Using entropy balancing to reduce the effects of selection bias in afterschool studies. An example in studying the relationship between intensity of afterschool program participation and academic achievement.

Autor/inn/en	Huang, Denise; Leon, Seth; La Torre, Deborah
Titel	Using entropy balancing to reduce the effects of selection bias in afterschool studies. An example in studying the relationship between intensity of afterschool program participation and academic achievement.
Quelle	In: International journal for research on extended education, 5 (2017) 1, S. 5-25 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
URN	urn:nbn:de:0111-pedocs-221404
Schlagwörter	Empirische Untersuchung; Forschungsmethode; Längsschnittuntersuchung; Risikokind; Bildungsertrag; Primarbereich; Schülerleistung; Programm; Außerschulisches Lernen; Entropie; Außerschulische Jugendbildung; Auslesekriterium; Nachmittagsbetreuung; Selektion; Los Angeles, Calif.; USA
Abstract	Every since the enactment of the No Child Left Behind Act (2001) in the United States, achievement gains resulting from afterschool participation have been of particular interest. However, findings have been inconsistent. The challenge for researchers is partly due to the wide variation of program goals, difficulty in obtaining valid control groups, difficulty in obtaining clean records of data, the high transience rates of the students, and in particular, the failure to differentiate among the dosage students receive and the inherent potential of selection bias in the afterschool population. This study draw on a large dataset and allows for the analysis of effects over the course of several years. Using LA's BEST afterschool program as an example, this study employed advanced methodology to reduce selection bias in examining the relations between afterschool program participation and academic achievement. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4