Project 1: Match

项目一：比赛

• 批准号: 8741895
• 负责人: Susan E. Mayer
• 金额: $ 70.48万
• 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/8741895
• 关键词: Address; Agreement; Behavior; Behavioral; Chicago; Cities; Cognitive Therapy; Collaborations; Costs and Benefits; Data; Data Collection; Development; Disadvantaged; Dose; Education; Educational Curriculum; Educational process of instructing; Employee Strikes; Foundations; Funding; Goals; Heterogeneity; Hour; Instruction; Intervention; Lead; Learning; Life; Marketing; Mathematics; Measures; Mediating; Modeling; Monitor; National Institute of Child Health and Human Development; Outcome; Pathway interactions; Policies; Policy Maker; Population Study; Randomized; Relative (related person); Reporting; Request for Proposals; Research; Research Infrastructure; Research Personnel; Resources; Safety; Sampling; Sampling Studies; Schools; Side; Students; Surveys; System; Testing; Training; Uncertainty; Variant; Violence; Work; Youth; cost; cost effective; cost effectiveness; dosage; experience; high school; improved; intervention effect; male; man; ninth grade; novel; peer; premature; programs; research study; response; skills; social; tenth grade; theories

Improving schooling and life outcomes of disadvantaged youth is a top priority in the US, but to date not many interventions have been shown to improve the outcomes of these youth, especially males. This has led some to question the value of investing in academic skill development, but this may be premature given that few interventions address one of the central challenges in disadvantaged schools, namely, variation in students' academic levels within a classroom, which may lead to a "mismatch" between what youth need and what is delivered. The core theme of our overall program project is to assess the most effective (and cost-effective) ways to improve long-term life outcomes for disadvantaged youth. In the summer of 2013 we identified a study sample of 2,134 males entering 9th and 10th grade in 12 public high schools on Chicago's south and west sides, working in close collaboration with Chicago Public Schools (CPS). These youth were randomized to receive a very promising academic intervention (high-dosage math tutoring), or a very promising non-academic intervention (a form of cognitive behavioral therapy called "Becoming a Man," or BAM, developed and implemented by a non-profit in Chicago, Youth Guidance), or to receive both, or neither. The interventions were launched in August 2013 with outside (non-NICHD) support. Project 1 focuses on the academic intervention, delivered by tutors with strong math and interpersonal skills who are hired, trained and supervised by Match Education. One way in which this intervention is novel is in its intensity. For example, CPS students right now are eligible for tutoring help that averages 1/2 of math tutoring per week. The Match intervention provides one hour per day of two-on-one intensive, individualized instruction, with a curriculum that develops remedial skills and is also tied to classroom goals and state standards. Previous non-experimental research by our collaborator Roland Fryer suggests this intervention may increase math scores by 6th and 9th graders by 0.5 to 0.7 standard deviations; we know of no other similarly-large effects reported in a credible study. This project will be among the first RCTs of this intensive tutoring model and will use administrative data to measure impacts on both academic outcomes and on non-academic outcomes like involvement in risky, delinquent or violent behavior, and labor market participation and earnings. Project 1 seeks support from NICHD to partially support a second year of the academic intervention, which would greatly strengthen statistical power and is key to our theory of change that youth behavior will change disproportionately once they are caught up enough academically to have hope for a diploma. The project also requests support to assist with implementation monitoring, development of surveys to measure Match impacts and mechanisms, and assistance with analysis. Combined with project 2 we would be able to examine the relative benefit-cost ratios of Match compared to best-practice non-academic supports, and whether delivering both together have synergistic effects, and combined with project 3 we could examine a broader set of outcomes and understand mediating mechanisms.

改善弱势青少年的教育和生活成果是美国的首要任务，但迄今为止，这样做的人并不多 事实证明，干预措施可以改善这些青年，尤其是男性的成果。这导致了一些 质疑投资于学术技能发展的价值，但这可能还为时过早，因为很少有人 干预措施解决了弱势学校面临的主要挑战之一，即学生的差异 课堂上的学术水平可能会导致青少年的需求与现实之间的“不匹配” 发表。我们整个计划项目的核心主题是评估最有效（且最具成本效益）的 改善弱势青少年长期生活成果的方法。 2013 年夏天，我们进行了一项研究 芝加哥南部和西部 12 所公立高中的 2,134 名进入 9 年级和 10 年级的男性样本 双方，与芝加哥公立学校 (CPS) 密切合作。这些年轻人被随机分配到 接受非常有前途的学术干预（高剂量数学辅导），或非常有前途的非学术干预 干预（一种称为“成为男人”或 BAM 的认知行为疗法，已开发并 由芝加哥的非营利组织“青年指导”实施），或者两者都接受，或者两者都不接受。干预措施 于 2013 年 8 月在外部（非 NICHD）支持下推出。项目1侧重于学术 由受聘、培训和监督的数学和人际交往能力强的导师进行干预 通过匹配教育。这种干预的新颖之处在于其强度。例如，CPS 学生 现在有资格获得平均每周 1/2 数学辅导的辅导帮助。比赛干预 每天提供一小时的二对一强化、个性化教学，课程内容可开发 补救技能，也与课堂目标和国家标准相关。之前的非实验研究 我们的合作者 Roland Fryer 表示，这种干预措施可能会将六年级和九年级学生的数学成绩提高 0.5 至 0.7 标准偏差；据我们所知，在可靠的研究中还没有报道过其他类似的巨大影响。这 该项目将是这种强化辅导模式的首批随机对照试验之一，并将使用行政数据来衡量 对学术成果和非学术成果的影响，例如参与有风险的、违法的或 暴力行为以及劳动力市场参与和收入。项目1寻求NICHD的支持，以部分 支持学术干预的第二年，这将大大增强统计能力，并且 我们变革理论的关键是，一旦年轻人受到足够的关注，他们的行为就会发生不成比例的改变 在学术上有获得文凭的希望。该项目还请求支持以协助实施 监测、开展调查以衡量匹配影响和机制，并协助分析。 结合项目 2，我们将能够检查 Match 与 最佳实践非学术支持，以及两者一起提供是否具有协同效应，以及 结合项目 3，我们可以检查更广泛的结果并了解调解机制。