|
Field
Experimental Design (Public)
|
Before
The randomized control trial that will generate the data and evidence we are looking for will be implemented in 21 schools, including 7 in El Salvador, 7 in Honduras, and 7 in Guatemala. By stratifying at the country and school-risk level, all participating schools will be randomly assigned to three treatments:
● T1: Clubs: 1/3 of schools will be randomly assigned to the intervention of extracurricular clubs. Schools in this treatment will receive specific activities of the clubs including sports, languages, among others.
● T2: T1 + CS: 1/3 of schools will be randomly assigned to the intervention of CS + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula that encourage CS and in the second part of the session, the specific activities of the clubs are developed.
● T3: T1 + Mindfulness: The remaining 1/3 of schools will be randomly assigned to the intervention of Mindfulness + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula of Mindfulness and in the second part of the session, the specific activities of the extracurricular clubs.
In addition, we will identify 7 schools that will serve as a comparison group. Exploiting information from National Educational Censuses, we will use matching in propensity score approach to identify schools that are more like to those treated. From these comparison schools, we will gather information to characterize the potential demand for the Clubs.
|
After
The randomized control trial that will generate the data and evidence we are looking for will be implemented in 21 schools, including 7 in El Salvador, 7 in Honduras, and 7 in Guatemala. Our randomization unit will be educational-level. In El Salvador, each educational level includes three courses: the first level includes first to third grades, the second level includes fourth to sixth courses, and the third level is constituted by grades seventh to ninth. Each level attends school either in the morning or evening shift. By stratifying at the country, school and school's risk level, all participating educational levels will be randomly assigned to three treatments:
● T1: Clubs: 1/3 of educational levels (14 levels) will be randomly assigned to the intervention of extracurricular clubs. Schools in this treatment will receive specific activities of the clubs including sports, languages, among others.
● T2: T1 + CS: 1/3 of educational levels (14 levels) will be randomly assigned to the intervention of CS + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula that encourage CS and in the second part of the session, the specific activities of the clubs are developed.
● T3: T1 + Mindfulness: The remaining 1/3 of educational levels will be randomly assigned to the intervention of Mindfulness + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula of Mindfulness and in the second part of the session, the specific activities of the extracurricular clubs.
In addition, we will identify 7 schools, and their respective 14 educational levels, that will serve as a comparison group. Exploiting information from National Educational Censuses, we will use matching in propensity score approach to identify schools that are more like to those treated. From these comparison schools, we will gather information to characterize the potential demand for the Clubs.
|
|
Field
Intervention (Hidden)
|
Before
Randomization
The randomized control trial that will generate the data and evidence we are looking for will be implemented in 21 schools, including 7 in El Salvador, 7 in Honduras, and 7 in Guatemala. By stratifying at the country and school-risk level, all participating schools will be randomly assigned to three treatments:
● T1: Clubs: 1/3 of schools will be randomly assigned to the intervention of extracurricular clubs. Schools in this treatment will receive specific activities of the clubs including sports, languages, among others.
● T2: T1 + CS: 1/3 of schools will be randomly assigned to the intervention of CS + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula that encourage CS and in the second part of the session, the specific activities of the clubs are developed.
● T3: T1 + Mindfulness: The remaining 1/3 of schools will be randomly assigned to the intervention of Mindfulness + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula of Mindfulness and in the second part of the session, the specific activities of the extracurricular clubs.
In addition, we will identify 7 schools that will serve as a comparison group. Exploiting information from National Educational Censuses, we will use matching in propensity score approach to identify schools that are more like to those treated. From these comparison schools, we will gather information to characterize the potential demand for the Clubs.
Thus, when comparing the outcomes of T1 group with control schools, we will provide causal evidence of the protection mechanism provided by the extra-curricular clubs. Then, in the comparison of outcomes of T2 or T3 group with those of the control group, it will provide causal evidence of the effect of applying this type of interventions—character strengths and mindfulness—to individuals living in highly violent contexts, which is equivalent to both protection and learning mechanisms.
Finally, this experimental design and project structure allow us to disentangle learning and protection mechanisms. We argue that extra-curricular clubs mostly keep participants out of their violent environments. Then, those who also learn a specific curriculum on character strengths or mindfulness are learning life skills that these programs deliver while protected during a similar amount of time, i.e., school children in T1 receive only a protective service while children in T2 or T3 receive both protection and learning. Therefore, the difference in the results between T1 and any of the other interventions—CS (T2) and Mindfulness (T3)—can be interpreted as the separation between the mechanism of protection or learning.
|
After
Randomization
The randomized control trial that will generate the data and evidence we are looking for will be implemented in 21 schools, including 7 in El Salvador, 7 in Honduras, and 7 in Guatemala. The randomization unit will be educational levels. In El Salvador, the first educational level includes first to third grades, the second from fourth to sixth grades, and the third level includes seventh to ninth courses. In the participant schools, we will randomize only among the second and third levels. By stratifying at the country, school, and school's risk level, all participating educational levels will be randomly assigned to three treatments:
● T1: Clubs: 1/3 of educational levels (14 levels) will be randomly assigned to the intervention of extracurricular clubs. Schools in this treatment will receive specific activities of the clubs including sports, languages, among others.
● T2: T1 + CS: 1/3 of educational levels (14 levels) will be randomly assigned to the intervention of CS + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula that encourage CS and in the second part of the session, the specific activities of the clubs are developed.
● T3: T1 + Mindfulness: The remaining 1/3 of educational levels will be randomly assigned to the intervention of Mindfulness + extracurricular clubs (T1). In each of the sessions, schools in this treatment will first receive the curricula of Mindfulness and in the second part of the session, the specific activities of the extracurricular clubs.
In addition, we will identify 7 schools, and their respective 14 levels, that will serve as a comparison group. Exploiting information from National Educational Censuses, we will use matching in propensity score approach to identify schools that are more like to those treated. From these comparison schools, we will gather information to characterize the potential demand for the Clubs.
Thus, when comparing the outcomes of T1 group with control schools, we will provide causal evidence of the protection mechanism provided by the extra-curricular clubs. Then, in the comparison of outcomes of T2 or T3 group with those of the control group, it will provide causal evidence of the effect of applying this type of interventions—character strengths and mindfulness—to individuals living in highly violent contexts, which is equivalent to both protection and learning mechanisms.
Finally, this experimental design and project structure allow us to disentangle learning and protection mechanisms. We argue that extra-curricular clubs mostly keep participants out of their violent environments. Then, those who also learn a specific curriculum on character strengths or mindfulness are learning life skills that these programs deliver while protected during a similar amount of time, i.e., school children in T1 receive only a protective service while children in T2 or T3 receive both protection and learning. Therefore, the difference in the results between T1 and any of the other interventions—CS (T2) and Mindfulness (T3)—can be interpreted as the separation between the mechanism of protection or learning.
|