[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"education-advancement\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:education-advancement":27},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,61,86],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":4,"enrollmentInfo":18,"targetDuration":4,"studyType":21,"phases":22,"briefSummary":24,"conditions":25,"keywords":31,"overallStatus":48,"whyStopped":4,"lastUpdateSubmitDate":49,"lastUpdatePostDateStruct":50,"startDateStruct":53,"completionDateStruct":55,"leadSponsor":57,"locationsCount":60},"100630369","taabo-tutoring-study-100630369",false,"NCT07486778","Taabo Tutoring Study","Tutoring and Targeting to Reduce Secondary School Dropout in Côte d'Ivoire","Inclusion Criteria (Substudy 1)\n\n* Enrolled in Grade 10 (troisième) during the 2025\u002F26 school year in one of the 25 participating lower secondary schools.\n* Identified by school principals as weak performers at high risk of failing the final grade 10 exam (based on exam scores, teacher assessments, or internal academic performance indicators).\n* Males or females, aged 12 years or older at enrollment.\n* Residing in the Taabo HDSS catchment area.\n* Able to participate in small-group tutoring sessions.\n* Parent or guardian provides written informed consent for minors; student provides written assent.\n\nInclusion Criteria (Substudy 2)\n\n* Attended Grades 7-9 (6e, 5e, or 4e) during the 2025\u002F26 academic year.\n* Did not re-enroll in any lower secondary school at the start of the 2026\u002F27 academic year, verified through school records and home visits.\n* Males or females aged 12 years or older at enrollment.\n* Residing in the Taabo HDSS catchment area.\n* Able to participate in tutoring sessions organized after recruitment.\n* Parent or legal guardian provides written informed consent for minors; student provides written assent.\n\nExclusion Criteria (both substudies)\n\n* Individuals with severe cognitive or physical disabilities that would prevent meaningful participation in tutoring, based on information from parents, principals, and teachers.\n* Adolescents or families planning to move out of the study area during the intervention period.\n* For Substudy 2 only: adolescents who have already enrolled in an alternative education or vocational training programme at baseline.","ALL","12 Years",{"count":19,"type":20},1000,"ESTIMATED","INTERVENTIONAL",[23],"NA","Secondary school completion rates remain low in many low- and middle-income countries, including Côte d'Ivoire. Limited progression through lower secondary education may affect future educational and employment opportunities. In rural areas, pass rates on the Grade 10 national examination are modest, and some students leave school before completing lower secondary education. This study will evaluate whether tutoring improves academic outcomes and school continuation in the Taabo region of Côte d'Ivoire.\n\nApproximately 1,000 adolescents will participate in two related substudies. The first substudy will include 500 Grade 10 students identified by schools as being at risk of not passing the national examination. The second substudy will include 500 adolescents who previously attended Grades 7-9 but are not currently enrolled in school. Within each substudy, participants will be randomly assigned to one of three groups: peer tutoring, teacher tutoring, or no additional tutoring (control group).\n\nStudents assigned to tutoring may receive up to 15 sessions over approximately 6 to 8 months. Tutoring sessions will focus on reviewing core curriculum content, preparing for examinations, and strengthening academic skills.\n\nThe primary outcomes are (1) passing the Grade 10 national examination and (2) enrollment in lower secondary school in the following academic year. Secondary outcomes include grade progression, study time, academic confidence, cost-effectiveness of the tutoring models, academic and well-being outcomes among peer tutors, and other longer-term outcomes (educational attainment, early family formation, mental health).",[26,27,28,29,30],"Secondary School Entry and Completion","Education Advancement","School Attendance","Educational Attainment","Academic Performance",[32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47],"Secondary education","School completion","Grade 10 national examination","Tutoring intervention","Peer tutoring","Teacher tutoring","Randomized controlled trial","Education intervention","Academic achievement","School enrollment","School re-enrollment","Lower secondary school","Adolescents","Côte d'Ivoire","Sub-Saharan Africa","Cost-effectiveness","NOT_YET_RECRUITING","2026-06-30",{"date":51,"type":52},"2026-07-02","ACTUAL",{"date":54,"type":20},"2026-09",{"date":56,"type":20},"2041-08",{"name":58,"class":59},"San