Code for: Not too late: Improving academic outcomes among adolescents

Principal Investigator(s):  View help for Principal Investigator(s) Jonathan Guryan, Northwestern University; Jens Ludwig, University of Chicago. Harris School of Public Policy; Monica P. Bhatt, University of Chicago. Education Lab; Philip J. Cook, Duke University. Sanford School of Public Policy; Jonathan M. V. Davis, University of Oregon; Kenneth A. Dodge, Duke University. Sanford School of Public Policy; George Farkas, University of California-Irvine; Roland G. Fryer, Harvard University. Department of Economics; Susan E. Mayer, University of Chicago. Harris School of Public Policy; Harold A. Pollack, University of Chicago. School of Social Service Administration; Laurence Steinberg, Temple University. Department of Psychology; Greg Stoddard, University of Chicago. Crime Lab

Version:  View help for Version V1

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AER Data Availability Statement_w detailed instructions.pdf application/pdf 197.6 KB 01/17/2023 12:11:PM
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LICENSE.md text/x-web-markdown 1.5 KB 11/11/2022 05:33:PM
README.md text/x-web-markdown 15.4 KB 01/24/2023 09:18:AM
_main.R text/x-rsrc 8.2 KB 11/11/2022 05:33:PM

Project Citation: 

Guryan, Jonathan, Ludwig, Jens, Bhatt, Monica P., Cook, Philip J., Davis, Jonathan M. V., Dodge, Kenneth A., … Stoddard, Greg. Code for: Not too late: Improving academic outcomes among adolescents. Nashville, TN: American Economic Association [publisher], 2023. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-02-17. https://doi.org/10.3886/E182903V1

Project Description

Summary:  View help for Summary 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 non-math 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 

Scope of Project

Subject Terms:  View help for Subject Terms education; tutoring; poverty; inequality; randomized control trial
JEL Classification:  View help for JEL Classification
      H00 Public Economics: General
      I00 Health, Education, and Welfare: General
      I20 Education and Research Institutions: General
      I24 Education and Inequality
      I30 Welfare, Well-Being, and Poverty: General
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity
      Z18 Cultural Economics: Public Policy
Geographic Coverage:  View help for Geographic Coverage Chicago, Illinois, USA
Time Period(s):  View help for Time Period(s) 2012 – 2019
Universe:  View help for Universe High school students in economically disadvantaged urban communities
Data Type(s):  View help for Data Type(s) administrative records data

Methodology

Unit(s) of Observation:  View help for Unit(s) of Observation High school students

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Published Versions

V1 [2023-02-17]

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