Variability in Causal Effects and Noncompliance in a Multisite Trial: A Bivariate Hierarchical Generalized Random Coefficients Model for a Binary Outcome.

Within each of 170 physicians, patients were randomized to access e-assist, an online program that aimed to increase colorectal cancer screening (CRCS), or control. Compliance was partial: of the experimental patients accessed e-assist while no controls were provided the access. Of interest are the average causal effect of assignment to treatment and the complier average causal effect as well as the variation of these causal effects across physicians.

Effects of double-dose algebra on college persistence and degree attainment.

In 2003, Chicago Public Schools introduced double-dose algebra, requiring two periods of math-one period of algebra and one of algebra support-for incoming ninth graders with eighth-grade math scores below the national median. Using a regression discontinuity design, earlier studies showed promising results from the program: For median-skill students, double-dose algebra improved algebra test scores, pass rates, high school graduation rates, and college enrollment. This study follows the same students 12 y later.

Effects of Time-Varying Parent Input on Children's Language Outcomes Differ for Vocabulary and Syntax.

Early linguistic input is a powerful predictor of children's language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children's outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents' vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes.

Longitudinally adaptive assessment and instruction increase numerical skills of preschool children.

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children's numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child's growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction.

The origins of higher-order thinking lie in children's spontaneous talk across the pre-school years.

Higher-order thinking is relational reasoning in which multiple representations are linked together, through inferences, comparisons, abstractions, and hierarchies. We examine the development of higher-order thinking in 64 preschool-aged children, observed from 14 to 58 months in naturalistic situations at home. We used children's spontaneous talk about and with relations (i.