EHP: Understanding the Interactions Between Starting Values and Early Interventions that Explain Children's Academic Performance

EHP：了解初始值与解释儿童学业表现的早期干预之间的相互作用

• 批准号: 0338740
• 负责人: David Figlio
• 金额: --
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2009-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0338740&HistoricalAwards=false
• 关键词: EHP; Understanding; Interactions; Between; Starting

ABSTRACTPROPOSAL NO: 0338740INSTITUTION: University of FloridaNSF PROGRAM: ENHANCING HUMAN PERFORMANCEPI: Figlio, David NTITLE: Understanding the Interactions Between Starting Values and Early Interventions that Explain Children's Academic PerformanceAt entrance to public school, there exist very large average performance gaps across students of different races, ethnicities, and socio-economic groups. Moreover, the within-group variation in performance far exceeds the differences among normatively measured groups. This suggests that race, ethnicity, and poverty, and school-specific factors, explain only a small portion of the differences in subsequent academic performance. Policymakers have for decades designed health, education, and social welfare policies to help level the playing field for children from disadvantaged backgrounds.This research investigates the determinants and evolution of performance gaps across and within groups during elementary and middle school, focusing on the roles of educational, medical, and social welfare policy interventions experienced during early childhood. Earlier studies of early childhood interventions have several data problems that may impede our understanding of the role of public policy in explaining early and mid-run educational outcomes. This research will overcome the major weaknesses in previous studies on the subject; it merges cohorts of birth vital statistics to elementary school records, and administrative records on early childhood intervention participation drawn from multiple sources. A wide array of early intervention programs, ranging from follow-up programs serving neonatal intensive care graduates to Head Start and Even Start will be considered. The data sets are extremely large and very detailed, and the analysis data set will be constructed using every student in the state of Florida whose birth records can be matched with education data, including special education placement, attendance, behavioral referrals and scores on the state's mandated comprehensive assessment test. The use of large administrative data sets reduces measurement problems, and also facilitates the study of heterogeneous policy effects.The large and rich data allows a study of a wide variety of interrelated problems, including: (i) whether school-based pre-kindergarten programs improve the performance of children from low-income families and (ii) the effects of social service program participation on children's performance. The statistical techniques are straightforward and appropriate. Some of the variables are endogenous but the data is rich enough for the PI to provide credible identification strategies to determine causal effects. The results of this research will have important educational policy implications, not only in the US but probably throughout the world.

[摘要]研究项目：提高人的学习成绩[参考文献]:Figlio， David NTITLE：理解起点价值与早期干预之间的相互作用：解释儿童的学习成绩在公立学校入学时，不同种族、民族和社会经济群体的学生存在很大的平均成绩差距。此外，组内表现的差异远远超过标准化测量组之间的差异。这表明，种族、民族、贫困和学校特定因素只能解释随后学业表现差异的一小部分。几十年来，政策制定者制定了卫生、教育和社会福利政策，以帮助来自弱势背景的儿童创造公平的竞争环境。本研究调查了小学和中学期间群体之间和群体内部表现差距的决定因素和演变，重点关注儿童早期经历的教育、医疗和社会福利政策干预的作用。早期儿童干预的研究有几个数据问题，可能会阻碍我们理解公共政策在解释早期和中期教育成果方面的作用。本研究将克服以往研究的主要弱点；它将出生人口动态统计数据与小学记录以及从多个来源提取的儿童早期干预参与的行政记录合并在一起。一系列广泛的早期干预计划，从新生儿重症监护毕业生的后续计划到“启智计划”和“平衡计划”都将被考虑。数据集非常大，非常详细，分析数据集将使用佛罗里达州的每个学生来构建，他们的出生记录可以与教育数据相匹配，包括特殊教育安置、出勤、行为转诊和该州强制性综合评估测试的分数。使用大型管理数据集减少了测量问题，也便于研究异质性政策效应。大量和丰富的数据允许研究各种各样的相互关联的问题，包括：(i)以学校为基础的学前教育项目是否提高了低收入家庭儿童的表现，（ii）社会服务项目参与对儿童表现的影响。统计技术是直接和适当的。有些变量是内生的，但数据足够丰富，PI可以提供可靠的识别策略来确定因果关系。这项研究的结果将对美国乃至全世界的教育政策产生重要影响。