Remedial Programming and Skill-Targeted SEL in Low-Income and Crisis-Affected Contexts: Experimental Evidence From Niger
Remedial Programming and Skill-Targeted SEL in Low-Income and Crisis-Affected Contexts: Experimental Evidence From Niger
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DOI：
10.1080/19345747.2022.2139785
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发表时间：
2022-12-10
影响因子：
1.8
通讯作者：
Aber, J. Lawrence
中科院分区：
文献类型：
--
作者：
Brown, Lindsay E.;Kim, Ha Yeon;Aber, J. Lawrence
尽管各国对补习方案作为支持成绩差学生的一种方式有很大兴趣，但其有效性的证据很少，特别是在低收入和/或受危机影响的情况下。在这篇文章中，我们提出了一个补救辅导计划对学业成绩的影响的实验证据，从两个级别的随机试验的两种治疗方法在尼日尔：学校随机化测试的影响，以技能为目标的SEL活动和校内学生水平的随机化测试的影响，获得补救辅导。我们发现，每周辅导4小时，提高学生的识字和数学成绩，并增加技能为目标的SEL活动积极影响学校成绩以上，并超越单独辅导。这些调查结果表明，补习辅导对补充低收入和（或）受冲突影响的正规学校教育具有潜在价值。他们还建议更加重视执行战略，因为仅仅获得机会不足以使学生达到年级水平的能力。
Despite substantial cross-national interest in remedial programming as a way to support low-achieving students, evidence of its effectiveness is rare, particularly in low-income and/or crisis-affected contexts. In this article, we present experimental evidence of the impact of a remedial tutoring program on academic outcomes from a two-level randomized trial of two treatments in Niger: school randomization testing the impact of skill-targeted SEL activities and within-school student-level randomization testing the impact of access to remedial tutoring. We find that tutoring for 4 h per week improves students' literacy and Math outcomes, and the addition of skill-targeted SEL activities positively impacts school grades above and beyond access to tutoring alone. These findings suggest the potential value of remedial tutoring to supplement formal schooling in low-income and/or conflict-affected contexts. They also suggest increased attention to implementation strategies, as access alone was insufficient for students to attain grade-level competencies.