Code for: Not too late: Improving academic outcomes among adolescents
收藏ICPSR2023-01-01 更新2026-04-16 收录
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https://www.openicpsr.org/openicpsr/project/182903/version/V1/view?path=/openicpsr/182903/fcr:versions/V1/data/raw_data&type=folder
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资源简介：
Improving academic outcomes for economically disadvantaged students has proven challenging, particularly for children at older ages. We present two large-scale randomized controlled trials of a high-dosage tutoring program delivered to secondary school students in Chicago. One innovation is to use paraprofessional tutors to hold down cost, thereby increasing scalability. Participating in math tutoring increases math test scores by 0.18 to 0.40 standard deviations, and increases math and non-math course grades. These effects persist into future years. The data are consistent with increased personalization of instruction as a mechanism. The benefit-cost ratio is comparable to many successful early-childhood programs
提供机构：
University of Oregon; University of Chicago. Education Lab; University of California-Irvine; University of Chicago. Crime Lab; University of Chicago. Harris School of Public Policy; University of Chicago. School of Social Service Administration; Temple University. Department of Psychology; Harvard University. Department of Economics; Northwestern University; Duke University. Sanford School of Public Policy
创建时间：
2023-01-01
