Abstract
The designs that are commonly employed in evaluation studies give rise to samples of data that have a multilevel structure—for example, students are nested within different classrooms or schools, which, in turn, are assigned to different program types. In this article, I show how a multilevel analysis strategy developed by Burstein termed slopes-as-outcomes provides a means of addressing questions connected with equity in evaluation research (e.g., Do students in a particular program appear to attain high levels of achievement irrespective of their initial levels of achievement?). Furthermore, I discuss how this strategy creates possibilities for studying how differences in program implementation relate to differences in program effectiveness across sites, thereby helping to illuminate those factors connected with program success.
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