准备上大学了吗？高中有针对性干预的有效性研究

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2021-08-30 DOI:10.3102/01623737211036728

Zeyu Xu, Ben Backes, Amanda Oliveira, Dan Goldhaber

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引用次数: 2

摘要

肯塔基州的目标干预(TI)计划是一项全州范围的干预计划，旨在为未准备上大学的高中生准备大学水平的课程。使用回归差异不连续设计，我们发现TI将学生参加补习课程的可能性降低了8到10个百分点。这些影响在有资格享受免费/减价午餐的学生、需要多科目补习的学生和成绩较差学校的学生中也类似或更强。TI还提高了学生在四年制大学第一学年结束前注册并通过大学数学考试的可能性，提高了4个百分点，在免费/减价午餐合格学生中提高了9个百分点。然而，我们没有发现TI影响信用积累或持久性的证据。

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Ready for College? Examining the Effectiveness of Targeted Interventions in High School

Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.