American Economic Review · 2023 · Jonathan Guryan、Jens Ludwig、Monica Bhatt、Philip J. Cook、Jonathan M. Davis、Kenneth A. Dodge
中文摘要
改善经济困难学生的学业成果已被证明颇具挑战性，对年龄较大的儿童而言尤其如此。我们介绍了两项大规模随机对照试验，所评估的是一项面向芝加哥中学生开展的高强度辅导项目。该项目的一项创新是采用准专业辅导员来控制成本，从而提高其可推广性。参加数学辅导使数学考试成绩提高了0.18至0.40个标准差，同时也提高了数学及非数学课程的成绩。这些效应在之后数年中仍然持续。数据与教学个性化程度提高这一作用机制相符。该项目的收益成本比与许多成功的儿童早期项目相当。（JEL H75, I21, I24, I26, I32, J13, J15）
Abstract
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 nonmath 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. (JEL H75, I21, I24, I26, I32, J13, J15)