And it’s not the standard, “too difficult, unethical, etc.” arguments you always hear:
From Durlak (2009), How to select, calculate, and interpret effect sizes: Many authors still routinely refer to Cohen’s (1988) comments made in reference to power analysis that SMDs of 0.20 are “small” in magnitude, those around 0.50 are “medium” and those around or above 0.80 are “large.” In terms of r, Cohen suggested corresponding figures of 0.10, 0.30, and 0.50. What many researchers do...
This is the most comprehensive list I have seen on all the different ways of exporting Stata output into Excel:
More trend data from their annual reports: There is a clear decline in the past five years. While some of this is probably due to institutions using the NSSE on a less than annual basis, I think there is a real decline here (the fact that schools may be using it less frequently is also an indicator of how useful they are finding it). My prediction is that this decline will continue as...
Depressingly, average institutional response rates for the NSSE have dropped over 10 percentage points during the last decade, to 30% in their most recent annual report. While the content of the NSSE leaves much to be desired, their response rates are a good indicator of what is happening across the country on college campuses. Some of this decline is probably due to survey fatigue; some may be...
Several people have asked me about using propensity score matching with complex surveys, and whether/how weights, PSUs and strata should be taken into account. This paper explains how to handle these issues.
This is excellent:
Several years ago I took a missing data workshop from Paul Allison, where he extolled the virtues of MI. He has apparently changed his stance on this, and his intellect is such that we should be paying close attention to what he is saying:
The General Education Council of the UNC General Administration asked me to give a presentation on issues around measuring student learning in higher education. Slides are here.
The state has adopted an ambitious strategic plan; one of their stated strategies is “Become a national leader in the assessment of student learning gains” (p. 44).