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 "Synthesis Report: Evidence on the Effectiveness of Career Academies for High School Students",,"Career Academies",,,,"Findings: Career Academies produced strong and sustained increases in students’ post-high school earnings. These impacts were concentrated among young men. Career Academies did not increase educational attainment. Implementing all three program components proved somewhat challenging.","Career Academies",,"Youth, Adult",,,, "Synthesis Report: Behavioral Finance Synthesis: Findings",,"Behavioral Finance: Retirement",,,,"Findings: People have relatively limited knowledge about saving for retirement and can be induced to save more when provided with additional information. Making retirement more salient, by having people think of themselves in retirement or providing a target retirement date, can increase intentions to save and alter investment choices. People can become overwhelmed by the number of investment options they face; when this occurs, they tend to use simple rules to make decisions.",,"Employer provided retirement benefits","Adult, Older worker",,"United States",, "Oregon Credentials, Acceleration and Support for Employment (CASE) evaluation report: Results, key issues and implications for policy, practice and systems","Watrus, B., & Fercho, H. (2015). Oregon Credentials, Acceleration and Support for Employment (CASE) evaluation report: Results, key issues and implications for policy, practice and systems. Retrieved from https://www.roguecc.edu/Programs/CareerPathways/pdf/CASE%20final%20evaluation%20report_Final.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Credentials, Acceleration and Support for Employment (CASE) program on education and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the CASE program to a matched comparison group. The study found a positive relationship between participation in the CASE program and program completion and employment; however, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar or use sufficient. This means we are not confident that the estimated effects are attributable to the CASE program; other factors are likely to have contributed.","the Credentials, Acceleration and Support for Employment (CASE) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Other",,"United States",2020,https://www.roguecc.edu/Programs/CareerPathways/pdf/CASE%20final%20evaluation%2… "WIOA impacts on community college student success (Doctoral dissertation).","Crumpton, J. A. (2019). WIOA impacts on community college student success (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 13861007).","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 a workforce development program administered by a community college under the Workforce Innovation and Opportunity Act (WIOA) on education outcomes. This summary focuses on the comparison between WIOA program participants and non-participants. The author used a nonexperimental design to compare WIOA program student education outcomes (measured by degree or certificate attainment) to the outcomes of students with similar backgrounds (Pell Grant recipients) who were not enrolled in WIOA. Data from the community college were used to examine education success rates over the course of three years (2014-2017). The study found that WIOA program participants were significantly more likely to attain a degree or certificate than students who were not enrolled in the WIOA program. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the WIOA Program; other factors are likely to have contributed","Workforce Innovation and Opportunity Act (WIOA) program","Basic skills Capacity building programs Community college education and other classroom training Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Adult, Low income",,"Rural, United States",2019,https://search.proquest.com/openview/f270d29734cd670349c3aed2866ce41a/1?pq-orig… "Information technology career preparation for rural areas.","Hahs-Vaughn, D. L., Swan, B., & Clark, M. H. (2019). Information technology career preparation for rural areas. Community College Journal of Research and Practice, 1-13.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Florida Information Technology Careers for Rural Areas (XCEL-IT) program on education, employment, and earnings outcomes. The authors used a nonexperimental design to compare the differences in outcomes between XCEL-IT program participants and a comparison group. The study found that XCEL-IT program participation was significantly related to program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the XCEL-IT program; other factors are likely to have contributed.","the Florida Information Technology Careers for Rural Areas (XCEL-IT)","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Unemployed, Veteran or military",,"Rural, United States",2019, "Effects of a two-generation human capital program on low-income parents' education, employment, and psychological wellbeing.","Chase-Lansdale, P. L., Sabol, T. J., Eckrich Sommer, T., Chor, E., Cooperman, A. W., Brooks-Gunn, J., Yoshikawa, H., King, C., & Morris, A. (2019). Effects of a two-generation human capital program on low-income parents’ education, employment, and psychological wellbeing. Journal of Family Psychology, 33(4), 433-443.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of CareerAdvance on education, employment, and earnings outcomes. The study used a nonexperimental design to compare the outcomes of parents who participated in CareerAdvance to outcomes of parents who did not participate. The study found that parents in the treatment group had significantly higher rates of certification, more years of education, and higher rates of enrollment in education and training programs than parents in the comparison group. The treatment group also had significantly higher rates of employment in the healthcare sector, higher rates of part-time employment, and worked more irregular hours than the comparison group. 