全球智库信息集成服务系统(G2TT): The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago

G2TT

来源类型	Working Paper
规范类型	报告
DOI	10.3386/w19862
来源ID	Working Paper 19862
	The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago
	Philip J. Cook; Kenneth Dodge; George Farkas; Roland G. Fryer, Jr; Jonathan Guryan; Jens Ludwig; Susan Mayer; Harold Pollack; Laurence Steinberg
发表日期	2014-01-24
出版年	2014
语种	英语
摘要	There is growing concern that improving the academic skills of disadvantaged youth is too difficult and costly, so policymakers should instead focus either on vocationally oriented instruction for teens or else on early childhood education. Yet this conclusion may be premature given that so few previous interventions have targeted a potential fundamental barrier to school success: "mismatch" between what schools deliver and the needs of disadvantaged youth who have fallen behind in their academic or non-academic development. This paper reports on a randomized controlled trial of a two-pronged intervention that provides disadvantaged youth with non-academic supports that try to teach youth social-cognitive skills based on the principles of cognitive behavioral therapy (CBT), and intensive individualized academic remediation. The study sample consists of 106 male 9th and 10th graders in a public high school on the south side of Chicago, of whom 95% are black and 99% are free or reduced price lunch eligible. Participation increased math test scores by 0.65 of a control group standard deviation (SD) and 0.48 SD in the national distribution, increased math grades by 0.67 SD, and seems to have increased expected graduation rates by 14 percentage points (46%). While some questions remain about the intervention, given these effects and a cost per participant of around $4,400 (with a range of $3,000 to $6,000), this intervention seems to yield larger gains in adolescent outcomes per dollar spent than many other intervention strategies.
主题	Health, Education, and Welfare ; Education ; Poverty and Wellbeing ; Labor Economics ; Labor Supply and Demand ; Other ; Culture
URL	https://www.nber.org/papers/w19862
来源智库	National Bureau of Economic Research (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/577534
推荐引用方式 GB/T 7714	Philip J. Cook,Kenneth Dodge,George Farkas,et al. The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. 2014.