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.

在过去的二十年中，是美国教育政策实验的时期，旨在实现双重目标，即在弱势群体和其他学生之间取得成就和缩小成就差距。几乎所有评估都集中在估计这些政策对学生成果的平均影响；有些人还研究了这些平均影响如何在诸如种族和家庭社会经济状况之类的特征定义的学生亚组中有所不同。正如项目L-LL的详细说法一样，发展理论表明，学生环境与干预计划设计之间的好与坏匹配将产生异质计划的影响，并且了解这种异质性的性质对于优化程序设计至关重要。项目l-ll提出了对儿童/政策拟合假设的测试，该假设具有相互作用模型，允许对基线特征定义的人群亚组的差异计划影响。当前的项目开发和工具测试儿童/政策拟合假设的互补方法：分数治疗效应估计和其他分布估计器。它将这些技术应用于从四个不同的教育环境中的数据，范围从幼儿园到高中。对于Head Start Impact研究和一项凭证计划，使贫困儿童能够上纽约市的私立学校，我们检验假设，提出了对具有不同学术技能和行为特征的儿童的整体影响掩盖掩盖系统影响差异的方法。第三个分析将检验有关鼓励中学生对学费分配学生动机和成就的影响的政策影响的假设。我们的最终测试是分布对高风险出口考试的努力和实现的影响，以及低赛车（对学生）问责测试。我们项目的第五年将涉及旨在在教育评估中更广泛地促进这些技术的使用。