@article{52c8374df3b84cd9b11b316bf3a1b7da,
title = "Elementary School Interventions: Experimental Evidence on Postsecondary Outcomes",
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.",
keywords = "Good Behavior Game, Mastery Learning, elementary school, postsecondary",
author = "Hemelt, {Steven W.} and Roth, {Kimberly B.} and Eaton, {William W.}",
note = "Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research has been supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B110001 to the University of Michigan. The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education. This work has also been supported by the National Institute of Mental Health grants NIMH 5 PO MH38725, Epidemiologic Prevention Center for Early Risk Behaviors, Sheppard G. Kellam, P.I.; R01 MH42968, Periodic Followup of Two Preventive Trials, Sheppard G. Kellam, P.I.; R01 MH 4296806A2, Development & Malleability from Childhood to Adulthood, Sheppard G. Kellam, P.I.; and National Institute of Drug Abuse awards RO1 DA09592, Transitions to Adulthood, James C. Anthony, P.I.; and R01 DA009897, Risks for Transitions in Drug Use in Urban Adults, William W. Eaton, P.I. Other principal collaborators include Nicholas Ialongo, Lisa Werthamer, Hendricks Brown, Lawrence Dolan, and Jeanne Poduska. Hemelt also gratefully acknowledges financial support from the W.E. Upjohn Institute for Employment Research through Grant 12-137-06. ",
year = "2013",
month = dec,
doi = "10.3102/0162373713493131",
language = "English (US)",
volume = "35",
pages = "413--436",
journal = "Educational Evaluation and Policy Analysis",
issn = "0162-3737",
publisher = "SAGE Publications Inc.",
number = "4",
}