Project 2: BAM

项目2：BAM

• 批准号: 9099542
• 负责人: HAROLD Alexander POLLACK
• 金额: $ 14.38万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/9099542
• 关键词: Academic skills; Academic support; Affect; Archives; Behavior; Chicago; Cities; Cognition; Cognitive Therapy; Collaborations; Communities; Consent; Costs and Benefits; Crime; Data; Data Collection; Decision Making; Disadvantaged; Distress; Dose; Education; Effectiveness of Interventions; Emotional; Employment; Event; Experimental Designs; Foundations; Funding; Goals; Grant; Hand; Intervention; Journals; Lead; Learning; Life; Marketing; Mathematics; Measures; Mediating; Michigan; Monitor; National Institute of Child Health and Human Development; Neighborhoods; Outcome; Paper; Persons; Pilot Projects; Policies; Psychologist; Randomized; Records; Reporting; Research; Risk; Sampling; Sampling Studies; Schools; Science; Services; Side; Social Behavior; Social Environment; Source; Surveys; System; Testing; Theory of Change; Thinking; United States National Academy of Sciences; Universities; Violence; Work; Youth; academic intervention; base; cost; cost effective; cost effectiveness; dosage; follow-up; heuristics; high school; improved; improved outcome; innovation; intervention effect; male; man; ninth grade; novel; outreach; programs; research study; response; scale up; service intervention; skills; social; tenth grade; theories; tutoring

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.

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。核心主题为 我们的总体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 为弱势青年取得成果。在2013年夏天，我们确定了一个2,134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， 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希望的 学术干预（由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赖尔的实验研究发现， 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。干预措施于2013年8月启动， 外部（非NICHD）支持。项目2侧重于非学术干预，这是基于我们的 一种理论认为，弱势青年的大量社会代价高昂的行为是由于过于自动（或什么） 心理学家称之为“系统1”）的行为，这种行为对某些情况是适应的，但在另一些情况下是不适应的。的 干预有助于促进元认知（反思和“思考思考”）， 他们的自动反应可能不是最佳的，这样他们就可以参与更多的 反思型、审慎型（“系统2”）决策。该项目将借鉴纵向 行政数据来衡量对学术成果和非学术成果的影响， 参与危险，违法或暴力行为，以及劳动力市场参与和收入。计划2 寻求NICHD的支持，以部分支持第二年的非学术干预（AY 2014 -15）， 这将极大地增强研究的统计能力， 关系。2014 -15学年干预措施的其余费用将来自向青年提供的基金会补助金 指导和（希望）城市资金，这是涵盖BAM成本AY 2013 -14，我们预计将 更新至2014 -15年度。结合项目1，我们将能够审查相对效益-成本比率 与有前途的学术干预相比，我们有前途的非学术干预， 同时向青年提供这两种服务是否会产生协同效应（而不是相加效应）。结合 项目3：我们将能够更多地了解调解机制，这是迄今为止无法做到的 因为以前的试点依赖于行政数据。