Project 3: Data Collection

项目3：数据收集

• 批准号: 8741897
• 负责人: Jens Ludwig
• 金额: $ 5.59万
• 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/8741897
• 关键词: Address; Adolescent; Adult; Affect; Archives; Behavior; Behavioral; Budgets; Cellular Phone; Chicago; Cognition; Cognitive; Cognitive Therapy; Collaborations; Collection; Control Groups; Cost-Benefit Analysis; Data; Data Collection; Data Set; Data Sources; Decision Making; Disadvantaged; Distress; Education; Educational Intervention; Exercise; Experimental Designs; Face; Grant; Hour; Institutes; Intervention; Journals; Laboratories; Learning; Life; Low income; Mathematics; Measures; Mediating; Methods; Michigan; Mind; National Institute of Child Health and Human Development; Outcome; Ownership; Pathway interactions; Persons; Process; Program Effectiveness; Program Research Project Grants; Psychologist; Psychology; Publications; Randomized; Research; Research Infrastructure; Resources; Risk Behaviors; Role; Sampling; Sampling Studies; Schools; Secure; Services; Side; Social Behavior; Students; Suggestion; Surveys; System; Thinking; Treatment Efficacy; Universities; Victimization; Violence; Violent injury; Work; Youth; behavior change; behavior measurement; cost effective; criminal behavior; dosage; emotion regulation; expectation; experience; group intervention; high school; improved; male; man; ninth grade; novel; peer; programs; research study; response; scale up; skills; social; success; tenth grade; theories; time use; treatment effect; urban area

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 of our program project is to assess the most effective (and cost-effective) ways to improve long-term life outcomes for disadvantaged youth, with an emphasis on the closely related outcomes of schooling attainment, risky and criminal behavior, and violence involvement. 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 for the 2013-14 academic year with outside (non-NICHD) support. Projects 1 and 2 help sustain both interventions into a second intervention year (AY2014-15). Project 3 would involve in-person data collection from the same sample of male youth who form the study sample of Projects 1 and 2 to measure key social/behavioral outcomes that are not well captured by administrative data, and, importantly, to measure potential mediating mechanisms, which are crucial to understand to enhance the effectiveness program and to help guide successful scale-up. The project engages a survey subcontractor, Institute for Social Research at the University of Michigan, to carry out an in-person survey during AY2015-16 with a sample frame of 1,800 youth (randomly selected out of the total study sample). These in-person data would help measure behavioral outcomes that are not well captured by the other administrative data sources we access for this project, such as injuries, violence victimization, and risky behaviors that do not result in arrest, which is important for carrying out as comprehensive a benefit-cost analysis of the two interventions as possible. The proposed in-person survey collection also includes a number of novel mechanism measures, including modified versions of two laboratory experiments from psychology that measure meta-cognitive processes, which our theory of change suggestions may be a key pathway through which BAM affects youth outcomes. It will also measure potential mediating pathways through time use and peer affiliations that take advantage of the ubiquity of cell phones among high school youth (which would also help measure the degree to which emotion regulation is a mechanism behind BAM), and would include a real-stakes decision-making experiment to measure graduation expectations, a key mechanism of action that may be behind the Match effects.

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， 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 我们的计划项目是评估最有效（和成本效益）的方法，以改善长期生活 为处境不利的青年取得的成果，重点是与学业成绩密切相关的成果， 危险和犯罪行为，以及暴力行为。2013年夏天，我们确定了一个研究样本， 2,134名男性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， 与芝加哥公立学校（CPS）密切合作。这些年轻人被随机分配到 有前途的学术干预（高剂量数学辅导提供的匹配教育，在以前的 我们的合作者罗兰弗赖尔（Roland Fryer）的一项非实验性研究发现， 标准差为6日和9日年级），或一个非常有前途的非学术干预（一种形式的 认知行为疗法称为“成为一个人”，或BAM，开发和实施的非营利组织， 芝加哥，青年指导），或接受两者，或两者都不接受。这些干预措施于2013年8月启动， 2013-14学年与外部（非NICHD）的支持。项目1和2有助于维持这两项干预措施 进入第二个干预年（AY 2014 -15）。项目3将涉及亲自从同一个机构收集数据， 项目1和项目2的研究样本中的男性青年样本，以测量关键的社会/行为 行政数据没有很好地捕捉到的结果，重要的是， 机制，这是至关重要的理解，以提高效率的计划，并帮助指导 成功升级。该项目聘请了一个调查分包商，社会研究所， 密歇根大学，在2015 -16学年进行一项面对面调查，样本范围为1,800名青年 （从整个研究样本中随机选择）。这些面对面的数据将有助于衡量行为 我们为该项目访问的其他管理数据源没有很好地捕获的结果，例如 作为伤害，暴力受害，和危险的行为，不导致逮捕，这是很重要的携带 尽可能全面地对这两种干预措施进行效益-成本分析。建议在人 调查收集还包括一些新的机制措施，包括两个 心理学的实验室实验测量了元认知过程，我们的变化理论 建议可能是BAM影响青年成果的一个关键途径。它还将测量潜在的 通过利用手机的普遍性来调节时间使用和同伴关系的途径 在高中青年中（这也将有助于衡量情绪调节在多大程度上是一个 BAM背后的机制），并将包括一个真正的利害关系决策实验，以衡量毕业 期望，一个关键的行动机制，可能是背后的比赛效果。