Improving Life Chances of Disadvantaged Youth: Testing Best-Practice Academic vs. Non-Academic Supports

Status unconfirmed · Not applicable

Conditions studied: Youth Violence, Crime, Educational Achievement

In brief

The purpose of this study is to learn more about the most cost-effective way to improve the long-term life outcomes of disadvantaged youth, by comparing best practice academic supports to best-practice non-academic supports, and learning more about whether investing in both simultaneously has synergistic (more than additive) effects.

Key facts

Study ID

NCT01927523

Run by

University of Chicago

People needed

5344

Starts

2013-08-01

Expected to finish

2018-06-01

Last updated by the study team

2017-07-11

Who can join

Age: any. Sex: male. Healthy volunteers: not accepted.

You may qualify if…

• Lowest-performing Chicago Public School high schools, based on dropout rate, scores on academic rating scale, and where fewer than 10% of students met state standards on the Prairie State Achievement Exam
• School administrators were enthusiastic about the program and agreed to terms and conditions of the experimental design
• Male youth within these schools who are rising 9th and 10th graders in AY (Academic Year) 2013-14 and 2014-15.

You may not qualify if…

• Youth who have missed >60% of days during AY2012-13 and AY2013-14 (through March), and so would not be expected to show up in school enough during intervention years (AY2013-15) to benefit from school-based programming
• Youth who have failed >75% of classes during AY2012-13 and AY2013-14 (through March)
• Youth who have IEP (Individualized Education Program) designations for autism, speech and language disabilities, "educable mentally handicapped", and traumatic brain injury

Where it is running

• University of Chicago — Chicago, Illinois, United States

Full record on ClinicalTrials.gov

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