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 the estimated effects are attributable to the CareerAdvance program, but other factors might also have contributed.","CareerAdvance Program","Capacity building programs Community college education and other classroom training","Adult, Parent, Low income",,"United States",2019,https://www.semanticscholar.org/paper/Effects-of-a-two-generation-human-capital… "Reflections on Accelerating CTE: Final evaluation report","Smith, T. (2019). Reflections on Accelerating CTE: Final evaluation report. Washington, DC: JFF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerating Career & Technical Education (CTE) program on community college students’ credential completion. The author compared outcomes before the implementation of the Accelerating CTE program and during the program using an interrupted time-series (ITS) design based on aggregate college data. The study participants were enrolled in Accelerating CTE programs, including health career and applied technologies pathways. The study found that participating in the Accelerated CTE program was associated with an increase in credential completion. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the author did not account for trends in outcomes before the intervention. This means we are not confident that the effects are attributable to the Accelerating CTE program; other factors are likely to have contributed.","Accelerating Career & Technical Education (CTE) Program","Community college education and other classroom training","Adult, Other barriers",,"Rural, United States",2019,https://files.eric.ed.gov/fulltext/ED598367.pdf "The effect of participation in a Title V program on Latinx student success at a community college","Lacagnino, S. N. (2019). The effect of participation in a Title V program on Latinx student success at a community college. (Unpublished doctoral dissertation). Seton Hall University, South Orange, NJ.","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 determine the impact of participation in the Project Accel program on education outcomes for community college students. The study used a nonexperimental design to compare the outcomes of students who participated in the Project Accel program with those who did not, based on administrative data from the community college. Using several demographic characteristics, the author created a matched comparison group of students who were not in the program to assess the effectiveness of the program on course completion, program persistence, and fall-to-fall retention. For the accelerated English as a Second Language (ESL) program, the study found that program participation was significantly related to higher completion, persistence, and retention rates. For the accelerated developmental English program, the study found that program participation was significantly related to higher completion and persistence rates. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Project Accel program; other factors are likely to have contributed.","the Project Accel program","Community college education and other classroom training","Adult, Hispanic of any race",,"United States",2019,https://scholarship.shu.edu/dissertations/2642/ "WIOA impacts on community college student success (Doctoral dissertation).","Crumpton, J. A. (2019). WIOA impacts on community college student success (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 13861007).","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 a workforce development program administered by a community college under the Workforce Innovation and Opportunity Act (WIOA) on education outcomes. This summary focuses on the comparison between the community college WIOA program participants and the state workforce WIOA program participants. The author used a nonexperimental design to compare WIOA program student education outcomes (measured by degree or certificate attainment) to the outcomes of participants in WIOA programs administered by entities other than community colleges (throughout the state). Data from the community college and the State Board for Workforce Development were used to examine education success rates over the course of three years (2014-2017). The study found that WIOA program participants were significantly more likely to attain a degree or certificate than participants who entered the WIOA program through a state workforce development board. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the WIOA program; other factors are likely to have contributed","Workforce Innovation and Opportunity Act (WIOA) program","Basic skills Capacity building programs Community college education and other classroom training Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Adult, Low income",,"Rural, United States",2019,https://search.proquest.com/openview/f270d29734cd670349c3aed2866ce41a/1?pq-orig… "Evaluation of the Pennsylvania’s Advanced Training and Hiring Program: Final report","Davis, S., & Bill, N. (2018). Evaluation of the Pennsylvania’s Advanced Training and Hiring Program: Final report. Washington, DC: Impaq International.","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 assess the impact of the Pennsylvania’s Advanced Training and Hiring (PATH) initiative on education outcomes. Using college administrative data, the authors conducted a nonexperimental study to compare education outcomes of students in the PATH program to a matched comparison group. The study found that PATH participation was significantly associated with higher rates of program completion and academic progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the PATH initiative; other factors are likely to have contributed.","Pennsylvania’s Advanced Training and Hiring (PATH) Initiative","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://www.impaqint.com/work/case-studies/evaluation-pennsylvania%E2%80%99s-ad… "M-PATH: Advanced manufacturing final evaluation report. (Rep. No. 33VCDOLTACT2014.Y4S)","Swan, B., Clarke, M. H., Serpa, A., DeStefano, C., & Hahs-Vaughn (2018). M-PATH: Advanced manufacturing final evaluation report. (Rep. No. 33VCDOLTACT2014.Y4S). Orlando, FL: University of Central Florida, Program Evaluation and Educational Research Group (PEER).