## Benchmarking Against the Observed Effect Sizes for Similar Interventions\n## Benchmarking Effects Relative to Cost\n## Calculating Total Cost\n## Cost-effectiveness\n## Cost-benefit\n# References","[{\"question\":\"What is the report’s purpose regarding education intervention effects?\",\"answer\":\"The report explains how to translate effect size statistics into more readily interpretable descriptive forms for education stakeholders.\"},{\"question\":\"What problems does the report address about interpreting intervention effect magnitudes?\",\"answer\":\"It discusses inappropriate and misleading characterizations of the magnitude of intervention effects.\"},{\"question\":\"How does the report recommend assessing practical significance?\",\"answer\":\"It proposes benchmarking intervention effects against normative expectations, policy-relevant performance gaps, differences among students and schools, observed effects for similar interventions, and effects relative to cost.\"}]","Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms - November 2012 | PDF",136]