Journal of Research on Educational Effectiveness最新文献

{"title":"Using Existing School Messaging Platforms to Inform Parents about Their Child’s Attendance","authors":"Tareena Musaddiq, Alexa Prettyman, Jonathan Smith","doi":"10.1080/19345747.2023.2264841","DOIUrl":"https://doi.org/10.1080/19345747.2023.2264841","url":null,"abstract":"AbstractSchool attendance is strongly associated with academic success and high school completion, but approximately one-in-seven students miss nearly one month of school each year. To address absenteeism, we partnered with four public school districts in the metro-Atlanta area and experimentally deployed email and text messages to inform parents about their child’s attendance. Parents received personalized monthly messages through the school districts’ existing messaging platforms that had zero marginal cost per message. The messages informed parents about their child’s number of absences and how that number compared to absences of their peers. For most parents, this information was delivered through email as opposed to text, and parents of students most in need of improved attendance were the hardest to reach. Intent-to-treat estimates show the intervention reduced end-of-year absences by four-tenths to two-thirds of a day (2 to 3%) and reduced the probability of chronic absenteeism by 2 to 6%, while actually receiving the messages reduced end-of-year absences by two-thirds to almost one day (3 to 4%) and reduced the probability of chronic absenteeism by 4 to 7%.Keywords: Chronic absenteeismattendance nudgesdistrict communication Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 We use “parent” as a general term to represent a student’s caregiver, whether a parent or legal guardian.2 Our study only uses the district-wide messaging platform to contact parents. Parents may be contacted by school administration and teachers through various other ways (e.g., classroom apps) independent of this district-wide system. Our study does not include those means of communication and cannot speak to their effectiveness.3 Subsample analyses in the two districts that implemented the experiment with fidelity reveal similar improvements in attendance for students in grades K-8 (but not high school), and across gender, race, and most other demographic characteristics. However, we do not find a statistically significant improvement for Hispanic students or ELL students, despite the fact that the message was translated into the parents’ preferred language in the messaging platform.4 See Table A1 for a full list of studies and details in recent years.5 See, for example, Frey and Meier (Citation2004), Shang and Croson (Citation2009), Ferraro et al. (Citation2011), and Coffman et al. (Citation2017).6 See Nguyen (Citation2008), Jensen (Citation2010), Oreopoulos and Dunn (Citation2013), Dinkelman and Martínez (2014) for evidence on how education outcomes improve after parents or students are informed about the returns to, or costs of, educational investments. Bettinger et al. (Citation2012) is an example in which information alone was insufficient for improving educational attainment.7 For a more detailed review on nudges in education, please see Damgaard and Nielsen (Citation2018).8 See Table A1 for details about the location, t","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"21 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can a Developmental Education Reform Promote Momentum to Mid-Term and Longer-Term Student Success? Evidence from Florida","authors":"Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu","doi":"10.1080/19345747.2023.2269924","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269924","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cost-Effectiveness of Algebraic Technological Applications","authors":"Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee","doi":"10.1080/19345747.2023.2269918","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269918","url":null,"abstract":"COVID-19 contributed to the largest student performance decline in mathematics since 1990. The nation needs cost-effective mathematic interventions to address this drop and improve students’ mathematics performance. This study presents a cost-effectiveness analysis (CEA) of three algebraic technological applications, across four conditions: From Here to There (FH2T), Dragon Box 12+ (DragonBox), Immediate Feedback and Active Control. This CEA study uses impact measures from a student-level randomized control trial comparing student learning from the three treatment conditions to the Active Control condition with an analytic sample of 1,850 middle school students across 9 schools, 34 teachers, and 127 classes. The results from the CEA indicate FH2T costs $39 per student and produces an average effect of 0.135 on algebraic achievement resulting in a cost-effectiveness ratio of $291. DragonBox costs $55 per student and produces an average effect of 0.269 on algebraic achievement resulting in a cost-effectiveness ratio of $206. Overall, the current CEA study demonstrates the efficiency of FH2T and DragonBox as low-cost interventions for improving students’ algebraic performance and addressing the nation’s decline in mathematics.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia","authors":"Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui","doi":"10.1080/19345747.2023.2268072","DOIUrl":"https://doi.org/10.1080/19345747.2023.2268072","url":null,"abstract":"We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial","authors":"Amy C. Crosson, Richard Correnti, L. Matsumura, Margaret G. McKeown","doi":"10.1080/19345747.2023.2231941","DOIUrl":"https://doi.org/10.1080/19345747.2023.2231941","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48853696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments","authors":"Kelly McGinn, Laura K. Young, Alexandra Huyghe, Julie L. Booth","doi":"10.1080/19345747.2023.2243254","DOIUrl":"https://doi.org/10.1080/19345747.2023.2243254","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Long-Term Effects of Grade Retention: Evidence on Persistence through High School and College","authors":"Matthew F. Larsen, J. Valant","doi":"10.1080/19345747.2023.2240323","DOIUrl":"https://doi.org/10.1080/19345747.2023.2240323","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44196429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment","authors":"Izaak Dekker, Michaéla Schippers, Erik van Schooten","doi":"10.1080/19345747.2023.2231440","DOIUrl":"https://doi.org/10.1080/19345747.2023.2231440","url":null,"abstract":"A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High-Stakes Testing and Educational Careers: Exploiting the Differences in Cutoffs Between Test Recommendations in The Netherlands","authors":"Madelon Jacobs, Rolf van der Velden, Lynn van Vugt","doi":"10.1080/19345747.2023.2242342","DOIUrl":"https://doi.org/10.1080/19345747.2023.2242342","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42182695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Evidence Clearinghouses Can Avoid the Winner’s Curse","authors":"J. Valentine","doi":"10.1080/19345747.2023.2194298","DOIUrl":"https://doi.org/10.1080/19345747.2023.2194298","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}