Reducing School Mobility: A Randomized Trial of a Relationship-Building Intervention.
Reducing School Mobility: A Randomized Trial of a Relationship-Building Intervention.
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DOI：
10.3102/0002831213499962
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发表时间：
2013-12
影响因子：
3.6
通讯作者：
López Turley RN
中科院分区：
文献类型：
--
作者：
Fiel JE;Haskins AR;López Turley RN
学生流失率对学生和学校有许多负面影响，而处境不利的学生的高流动性可能会加剧不平等。学者们建议学校通过建立和改善与家庭的关系以及家庭之间的关系来减少流动性，但这种努力很少得到严格的检验。在德克萨斯州圣安东尼奥和亚利桑那州凤凰城的52所以西班牙裔为主的小学进行了一项整群随机的实地实验，测试了早期小学的学生流动性是否通过家庭和学校一起(FAST)减少，这是一种在家庭、儿童和学校之间建立社会资本的干预措施。FAST没有从整体上减少流动性，但大大减少了黑人学生的流动性，他们特别有可能更换学校。家庭关系的改善有助于解释这一发现。
Student turnover has many negative consequences for students and schools, and the high mobility rates of disadvantaged students may exacerbate inequality. Scholars have advised schools to reduce mobility by building and improving relationships with and among families, but such efforts are rarely tested rigorously. A cluster-randomized field experiment in 52 predominantly Hispanic elementary schools in San Antonio, TX, and Phoenix, AZ, tested whether student mobility in early elementary school was reduced through Families and Schools Together (FAST), an intervention that builds social capital among families, children, and schools. FAST failed to reduce mobility overall but substantially reduced the mobility of Black students, who were especially likely to change schools. Improved relationships among families help explain this finding.
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