PROJECT 3:Unequal Effects? The Distributional Consequences of Edul. Interventions

项目 3：效果不平等？

基本信息

批准号：
8380499
负责人：
Marianne P Bitler
金额：
$ 15.7万
依托单位：
UNIVERSITY OF CALIFORNIA-IRVINE
依托单位国家：
美国
项目类别：
财政年份：
资助国家：
美国
起止时间：
至
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/8380499
关键词：
4 year old Academic achievement Accountability Achievement Adolescence American Attention Behavioral California Characteristics Child Childhood Computer software Data Depressed mood Development Disadvantaged Education Educational Intervention Educational Status Enrollment Ethnic Origin Evaluation Evaluation Research Family Funding Goals Head Start Program Heterogeneity Inequality Internet Intervention Lead Length Low income Masks Measures Methods Modeling Motivation Nature New York City Outcome Policies Policy Maker Policy Research Population Randomized Controlled Trials Research Research Personnel Schools Science Social Policies Socioeconomic Status Students Subgroup Techniques Testing Twin Multiple Birth United States Youth base design education evaluation elementary school high school human capital improved innovation interest intervention program kindergarten outreach programs research and development research study skills social theories tool treatment effect voucher web site

项目摘要

The last two decades have been a period of experimentation in education policy in the United States, aimed at achieving the twin goals of boosting achievement and closing achievement gaps between disadvantaged and other students. Nearly all evaluations have focused on estimating the average impacts of these policies on student outcomes; some have also examined how these average impacts vary across subgroups of students defined by such characteristics as ethnicity and family socioeconomic status. As argued at length in Projects l-ll, developmental theory suggests that good and bad matches between student circumstances and intervention program design will produce heterogeneous program impacts, and that understanding the nature of this heterogeneity is essential for optimizing program design. Projects l-ll propose tests of child/policy fit hypotheses with interaction models allowing for differential program impacts across population subgroups that are defined by baseline characteristics. The current project develops and implements complementary approaches to testing child/policy fit hypotheses: quantile treatment effect estimation and other distributional estimators. It applies these techniques to data from four different education settings that range from pre-kindergarten to high school. In the case ofthe Head Start Impact Study and a voucher program to enable poor children to attend private schools in New York City, we test hypotheses suggesting ways in which modest overall effects mask systematic impact differences for children with different academic skills and behavioral characteristics. A third analysis will test hypotheses regarding the effects of policies encouraging middle schoolers to enroll in Algebra on the distribution of student motivation and achievement. Our final tests are of the distribution of impacts on effort and achievement of high-stakes exit exams as well as low-stakes (to students) accountability tests. The fifth year of our project would involve outreach activities designed to promote the use of these techniques more broadly in education evaluations.

过去二十年是美国教育政策的试验时期，旨在实现提高成绩和缩小弱势学生与其他学生之间成绩差距的双重目标。几乎所有评估都侧重于估计这些政策对学生成绩的平均影响；有些人还研究了这些平均影响在按种族和家庭社会经济地位等特征定义的学生亚群体之间有何不同。正如项目 l-ll 中详细论述的那样，发展理论表明，学生情况和干预计划设计之间的匹配好坏将产生异质性计划影响，而理解这种异质性的本质对于优化计划设计至关重要。项目 l-ll 提出了对儿童/政策契合假设的测试，以及交互模型，允许对由基线特征定义的人口亚组产生不同的计划影响。当前项目开发并实施测试儿童/政策契合假设的补充方法：分位数治疗效果估计和其他分布估计。它将这些技术应用于从幼儿园到高中的四种不同教育环境的数据。在“启蒙影响研究”和一项使贫困儿童能够就读纽约市私立学校的代金券计划的案例中，我们测试了一些假设，这些假设表明，适度的总体影响可以掩盖具有不同学术技能和行为特征的儿童的系统性影响差异。第三项分析将检验关于鼓励中学生学习代数的政策对学生动机和成绩分布的影响的假设。我们的最终测试是高风险毕业考试和低风险（对学生）责任测试对努力和成绩的影响分布。我们项目的第五年将涉及旨在促进这些技术在教育评估中更广泛使用的外展活动。