Running head: EXPERIMENTAL DESIGNS 1

Experimental Designs

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February 11, 2021

EXPERIMENTAL DESIGNS 2

Experimental Designs

In effect assessment, experimental designs are considered the gold standard. Experiments

include the assignment, random (by a coin flip or similar randomizing procedure) of individuals

or classes such as schools or classrooms to one or more groups before commencing the services.

The 'treatment' group or groups will receive tailored care to achieve specifically identified

results. If multiple treatment groups are established, it is possible to compare the treatment

groups' results to quantify the relative effect of the various program or the impact comparison

with the control group. A "control" group obtains no services. The treatment group results are

compared to the outcomes of the control group to approximate the effect. Since chance alone

decides who receives the program services, it can be presumed that the groups are identical on all

features that could influence the assessment methods except the program. Therefore, any

differences between the treatment and control groups can be confidently attributed to the

program's results[ CITATION New10 \l 1033 ].

A random sampling of periods in which services are given is based on one design

variation. For instance, for randomly selected weeks or days, a new program can be provided.

Using "week on/week off" assignment procedures is a variant of this method. While not

completely random, if client characteristics do not differ systematically from week to week, this

method superficially resembles random assignment. It has the key advantage that program

workers frequently find it more quickly than making program entry decisions by tossing a coin

on a case-by-case level. A second design variation is a scheduled start strategy in which certain

target members of the group are selected randomly to receive services, knowing that the others

will receive services later (in the case of a school or classroom, the next semester or month). One

downside of the staggered start design is that the results' measurements are limited to the
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duration between the time the program is finished by the first group and the beginning of the

second group. Consequently, it is normally limited to the assessment of progress achieved

through participation in relatively short-term initiatives.

Overall, implementing the head start program is the result. It will help increase a lot of

education funds because since they have some support to encourage them to go, this will mostly

boost the number of students going to college. It will also add to the strain of parents who do not

make sufficient money to put any money into their children's education, even if it's just a trivial

amount[ CITATION Stu14 \l 1033 ].

References
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Newcomer, K., Wholey, J. S., & Hatry, H. P. (2010). Handbook of Practical Program

Evaluation. Wiley. Retrieved from

https://www.google.co.in/books/edition/Handbook_of_Practical_Program_Evaluation/t39

yhk2MD0AC?hl=en&gbpv=0

Stufflebeam, D. L., & Coryn, C. L. (2014). Evaluation Theory, Models, and Applications. Wiley.

Retrieved from

https://www.google.co.in/books/edition/Evaluation_Theory_Models_and_Application/Sb

nlBQAAQBAJ?hl=en&gbpv=0