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Tools for automatic grading programming assignments, also known as Online Judges, have been widely used to support computer science (CS) courses. Nevertheless, few studies have used these tools to acquire and analyse interaction data to better understand the students' performance and behaviours, often due to data availability or inadequate granularity. To address this problem, we propose an Online Judge called CodeBench, which allows for fine‐grained data collection of student interactions, at the level of, eg, keystrokes, number of submissions, and grades. We deployed CodeBench for 3 years (2016–18) and collected data from 2058 students from 16 introductory computer science (CS1) courses, on which we have carried out fine‐grained learning analytics, towards early detection of effective/ineffective behaviours regarding learning CS concepts. Results extract clear behavioural classes of CS1 students, significantly differentiated both semantically and statistically, enabling us to better explain how student behaviours during programming have influenced learning outcomes. Finally, we also identify behaviours that can guide novice students to improve their learning performance, which can be used for interventions. We believe this work is a step forward towards enhancing Online Judges and helping teachers and students improve their CS1 teaching/learning practices. [ABSTRACT FROM AUTHOR]

We document that immigrants in the United States differ from natives in several aspects relevant for their financial decision making. Based on these differences, we designed novel financial education materials targeted at US immigrants and their children and evaluated their effectiveness using a randomized control trial. To the best of our knowledge, this is the first rigorous evaluation of financial education programs targeted at this population. Compared to a control group, the groups that received the one-time educational intervention were more likely to correctly answer financial knowledge questions immediately after the intervention. The estimated effects of this one-time intervention on knowledge were large, but most of them faded away after six months. Moreover, we find little effect of the treatments on intended financial behavior measures, both immediately and six months later. Our results point to the efficacy of this type of educational material in informing immigrants and their children about important financial information that they are unfamiliar with, including information related to their immigrant status. However, they also suggest that a priority for future research should be to test whether repeated opportunities for learning can increase financial knowledge retention and lead to behavior change. [ABSTRACT FROM AUTHOR]