Diego State University","OTHER",1,{"id":62,"slug":63,"hasResults":11,"nctId":64,"briefTitle":65,"officialTitle":65,"acronym":66,"eligibilityCriteria":67,"healthyVolunteers":11,"sex":16,"minAge":68,"maxAge":4,"enrollmentInfo":69,"targetDuration":4,"studyType":21,"phases":71,"briefSummary":72,"conditions":73,"keywords":75,"overallStatus":48,"whyStopped":4,"lastUpdateSubmitDate":77,"lastUpdatePostDateStruct":78,"startDateStruct":80,"completionDateStruct":82,"leadSponsor":84,"locationsCount":4},"100628553","negative-income-tax-trial-100628553","NCT07463131","Negative Income Tax Trial","NITT","18 years of age or older, and\n\nCurrently in 2nd semester of MCC Associate's program OR completed at least one Level-1 credential OR within one month of completing a Level 2 credential, and\n\nFiled for EITC prior tax year OR are the legal guardian of a child under age 5, and\n\nHave a total adjusted gross income (AGI) $6,000 below the SPM for the reported family size, and\n\nCompliant with community college's enrollment, participation, and documentation requirements","18 Years",{"count":70,"type":20},750,[23],"In partnership with a local community college in in Omaha, Nebraska, the Center for Guaranteed Income Research (CGIR) at the University of Pennsylvania will conduct a randomized controlled trial to determine the impacts of a negative income tax for MCC students, with particular attention to educational and career advancement outcomes. The sample will include students in a degree-seeking program, as well as those in non-degree programs, such as those working towards professional certificates.",[74,27],"Poverty",[76],"Cash transfer","2026-03-04",{"date":79,"type":52},"2026-03-11",{"date":81,"type":20},"2026-06-01",{"date":83,"type":20},"2030-06-01",{"name":85,"class":59},"University of Pennsylvania",{"id":87,"slug":88,"hasResults":11,"nctId":89,"briefTitle":90,"officialTitle":91,"acronym":92,"eligibilityCriteria":93,"healthyVolunteers":11,"sex":16,"minAge":68,"maxAge":4,"enrollmentInfo":94,"targetDuration":4,"studyType":21,"phases":96,"briefSummary":97,"conditions":98,"keywords":99,"overallStatus":48,"whyStopped":4,"lastUpdateSubmitDate":105,"lastUpdatePostDateStruct":106,"startDateStruct":108,"completionDateStruct":109,"leadSponsor":111,"locationsCount":4},"100575333","airway-obstruction-during-bls-100575333","NCT06770920","Airway Obstruction During BLS","Relief Of Airway Obstruction During Basic Life Support And Cardiopulmonary Resuscitation","BLS-OBST","Inclusion Criteria:\n\n* medical students participating in a full-day of basic life support training at the LabforSIMS- of Paris-Saclay medical school\n\nExclusion Criteria:\n\n* declines active participation in the session\n* no video-recording during simulation (i.e. technical problem)",{"count":95,"type":20},112,[23],"Appropriate management of cardiac arrest (immediately and technically well performed) is a priority that must be taught to all citizens and future healthcare personnel, including future physicians. In this medical school, 2nd year medical students receive a 8 hour training session on basic life support (BLS) and management of cardiac arrest is taught into 5 successive parts, with learning and cumulative repetition of the steps: detection of unconsciousness, call for help, absence of breathing, cardiac massage and defibrillation.\n\nDuring the many sessions previously carried out by our team, it often appeared that students, when evaluating breathing forget the 1st part related to airway and breathing, i.e. relieving airway obstruction. Yet it has been shown that opening the airway and early removal of a foreign body are associated with improved neurological survival. Importantly, mouth-to-mouth is not included in the learning session and compression-only is advocated.\n\nThe purpose of the present study is to evaluate if the use of an observation tool, with items centered on airway obstruction, can improve learning of this step, as shown in some previous trials.\n\nThis will be a trial performed in medical students in which training days will be randomized to include or not the use of an observation tool modified to emphasize the procedural parts that are aimed at relieving airway obstruction.\n\nAt the end of each day, students will be video-recorded while playing a short BLS scenario and airway obstruction-relieving skills will be compared.",[27],[100,101,102,103,104],"simulation","education","observer tool","technical skills","basic life support","2025-01-07",{"date":107,"type":52},"2025-01-13",{"date":107,"type":20},{"date":110,"type":20},"2025-09-01",{"name":112,"class":59},"Université Paris-Sud"]