开始:VCALENDAR版本:2.0 PRODID: / /学院Labor Economics//Zope//EN METHOD:PUBLISH CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:Europe/Berlin BEGIN:DAYLIGHT TZOFFSETFROM:+0100 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=-1SU DTSTART:19810329T020000 TZNAME:CEST TZOFFSETTO:+0200 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU DTSTART:19961027T030000 TZNAME:CET TZOFFSETTO:+0100 END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:30271492552800@conference.iza.org LOCATION;CHARSET=UTF-8: DESCRIPTION:There is growing concern that improving the academic skills of children in \npoverty is too difficult and costly once they reach adolescence, and so policymakers \nshould instead focus either on vocationally oriented instruction or else on early childhood \neducation. Yet this conclusion might be premature given that so few previous \ninterventions have targeted a key barrier to school success: �mismatch� between what \nschools deliver and the needs of youth, particularly those far behind grade level. The \nresearchers report on a randomized controlled trial of a school-based intervention that \nprovides disadvantaged youth with intensive individualized academic instruction. The \nstudy sample consists of 2,718 male ninth and tenth graders in 12 public high schools on \nthe south and west sides of Chicago, of whom 95 percent are either black or Hispanic and \nmore than 90 percent are free- or reduced-price lunch eligible. Participation increased \nmath achievement test scores by 0.19 to 0.31 standard deviations (SD), depending on \nhow the researchers standardize, increased math grades by 0.50 SD, and reduced course \nfailures in math by one-half in addition to reducing failures in non math courses. While \nsome questions remain, these impacts on a per-dollar basis�with a cost per participant of \naround $3,800, or $2,500 if delivered at larger scale�are as large as those of almost any \nother educational intervention whose effectiveness has been rigorously studied. SEQUENCE:1 X-APPLE-TRAVEL-ADVISORY-BEHAVIOR:AUTOMATIC SUMMARY:IZA Seminar: Not Too Late: Improving Academic Outcomes for Disadvantaged Youth by Jonathan Guryan (University of Chicago) DTSTART;TZID=Europe/Berlin:20170419T000000 DTEND;TZID=Europe/Berlin:20170419T000000 END:VEVENT END:VCALENDAR