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An Integrated Data Approach to Exploring Racial Differences in Reading Intervention Effectiveness

探索阅读干预效果中种族差异的综合数据方法

基本信息

批准号：
10567796
负责人：
Jessica R. Toste
金额：
$ 67.5万
依托单位：
UNIVERSITY OF TEXAS AT AUSTIN
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-05-08 至 2028-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10567796
关键词：
Academic achievement Accounting Achievement Address Affect African American student Age Archives Black race Characteristics Complex Critical Race Theory Data Data Aggregation Data Analyses Data Set Development Disparity Education Effectiveness Effectiveness of Interventions Goals Growth Health Individual Individual Differences Infrastructure Intervention Intervention Studies Investments Language Measures Methodology Modeling Oral Outcome Personal Satisfaction Positioning Attribute Poverty Race Reading Reading Disabilities Research Research Personnel Research Project Grants Resources Risk Role Sampling Scientific Inquiry Social Environment Socioeconomic Status Source Statistical Models Students System Systems Theory Testing Time United States National Institutes of Health academic intervention data integration data repository disability education research eighth grade evidence base fourth grade intervention effect peer psychologic racial difference reading ability response skills stem student participation therapy development treatment effect treatment response

项目摘要

PROJECT SUMMARY Persistent, intractable challenges with reading acquisition present critical educational and health concerns as reading is a known indicator of lifetime earnings, general health, and overall wellbeing (OECD, 2012). Decades of educational research has contributed to the development and testing of supplemental reading interventions that provide intensive, targeted support to promote achievement for students with or at-risk for reading disability (RD). However, to date, there has been no comprehensive exploration of racial differences in reading intervention effectiveness. National data indicate that only 18% of Black students read at or above proficient levels in fourth grade, compared to 45% of their White peers (NAEP, 2019). This gap does not narrow with age (15% and 42% at eighth grade), nor has it narrowed over time (NAEP, 2019). Furthering our understanding of these disparities in reading achievement requires scientific inquiry that disentangles the role of race in determining intervention effectiveness. The exploration of racial differences has been dissuaded in part by a lack of representation of Black students in educational and psychological research (e.g., Graham, 1992; Graves et al., 2021; Lindo, 2006), and a predominantly race neutral approach to intervention development and testing. Thus, the overall goal of the proposed project is to aggregate data from rigorous studies of supplemental reading interventions for students with or at-risk for RD to investigate the presence of differential intervention effects between Black and White students. We use a cross-disciplinary framework that integrates bioecological systems theory, which recognizes sources of individual difference that stem from dynamic interactions within and between our social environments, with QuantCrit, a methodological subfield of critical race theory. Taken together, this framework recognizes that our interventions are likely not race neutral and complex systems may differentially affect the effectiveness of these interventions for certain groups of students. The proposed integrated dataset, representing more than 39 million dollars in federal research investment, will be archived and shared on the LDbase data repository. By leveraging the existing infrastructure of LDbase and making use of previously committed NIH resources, we are uniquely situated to address the overall goal of the research project through three specific aims (SA). First, we will assemble an integrated dataset with data from rigorous reading intervention studies (SA1). Second, we use the integrated data to determine whether there are differential intervention effects for Black students compared to their White peers (SA2). And finally, we identify characteristics of students, interventions, and outcomes that explain differential response to reading intervention for Black students as compared to their White peers (SA3).

项目总结