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Closing the Knowledge gap? Two planned interventions aimed at low-SES children
Last registered on June 19, 2018

Pre-Trial

Trial Information
General Information
Title
Closing the Knowledge gap? Two planned interventions aimed at low-SES children
RCT ID
AEARCTR-0001474
Initial registration date
June 16, 2018
Last updated
June 19, 2018 10:27 AM EDT
Location(s)
Region
Primary Investigator
Affiliation
Aarhus University
Other Primary Investigator(s)
Additional Trial Information
Status
In development
Start date
2016-08-08
End date
2018-06-30
Secondary IDs
Abstract
Low SES-children achieve significantly lower scores in both literacy and math compared to their peers. In Denmark, this difference already exists when the children take the first national test at second grade. In literacy, the difference between low-SES children and their peers remain approximately constant during the schoolyears, while the gap in math increases.

This randomized controlled trial evaluates the effects of two interventions aimed at improving low-SES children’s scores in literacy and math. Both interventions take place during the school day over the course of 13 weeks. In the first treatment, small groups of students will receive supplementary training in math, while in the other treatment group children will be matched in pairs and read with older schoolchildren.
External Link(s)
Registration Citation
Citation
Rosholm, Michael. 2018. "Closing the Knowledge gap? Two planned interventions aimed at low-SES children." AEA RCT Registry. June 19. https://doi.org/10.1257/rct.1474-1.0.
Former Citation
Rosholm, Michael. 2018. "Closing the Knowledge gap? Two planned interventions aimed at low-SES children." AEA RCT Registry. June 19. http://www.socialscienceregistry.org/trials/1474/history/30968.
Experimental Details
Interventions
Intervention(s)
There are two interventions, that are both aimed at pupils in 3. and 5. grade. The interventions will take place during the school day, three times a week over the course of 13 weeks. For both interventions there has been developed a structured syllabus with specific exercises for each lesson.

1) Cooperative learning. The entire 3. or 5. grade class will be matched with a 8. grade class from the same school. The students will in pairs of one 3./5. grader and one 8. grader read together and do exerises in literacy. The older student receives training prior to the intervention period. The time of each lesson is 45 minutes.

2) Tutoring. Five students from each class will receive supplementary training in math provided by a tutor. The five students are chosen by their math teacher based on predefined criteria. The primary criterion is that the students should have difficulties in math and therefore be able to gain from the intervention. The second criterion is that the students should have low SES. The time of each lesson is 35 minutes.

In both interventions the students will take four progression tests during the intervention period. The purpose of these tests is to provide the teachers with information about each student's level and progression during the intervention. The teachers can thereby adapt the level according to the test results.
Intervention Start Date
2016-08-29
Intervention End Date
2016-12-09
Primary Outcomes
Primary Outcomes (end points)
The key outcome variables are:

1) Test scores in literacy and maths. This outcome is based on volunteer national tests.
2) Well-being. Measured by the mandatory national wellbeing survey.
3) Strengths and Difficulties. Measured by the Strengths and Difficulties Questionnaire.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
There are two treatment arms and one control arm. The interventions are implemented in two rounds.

In the first round, 45 classes are randomized to treatment 1 (cooperative learning), while 23 classes are randomized to treatment 2 (tutor) and 23 classes are randomized to the control group. In the second round 45 classes are randomized to treatment 2 (tutor), while 23 classes are randomized to treatment 1 (cooperative learning) and 23 classes are randomized to the control group.

This means that a total of 68 classes will receive each intervention.
Experimental Design Details
Randomization Method
The randomaization was done in an office by a computer (in Stata).
Randomization Unit
The randomizatrion was made at class-level.
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
180 classes in total.
Sample size: planned number of observations
4000 pupils in total.
Sample size (or number of clusters) by treatment arms
Cooperative learning: 68 classes, Tutor: 68 classes, Control: 46 classes.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
IRB Approval Date
IRB Approval Number
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS