Title,Citation,Topic_area,Study_type,Study_evidence_rating,Outcome_effectiveness,Findings,Intervention_program,Topics,Target_population,Firm_characteristics,Geographic_setting,Original_publication_date,Original_publication_link,"Review Protocol"
"Are conditional cash transfers effective in urban areas? Evidence from Mexico","Behrman, J. R., Gallardo-Garcıa, J., Parker, S. W., Todd, P. E., & Velez-Grajales, V. (2012). Are conditional cash transfers effective in urban areas? Evidence from Mexico. Education Economics, 20(3), 233-259.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts
      
    
  
              


      
            Child labor
      


  
      
            Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to examine the impact of Mexico’s conditional cash transfer program (PROGRESA/Oportunidades) on school enrollment and employment in paid activities for children ages 6 to 18 in urban areas.
The study used a nonexperimental design to evaluate schooling and work outcomes from PROGRESA/Oportunidades program 1 and 2 years after implementation in urban areas.
The study found that PROGRESA/Oportunidades was significantly related to reduced labor rates for boys who were 12-14 in the first and second year, and girls ages 15 to 18 in the first year. The program was also significantly related to an increase in school enrollment for boys and girls.
The quality of causal evidence presented in this study is low because the authors did not ensure that the groups were similar before program participation. This means we are not confident that the estimated effects are attributable to PROGRESA/Oportunidades; other factors are likely to have contributed.",PROGRESA/Oportunidades,"Child labor","Other, Low income",,"International, Urban",2012,,"Child Labor Review Protocol"
"Success of joint programs between junior and senior colleges","Krudysz, M., Walser, A., & Alting, A. (2012). Success of joint programs between junior and senior colleges. American Society for Engineering Education.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of the Joint/Dual (JD) program on retention and graduation rates for community college and undergraduate engineering students who were under-represented minorities and women. JD students received dual admission to a community college as well as a senior college, and transitioned into the upper division of the baccalaureate engineering program at the senior college upon successful completion of lower-division courses and degree requirements at the community college.
This study used data from junior and senior colleges within a major urban university system to compare outcomes of a treatment group of JD program participants and a comparison group of transfers into the urban university system from other, nonparticipating community colleges.
This study found that first- and second-year retention rates were higher for JD program participants than for transfers from other community colleges, but did not conduct statistical tests of these differences.
The quality of causal evidence presented in this report is low because the authors did not include controls for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to the JD program. Other factors are likely to have contributed.","the Joint/Dual Program","Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Female, Other",,"Urban, United States",2012,https://www.asee.org/public/conferences/8/papers/3558/download,"Community College Review Protocol"