There is no conflict of interest.
Citation
Siwach, G., Smith, D. M., Milliano, M. D., Lin, D., Lee, D. H., & Yin, M. (2021). Maine Transition Work-Based Learning evaluation: Final evaluation report. American Institutes for Research.
Highlights
- The study’s objective was to examine the Progressive Employment model on employment and earnings. The authors investigated similar research questions for another contrast, the profile can be found here.
- Jobs for Maine’s Graduates (JMG): Maine Transition Work-Based Learning Evaluation: Final evaluation report (Siwach et al., 2021) | CLEAR
- The study used a nonexperimental design to compare the outcomes of students who participated in the Progressive Employment model to a matched comparison group of students who did not participate. Using administrative data and statistical models, the authors compared outcomes of the treatment and comparison groups.
- The study did not find any statistically significant effects of Progressive Employment on the rate of employment and annual earnings during quarter four.
- This study receives a moderate evidence rating. This means we are somewhat confident that any estimated effects would be attributable to Progressive Employment, but other factors might also have contributed. However, the study did not find statistically significant effects.
Features of the Intervention
The Progressive Employment model, developed in 2015 by the Maine Department of Vocational Rehabilitation, is a key component of the Maine Transition Work-Based Learning Model Demonstration Project. This employment strategy aims to connect individuals who received vocational rehabilitation services with work-based learning experiences that align with their career goals. In practice, vocational rehabilitation counselors and employment specialists implement the model within high schools, helping transition-aged students find opportunities that align with their career interests. The approach emphasizes collaboration among vocational rehabilitation counselors, job placement specialists, employers, and students to enhance communication and support. To qualify for Progressive Employment, students must be in their last two years of high school and have limited prior work experience.
Five schools in Bangor, Maine integrated the Progressive Employment model with an enhanced Jobs for Maine’s Graduates (e-JMG) model. This combination allowed vocational rehabilitation counselors to collaborate with Association of Community Rehabilitation Educators (ACRE) licensed JMG specialists, improving services for students with disabilities. Students begin by engaging with a JMG specialist, progressing through the JMG model, and then dual enrolling in Progressive Employment. The goal is for students to fully transition into Progressive Employment, equipped with the skills and knowledge gained from the JMG model.
Features of the Study
The study used a nonexperimental design to examine the impact of the Progressive Employment model on employment and earnings in the fourth quarter. The Progressive Employment model was implemented in schools in Bangor and Augusta, Maine. The treatment group included 180 students with disabilities who received Progressive Employment services, and the comparison group included 752 students with disabilities who received regular vocational rehabilitation services. The authors matched students in the treatment group to students in the comparison group on observable characteristics. The study sample primarily included men (60%), with a majority having a mental disability (88.9%), and an average age of 16.9 years. Data sources included the U.S. Department of Education’s Rehabilitation Services Administration (RSA-911) dataset and the Maine Department of Labor Unemployment Insurance dataset. The authors used statistical models to estimate the differences in employment and earnings outcomes between the treatment and comparison groups.
Findings
Earnings and wages
- The study did not find any significant differences in annual earnings in quarter four between students in the treatment and comparison groups.
Employment
- The study did not find any significant differences in employment in quarter four between students in the treatment and comparison groups.
Considerations for Interpreting the Findings
The study reports a less stringent statistical significance level, considering p-values of less than 0.10 to be significant, though it is standard practice to consider statistical significance if the p-value is less than 0.05. Only results that demonstrate a p-value of less than 0.05 are considered statistically significant in this profile.
Causal Evidence Rating
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that any estimated effects would be attributable to Progressive Employment, but other factors might also have contributed. However, the study did not find statistically significant effects.