Elementary School Interventions: Experimental Evidence on Postsecondary Outcomes

Autor/inn/en	Hemelt, Steven W.; Roth, Kimberly B.; Eaton, William W.
Titel	Elementary School Interventions: Experimental Evidence on Postsecondary Outcomes
Quelle	In: Educational Evaluation and Policy Analysis, 35 (2013) 4, S.413-436 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373713493131
Schlagwörter	Postsecondary Education; Elementary Schools; Classroom Techniques; Behavior Development; Child Behavior; Reading Skills; Academic Achievement; Educational Attainment; Gender Differences; Developmental Studies Programs; Program Effectiveness; College Attendance; Mastery Learning; Early Intervention; Control Groups; Experimental Groups; Data Analysis; Student Characteristics; Longitudinal Studies; Maryland + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Elementary school; Grundschule; Volksschule; Klassenführung; Reading skill; Lesefertigkeit; Schulleistung; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study exploits a randomized trial of two light-touch elementary school interventions to estimate long-run impacts on postsecondary attendance and attainment. The first is a classroom management technique for developing behavioral skills in children. The second is a curricular intervention aimed at improving students' core reading skills. We detect no average impact of either intervention on the likelihood of college enrollment or degree receipt, but find heterogeneous effects by student gender and initial level of academic achievement. Assignment to the behavioral intervention increases the likelihood of college attendance for females, especially at 2-year institutions, but has little impact on males. We find suggestive evidence that exposure to the behavioral intervention benefits low-performing students more than high-performers, whereas exposure to the curricular intervention influences college outcomes more for middle- to high-performing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10