| Evaluación | Efecto | Edad promedio | Observaciones | Evaluación experimental | País | Intervención |
|---|---|---|---|---|---|---|
| Kemple 2005 | 8 | Grado 11 | N/A | Si | Estados Unidos | Modelo alternativo de organización escolar y de asignación de recursos |
| Schochet 2008 | -2 | 19 | 11,313 | Si | Estados Unidos | Capacitación vocacional y académica, orientación y desarrollo de habilidades sociales |
| Bloom 2009 | 12 | 17 | 1,018 | Si | Estados Unidos | Orientación, la capacitación académica y vocacional y servicio de colocación |
| Rodriguez-Planas 2012 | 5 | Grado 9 | 1,014 | Si | Estados Unidos | Los alumnos recibieron premios, orientación y tutorías |
Graph of Effects
This graph shows the effects of [Number of Evaluations] evaluations of [Program Type] programs. The first evaluation, [Evaluation name 1], estimated an effect of [Estimated effect Eval. 1] points (graphed with the top grey circle). Because this is an estimate, there is uncertainty about what the true effect is. But we know that the true effect will probably lie between a low value of [True effect lie between – Low value, Eval. 1] and a high value of [True effect lie between – High value, Eval. 1] (graphed with the top horizontal line). We can combine the estimates from all the evaluations and compute an average effect of [Estimated effect, Average] (graphed with the black circle). There is also uncertainty about where the true average effect is. But we know that the true average effect probably lies between [True effect lie between – Low value, Average] and [True effect lie between – High value, Average] points (graphed with the bottom horizontal line).
| Evaluación | Efectos | Valor Mínimo | Valor Máximo | Peso en el efecto promedio (%) |
|---|---|---|---|---|
| Bloom 2009 | 12 | 6 | 18 | 24 |
| Kemple 2005 | 8 | 0 | 16 | 21 |
| Rodriguez-Planas 2012 | 5 | 0 | 10 | 26 |
| Schochet 2008 | -2 | -3 | -1 | 30 |
| Overall |