Project 2: BAM

改善弱势青年的教育和生活成果是美国的当务之急，但到目前为止还不多 干预措施已被证明可以改善这些青年，特别是男性的结果。的核心主题 我们的整个计划项目是评估改善长期生活的最有效(和最具成本效益的)方法 对处于不利地位的青年的结果。2013年夏天，我们确定了2134名男性的研究样本 在芝加哥南部和西部的12所公立高中进入9年级和10年级，近距离工作 与芝加哥公立学校(CPS)合作。这些年轻人被随机分配到一个非常有前途的 学业干预(Match Education提供的高剂量数学辅导，在以前的非 我们的合作者罗兰·弗莱尔的实验研究发现，数学成绩可以提高0.5%到0.7% 六年级和九年级学生的标准差)，或者非常有希望的非学术干预(一种形式的 认知行为疗法，称为“成为一个男人”，或BAM，由一个非营利性组织开发和实施 芝加哥，青年指导)，或者两者都得到，或者都不得到。这些干预措施是在2013年8月启动的， 外部(非NICHD)支持。项目2的重点是非学术干预，这是基于我们的 一种理论认为，处于不利地位的年轻人的大量社会代价高昂的行为是由于过于自动的(或者其他什么原因 心理学家称之为“系统1”)，即对某些情况适应，但在其他情况下不适应的行为。这个 干预有助于促进元认知(反思和思考)和对高中生的认知 他们的自动响应可能不是最佳的情况，这样他们就可以参与更多 深思熟虑、深思熟虑(“系统2”)式的决策。这项工程将利用纵向的 用于衡量对学术成果和非学术成果的影响的管理数据，如 参与危险、犯罪或暴力行为，以及劳动力市场参与和收入。项目2 寻求NICHD的支持，以部分支持第二年的非学术干预(2014-15年)， 这将极大地增强研究的统计能力，并使用户能够检查剂量反应 两性关系。2014-2015年度干预活动的剩余费用将来自青年基金会的赠款 指导和(希望)城市资金，用于支付2013-14年度的BAM成本，我们预计 续订2014-15年度。结合项目1，我们将能够检查相对收益-成本比 将我们有希望的非学术干预与有希望的学术干预进行比较，并测试 同时向年轻人提供这两种药物是否会产生协同效应(而不是相加效应)。与 项目3我们将能够更多地了解调解机制，这到目前为止还不可能 因为之前的飞行员依赖于管理数据。

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. The core theme for 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 delivered by Match Education, which in previous non- experimental studies by our collaborator Roland Fryer have been found to boost math scores by 0.5 to 0.7 standard deviations for 6th and 9th graders), or to 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 2 focuses on the non-academic intervention, which is based on our theory that a great deal of socially costly behavior by disadvantaged youth is due to overly automatic (or what psychologists call "system 1") behavior that is adaptive to some situations but maladaptive in others. The intervention helps promote meta-cognition (reflection and "thinking about thinking") and recognition of high- stakes situations in which their automatic responses may not be optimal, so that they can engage in more reflective, deliberative ("system 2") type decision-making. This project would draw on longitudinal administrative data to measure impacts on both academic outcomes and non-academic outcomes like involvement in risky, delinquent or violent behavior, and labor market participation and earnings. Project 2 seeks support from NICHD to partially support a second year of the non-academic intervention (AY2014-15), which would greatly enhance the statistical power of the study and let use examine dose-response relationships. The remaining costs of AY2014-15 intervention would come from a foundation grant to Youth Guidance and (hopefully) city funding, which is covering BAM costs for AY2013-14 and which we expect to be renewed for AY2014-15. Combined with project 1 we would be able to examine the relative benefit-cost ratios of our promising non-academic intervention compared to the promising academic intervention, and to test whether delivering both to youth simultaneously yields synergistic (more than additive) effects. Combined with project 3 we would be able to learn more about mediating mechanisms, which has not been possible to date since previous pilots relied on administrative data.