Thesis advisor: Henry I. Braun / The City Connects intervention is motivated by the belief that out-of-school factors act as barriers to student thriving in cognitive and non-cognitive domains. It seeks to address these barriers first by identifying each student’s strengths and needs and then by providing a tailored set of prevention, intervention, and enrichment programs. Underlying the program is the assumption that provision of high-quality resources and individualized services will enable children to be cognitively, socio-emotionally, and physically prepared to thrive in school. This study’s purpose was to estimate the effects of the City Connects intervention on English learners’ (EL) likelihood of exiting Limited English Proficiency (LEP) status. ELs comprise a student subpopulation most at-risk to fail academically, and exposure to the program was hypothesized to improve their likelihood of exiting LEP status earlier than otherwise. A series of one- and two-level discrete-time event history analyses were conducted on the main analytic sample as well as two sub-samples. As participation in City Connects is at the school-level, school-level matching was used for sub-samples 1 and 2, and propensity score weights were applied at the student-level for all three samples. Additionally, hazard probabilities, survival probabilities, cumulative hazard rates, and median lifetimes were estimated. Lastly, a sensitivity analysis was conducted to examine whether effects were robust to unobserved selection bias. The results indicated that ELs participating in the City Connects intervention were significantly more likely to exit LEP status earlier than their peers in comparison schools. The median time in LEP status in City Connects schools was shorter and translated into a gain of at least one half of a year in grade in mainstream classes. Also, all the fitted models indicated that approximately 10 percent more City Connects students exited LEP status by the end of fifth grade than comparison students. Findings highlight the impact of the City Connects intervention, as ELs entering mainstream classes earlier could translate into important academic and non-academic gains, such as improved academic achievement and increased self-confidence. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Despite the Family Code of 2000 that raised the legal age at marriage to 18 for both sexes; early family formation is still a common practice which affect many children in Ethiopia. Previous research has shown that girls in rural areas are more disadvantaged and suffer the consequences of early marriage the most. The purpose of this thesis is to study the risk factors for early marriage for both girls and boys in an urban area, Shashemene. Also, using longitudinal data, trends in early family formation between 1973 and 2008 have been analyzed with an event history approach. The data were collected as part of the project “Changing Ethiopia: Urban livelihood, gender, and ethnicity in Shashemene after 35 years: A case study”. The discrete-time complementary log-log regression estimates have provided evidence of gender inequality in early marriage formations, showing that girls are more prone to experience early marriage than boys. While area of birth (rural-urban) has no direct impact on the risk of early marriage, it is found that living in an urban area offsets the effect of area of birth, suggesting a selection process into migration. It is also found that school attendance decreases the likelihood of early marriage, while literacy has little effect. Moreover, among people living in Shashemene, religious affiliation has more impact on early marriage risks than ethnic identity and the first language. Finally, there was little evidence on period and cohort effects for early family formation.