University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
University of Missouri, Columbia, MO, USA.
Prev Sci. 2023 Nov;24(8):1483-1498. doi: 10.1007/s11121-022-01425-w. Epub 2022 Aug 22.
Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education Sciences funded cluster randomized trials to address the research gaps on social and behavioral outcome disparities. The final analytic sample includes 90,880 students in varying grade levels from kindergarten to grade 8 in 387 schools in 4 states (Maryland, Missouri, Virginia, and Texas). Two-level hierarchical linear modeling was used for multilevel moderation analysis. This study provided empirical evidence that there were significant gender, racial, and socioeconomic disparities on social and behavioral outcome measures for elementary and middle school students, the disparities significantly varied across schools, and the disparities could be reduced by interventions. We discussed our findings, implications for interpreting effect sizes of interventions using disparities as empirical benchmarks, and study limitations. We concluded with suggestions for future research.
尽管几十年来一直关注社会经济地位较低的学生和有色人种学生在教育成果方面存在差距，但对于在小学或中学减少这些差距的方案方法的严格研究有限。我们对八项教育科学研究所资助的集群随机试验的综合数据进行了综合数据分析（IDA），以解决社会和行为结果差距方面的研究空白。最终的分析样本包括来自马里兰州、密苏里州、弗吉尼亚州和德克萨斯州的 4 个州的 387 所学校的不同年级的 90880 名幼儿园至 8 年级的学生。采用两层层次线性模型进行多层次调节分析。这项研究提供了实证证据，表明在小学和中学学生的社会和行为结果衡量标准上存在显著的性别、种族和社会经济差距，这些差距在学校之间存在显著差异，并且干预措施可以减少这些差距。我们讨论了我们的发现、使用差距作为经验基准来解释干预效果大小的意义，以及研究的局限性。最后，我们提出了对未来研究的建议。
