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.

在美国，不利的年轻人改善教育和生活成果是美国的重中之重，但迄今为止并不多 已显示干预措施可以改善这些年轻人的结果，尤其是男性的结果。核心主题的主题 我们的计划项目是评估改善长期生活的最有效（和成本效益）的方法 处境不利的青年的成果，重点是与教育的紧密相关成果， 风险和犯罪行为以及暴力参与。在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侧的12个公立高中进入9年级和10年级，工作 与芝加哥公立学校（CPS）密切合作。这些年轻人被随机接受 有希望的学术干预措施（通过比赛教育提供的高剂量数学辅导 我们的合作者罗兰·弗莱尔（Roland Fryer）的非实验研究已发现数学分数提高了0.5至0.7 六年级和9年级的标准偏差）或非常有前途的非学术干预措施（一种形式 认知行为疗法称为“成为男人”或BAM，由非营利组织开发和实施 芝加哥，青年指导）或两者都不接受。干预措施于2013年8月启动 2013-14学年获得外部（非NICHD）的支持。项目1和2帮助维持两种干预措施 进入第二个干预年（AY2014-15）。项目3将涉及来自同一的亲自数据收集 构成项目1和2的研究样本的男性青年样本，以衡量关键的社会/行为 不受行政数据捕获的结果，重要的是，衡量潜在的中介 机制，这对于理解增强有效性计划并帮助指导至关重要 成功扩展。该项目与调查分包商，社会研究研究所有关 密歇根大学，在AY2015-16期间进行面对面调查，样品框架为1,800名青年 （从整体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 我们访问此项目的其他管理数据源无法很好地捕获的结果， 作为伤害，暴力受害和没有导致逮捕的危险行为，这对于携带 尽可能全面地对两种干预措施进行福利成本分析。拟议的面对面 调查收集还包括许多新型机制措施，包括两个的修改版本 来自心理学的实验室实验，衡量元认知过程，我们的变化理论 建议可能是BAM影响青年结果的关键途径。它也将衡量潜力 利用手机无处不在的时间使用和同伴隶属关系进行介导途径 在高中青年中（这也将有助于衡量情绪监管是一个 BAM背后的机制），并将包括一个核心决策实验以衡量毕业 期望，可能是匹配效果背后的关键作用机制。