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  1. Minority student and teaching assistant interactions in STEM
    Autor*in: Oliver, Daniel; Fairlie, Robert W.; Millhauser, Glenn; Roland, Randa
    Erschienen: 2021
    Verlag:  Stanford Institute for Economic Policy Research (SIEPR), Stanford, CA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper / Stanford Institute for Economic Policy Research (SIEPR) ; no. 21, 021 (April, 2021)
    Schlagworte: Minority students; achievement gap; STEM; role models; diversity; Latinx students
    Umfang: 1 Online-Ressource (circa 51 Seiten), Illustrationen
  2. Starting the school year on the right foot
    effects of a summer learning program targeting vulnerable students in Italy
    Autor*in: Azzolini, Davide; Bazzoli, Martina; Burlacu, Sergiu; Rettore, Enrico
    Erschienen: October 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We conducted a randomized controlled trial to evaluate the impact of a summer learning program for vulnerable students across ten cities in Italy (N=1,038). The program had two components: educational workshops in small groups (88 hours) and... mehr

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    We conducted a randomized controlled trial to evaluate the impact of a summer learning program for vulnerable students across ten cities in Italy (N=1,038). The program had two components: educational workshops in small groups (88 hours) and personalized tutoring (12 hours). Results indicate significant improvements in reading comprehension and marginally in grammar. Improvements in arithmetic and geometry are smaller albeit significant when aggregated into a single mathematics score. Effects were most pronounced among primary school students and among students with special needs or from vulnerable environments. The program compensated for summer learning loss, as treatment group students returned to school in September with higher learning levels than before the summer, while the control group experienced learning setbacks, predominantly in mathematics. While the study clearly shows that students start the new year with a higher level of competencies, it does not definitively establish the lasting impact of these effects. An explorative analysis of noncognitive skills provides conflicting insights: an increase in students' interest in acquiring new competencies suggests potential enduring effects, but the emergence of dissatisfaction with traditional school activities and heightened school-related stress raises concerns about reduced engagement with conventional schooling.

     
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    Sprache: Englisch
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    Format: Online
    Weitere Identifier:
    hdl: 10419/282625
    Schriftenreihe: Discussion paper series / IZA ; no. 16498
    Schlagworte: summer learning loss; achievement gap; field experiment; metropolitan suburbs
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen
  3. Can talented pupils with low socio-economic status shine?
    evidence from a boarding school
    Autor*in: Foliano, Francesca; Green, Francis; Sartarelli, Marcello
    Erschienen: [2017]
    Verlag:  Instituto Valenciano de Investigaciones Económicas, S.A., Valencia (Spain)

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    Staats- und Universitätsbibliothek Bremen
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
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    Auflage/Ausgabe: Version: October 2017
    Schriftenreihe: Array ; WP-AD 2017, 05
    Schlagworte: ability; achievement gap; boarding; education; grammar school; GCSE; private school; socio-economic status; SES
    Umfang: 1 Online-Ressource (circa 40 Seiten), Illustrationen