Remediating Academic and Non-Academic Skill Deficits among Disadvantaged Youth

弥补弱势青少年的学术和非学术技能缺陷

• 批准号: 8895081
• 负责人: Jens Ludwig
• 金额: $ 142.31万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-23 至 2019-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8895081
• 关键词: Address; Adolescent; Affect; Chicago; Child; Cognitive Therapy; Collaborations; Complex; Cost-Benefit Analysis; Data; Data Collection; Development; Disadvantaged; Dropout; Education Projects; Effectiveness; Emotions; Face; Future; Government; Health; Homicide; Intervention; Learning; Life; Literature; Marketing; Mathematics; Measures; Mediator of activation protein; Outcome; Outcome Measure; Persons; Policies; Population; Process Measure; Provider; Psychologist; Public Health; Randomized; Randomized Controlled Trials; Records; Relative (related person); Research; Resources; Risk; Sampling; Schools; Services; Staging; Testing; Violence; Youth; academic intervention; base; cognitive process; cooking; cost effective; cost effectiveness; design; effective intervention; expectation; health disparity; high school; human capital; improved; male; man; ninth grade; novel; programs; public health relevance; remediation; research study; skills; social; sociologist; tenth grade; time use

DESCRIPTION (provided by applicant): Improving the life chances of disadvantaged youth is a top policy priority for the U.S., yet remarkably few effective intervention strategies have been identified - particularly for males. This lack of understanding of how to effectively intervene hels explain why the high school graduation rate in the US today is not much different from in 1970 (despite growing returns to schooling), and why the homicide rate in the US today is not much different from that of 1950 (or 1900). The core theme of the present project (which is a revised version of our previous submission 1-P01-HD076816-01), is to learn more about the most effective (and cost-effective) ways to improve schooling and other long-term life outcomes and reduce risk of violence involvement and delinquency of disadvantaged youth. We address these challenges here with three interrelated projects that would be carried out by our inter-disciplinar research team [including economists Jens Ludwig (PD), Philip Cook, Jonathan Guryan and Roland Fryer, sociologists Susan Mayer, George Farkas and Gretchen Cusick, psychologists Kenneth Dodge and Laurence Steinberg, and public health experts Roseanna Ander and Harold Pollack] in collaboration with the Chicago Public Schools (CPS) and two non-profits service providers (Youth Guidance and Match Education): Projects 1 and 2 involve independent randomizations of the same sample of 2,134 disadvantaged male youth in 9th and 10th grade in 12 CPS high schools to a best-practice academic intervention (intensive math remediation delivered by Match, which seems very promising based on the difference-in-difference study of Fryer, 2011, but has not yet been subject to a large-scale randomized controlled trial, or RCT) and a best-practice non-academic intervention (an adapted version of cognitive behavioral therapy, or CBT, called Becoming a Man for which we have encouraging results from three previous pilots, but no data yet on mechanisms of action). These two projects together create a 2x2 factorial design that lets us test the relative effectiveness (and cost-effectiveness) of best-practice academic vs. non-academic supports for adolescents, and whether intervening in both domains simultaneously yields synergistic (more than additive) effects. We will be able to measure outcomes over time using longitudinal administrative records on schooling, arrests, and labor market outcomes. Project 3 proposes in-person data collection on this same sample to measure outcomes and candidate mediators, including several novel measures of candidate mediators such as schooling expectations (we think key for Match) and meta-cognitive processes (which we think is the likely to be the key mechanism behind BAM effects - and so distinguishes our conceptual framework for this intervention from the social-emotion learning literature). In addition to the administrative core that would help manage and coordinate these interrelated projects, we have strengthened the current revision with two new cores: an implementation and administrative data core, which will among other things collect detailed process measures for use in our analysis, as well as an analysis and dissemination core.

描述（由申请人提供）：改善弱势青年的生活机会是美国的最高政策优先事项，但已经确定了很少有有效的干预策略，尤其是男性。缺乏对如何有效干预Hel​​s的了解，解释了为什么今天在美国的高中毕业率与1970年的高度差异并没有太大差异（尽管对学校的回报越来越大），以及为什么当今美国的凶杀率与1950年（或1900年）没有太大不同。本项目的核心主题（这是我们先前提交的1-P01-HD076816-01的修订版），是要了解更多有关改善教育和其他长期生活成果并减少暴力涉及和拖延不利的青年的最有效（且具有成本效益的方法）的方法。 We address these challenges here with three interrelated projects that would be carried out by our inter-disciplinar research team [including economists Jens Ludwig (PD), Philip Cook, Jonathan Guryan and Roland Fryer, sociologists Susan Mayer, George Farkas and Gretchen Cusick, psychologists Kenneth Dodge and Laurence Steinberg, and public health experts Roseanna Ander and Harold Pollack] in collaboration with the Chicago Public Sc​​hools (CPS) and two non-profits service providers (Youth Guidance and Match Education): Projects 1 and 2 involve independent randomizations of the same sample of 2,134 disadvantaged male youth in 9th and 10th grade in 12 CPS high schools to a best-practice academic intervention (intensive math remediation delivered by Match, which seems very promising based on the difference-in-difference study of Fryer, 2011, but has not yet been受到大规模的随机对照试验或RCT的约束和最佳实践的非学术干预措施（一种改编的认知行为疗法或CBT版本，称为成为一个人，我们为以前的三个飞行员提供了结果，但尚无有关行动机制的数据）。这两个项目共同创建了一个2x2阶乘设计，使我们能够测试最佳实践学术和非学术支持的相对有效性（和成本效益）对青少年的支持，以及是否同时介入两个领域都会产生协同作用（超过添加性）效应。我们将能够使用有关学校，逮捕和劳动力市场成果的纵向行政记录来衡量结果。项目3提出了对同一样本的面对面数据收集，以衡量结果和候选调解人，包括几种新颖的候选候选者，例如教育期望（我们认为比赛的关键）和元认知过程（我们认为这可能是BAM效应的关键机制 - 因此使我们的概念框架与社交学习文献区分开来。除了有助于管理和协调这些相互关联的项目的行政核心外，我们还使用了两个新的核心加强了当前的修订：实施和行政数据核心，除其他外，这些核心还将收集详细的流程指标，以便在我们的分析中使用，以及分析和传播核心。