ERIC Number: EJ1019172
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 50
Elementary School Interventions: Experimental Evidence on Postsecondary Outcomes
Hemelt, Steven W.; Roth, Kimberly B.; Eaton, William W.
Educational Evaluation and Policy Analysis, v35 n4 p413-436 Dec 2013
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Elementary Education; Grade 1
Authoring Institution: N/A
Identifiers - Location: Maryland