Project 1: Match

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。这导致一些 质疑投资于学术技能发展的价值，但考虑到很少有人 干预措施解决了处境不利学校的一个核心挑战，即学生学习成绩的差异。 在课堂上的学术水平，这可能会导致什么青年需要什么和什么是“错配” 交付。我们的整体计划项目的核心主题是评估最有效的（和成本效益） 改善弱势青年长期生活成果的方法。2013年夏天，我们发现了一项研究， 在芝加哥南部和西部的12所公立高中，2,134名男性进入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 接受非常有前途的学术干预（高剂量数学辅导），或非常有前途的非学术 干预（一种称为“成为一个人”或BAM的认知行为疗法， 由芝加哥的一个非营利组织实施，青年指导），或者接受两者，或者两者都不接受。的干预措施 2013年8月在外部（非NICHD）支持下启动。项目1侧重于学术 干预，由具有很强的数学和人际交往能力的导师提供，这些导师是雇佣的，经过培训和监督的 匹配教育这种干预的一个新颖之处在于它的强度。例如，CPS学生 现在有资格获得平均每周1/2的数学辅导。比赛干预 每天提供一小时的两对一密集的个性化教学，课程开发 补救技能，并且还与课堂目标和国家标准相关。以前的非实验性研究 我们的合作者罗兰弗赖尔认为，这种干预可能会增加6年级和9年级学生的数学成绩， 0.5到0.7个标准差;我们知道在一项可信的研究中没有其他类似的大的影响报告。这 该项目将是这种强化辅导模式的首批RCT之一，并将使用管理数据来衡量 对学术成果和非学术成果的影响，如参与风险，犯罪或 暴力行为，劳动力市场参与和收入。项目1寻求国家排雷中心的支助， 支持第二年的学术干预，这将大大加强统计力量， 我们改变理论的关键是，一旦年轻人的行为被赶上足够的时间， 在学术上有希望获得文凭。该项目还要求提供支持，以协助执行 监测、开展调查以衡量Match的影响和机制，并协助进行分析。 结合项目2，我们将能够检查Match与 最佳实践非学术支持，以及两者一起提供是否具有协同效应，以及 结合项目3，我们可以审查更广泛的成果，并了解调解机制。

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. This has led some to question the value of investing in academic skill development, but this may be premature given that few interventions address one of the central challenges in disadvantaged schools, namely, variation in students' academic levels within a classroom, which may lead to a "mismatch" between what youth need and what is delivered. The core theme of 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), or 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 1 focuses on the academic intervention, delivered by tutors with strong math and interpersonal skills who are hired, trained and supervised by Match Education. One way in which this intervention is novel is in its intensity. For example, CPS students right now are eligible for tutoring help that averages 1/2 of math tutoring per week. The Match intervention provides one hour per day of two-on-one intensive, individualized instruction, with a curriculum that develops remedial skills and is also tied to classroom goals and state standards. Previous non-experimental research by our collaborator Roland Fryer suggests this intervention may increase math scores by 6th and 9th graders by 0.5 to 0.7 standard deviations; we know of no other similarly-large effects reported in a credible study. This project will be among the first RCTs of this intensive tutoring model and will use administrative data to measure impacts on both academic outcomes and on non-academic outcomes like involvement in risky, delinquent or violent behavior, and labor market participation and earnings. Project 1 seeks support from NICHD to partially support a second year of the academic intervention, which would greatly strengthen statistical power and is key to our theory of change that youth behavior will change disproportionately once they are caught up enough academically to have hope for a diploma. The project also requests support to assist with implementation monitoring, development of surveys to measure Match impacts and mechanisms, and assistance with analysis. Combined with project 2 we would be able to examine the relative benefit-cost ratios of Match compared to best-practice non-academic supports, and whether delivering both together have synergistic effects, and combined with project 3 we could examine a broader set of outcomes and understand mediating mechanisms.