20年MDRC随机对照试验对社区大学生干预特征与干预效果预测关系的启示

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2022-12-19 DOI:10.3102/01623737221139493
Michael J. Weiss, H. Bloom, Kriti Singh
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引用次数: 1

摘要

本文提供了社区大学干预措施的特征及其对学生进步的影响之间的预测关系的证据。这一证据是基于对39个(大部分)社区大学干预措施的大规模随机试验中学生水平数据的分析。具体而言,证据一致表明,随着干预成分数量的增加,以及干预措施促进秋季、春季和/或夏季全日制招生的程度,影响往往更大。不太一致的证据表明,增加建议、辅导以及在较小程度上增加财政支持的干预措施的影响往往更大。这些结果为未来社区大学创新的设计提供了思考的食物,这些创新将由研究人员或实践者进行测试。
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What 20 Years of MDRC RCTs Suggest About Predictive Relationships Between Intervention Features and Intervention Impacts for Community College Students
This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of student-level data from large-scale randomized trials of 39 (mostly) community college interventions. Specifically, the evidence consistently indicates that impacts tend to be larger as the number of intervention components increases and with the degree to which interventions promote full-time enrollment in fall and spring and/or summer enrollment. Less consistent evidence suggests that impacts tend to be larger for interventions that increase advising, tutoring, and, to a lesser extent, financial support. These results provide food for thought about the design of future community college innovations to be tested by researchers or tried by practitioners.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
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.
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