最佳的评估政策,以识别阅读障碍的学生
Akshaya Suresh1, Edward H Kaplan2, Edieal J Pinker3
1Yale School of Management, Yale University New Haven, CT, USA.
Socio-economic planning sciences
|March 31, 2025
概括
对阅读障碍的早期查至关重要. 学校应该尽可能早地对尽可能多的学生进行评估,以最大限度地提高效益,并确保为阅读干预措施分配公平的资源.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 公共卫生 公共卫生
背景情况:
- 阅读障碍影响10-20%的美国学生,导致长期不良结果,如果不治疗.
- 早期的教学干预是最有效的,需要及时识别有风险的学生.
- 廉价的查测试可以识别需要昂贵的诊断评估的学生,但它们的准确性经常在各年级之间进行辩论.
研究的目的:
- 检查学校管理人员如何优化阅读障碍评估政策.
- 为了最大限度地使学生从早期干预中受益,并确保公平的资源分配.
- 挑战关于选测试准确性及其对政策的影响的传统智慧.
主要方法:
- 模拟学生识别使用时间依赖的伯努利过程.
- 整合查测试的准确性和干预效益,跨越不同的年级水平.
- 用佛罗里达州学区的纵向数据实证估计参数.
主要成果:
- 与传统观点相反,对于阅读障碍的选测试准确性不会随着年级水平的增加而增加.
- 为了最大限度地获得好处,学校应该尽可能早地对预算允许的尽可能多的学生进行评估.
- 这种早期和广泛的评估政策也最大限度地提高了当前预算水平的公平分配.
结论:
- 学校应该优先考虑早期和频繁的学生评估阅读障碍,无论年级级别,在预算限制范围内.
- 减轻对评估的法律义务的政策变化可以显著增加收益并减少不平等,而无需额外资金.
- 为管理人员和决策者提供可操作的见解,以改善识别流程和阅读干预措施的资源配置.
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