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the M-PATH: Advanced Manufacturing Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on education, earnings, and employment outcomes. Using a nonexperimental design, the authors compared students in the M-PATH TAACCCT program to a matched comparison group. The study found that participation in the M-PATH TAACCCT program was significantly related to increased program completion and decreased continued education in another certificate program. The study also found that non-incumbent workers who completed the program were significantly more likely to enter employment than the comparison group. The quality of causal evidence presented in this report is low because the authors did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to the M-PATH TAACCCT program; other factors are likely to have contributed.","the M-PATH: Advanced Manufacturing Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18579/TC-26475-14-60-A-12… "Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing Network Statewide Consortium (IHUM) final evaluation report","de la Mora, A., Abraham, W., & Callen, E. (2018). Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing Network Statewide Consortium (IHUM) final evaluation report. Ames, IA: Iowa State University, Research Institute for Studies in Education.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing (IHUM) Network Consortium project on education outcomes. The authors used a nonexperimental design to compare the education outcomes of the IHUM treatment group to a comparison group comprised of both historical and concurrent cohorts of students. The study found that IHUM participation was significantly related to higher rates of program diplomas earned and lower rates of earning an Associate’s degree. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to IHUM; other factors are likely to have contributed.","Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing (IHUM) Network Consortium","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018, "Does stacking work? The academic value of short-term, stackable certificates (Unpublished doctoral dissertation)","Bowers, J. M. (2018). Does stacking work? The academic value of short-term, stackable certificates (Unpublished doctoral dissertation). University of Washington, Seattle, WA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the benefits of stackable certificates on education and earnings outcomes for full-time students with no prior post-secondary education. The author used a nonexperimental design to compare the effects of participating in stackable short-term certificate programs on outcomes for those in the treatment group versus those in the comparison group. The study found that students who attained a single short-term stackable certificate had a sufficiently lower likelihood of earning a two-year degree, whereas attaining two or more short-term, stackable certificates more than doubled a student’s likelihood of earning a degree. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to short-term stackable certificates, but other factors might also have contributed.","Short-Term Stackable Certificates","Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/43361/Bo… "Knowledge to work summative evaluation: Lord Fairfax Community College.","Voorhees, R. A. (2018). Knowledge to work summative evaluation: Lord Fairfax Community College. Voorhees, NJ: Voorhees Group LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Knowledge to Work (K2W) program on education outcomes. The study used a non-experimental design to compare participants in the K2W program with participants from a comparison group. The study found no statistically significant relationships between K2W program participation and education outcomes. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the K2W program; other factors are likely to have contributed.","the Knowledge to Work (K2W) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Low-skilled",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/17589/K2W%20Summative%20R… "Evaluation of the Idaho Center of Excellence Healthcare Partnership (ICE): Final report","Negoita, M., Paprocki, A., & Gutierrez, I. (2018). Evaluation of the Idaho Center of Excellence Healthcare Partnership (ICE): Final report. Oakland, CA: Social Policy Research Associates.","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 Idaho Center of Excellence Healthcare Partnership (ICE) on education outcomes. The authors used a nonexperimental design to compare outcomes of students who enrolled in ICE-enhanced courses to a matched comparison group. The study found a significant positive association between enrollment in ICE-enhanced courses and prerequisite course completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the ICE enhancements; other factors are likely to have contributed.","the Idaho Center of Excellence Healthcare Partnership (ICE)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18548/ICE%20Final%20Evalu… "University of the District of Columbia - Final annual evaluation report TAACCCT grant program, round 4","Hendricks, A., Mitran, A., & Ferroggiaro, E. (2018). University of the District of Columbia - Final annual evaluation report TAACCCT grant program, round 4 (Contract #: PO-GF-2015-C-0134-DJ). Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the University of the District of Columbia Community College (UDC-CC) grant-funded healthcare and hospitality programs on education, earnings, and employment outcomes. This summary focuses on the healthcare program. The authors used a randomized controlled trial to compare the education, employment, and earnings outcomes of participants enrolled in healthcare pathway courses and received the contextualized learning program, compared to participants enrolled in the same program, who received the traditional curriculum. The study found that program participation was significantly related to increased credential attainment. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the UDC-CC grant-funded healthcare program; other factors are likely to have contributed.","the University of the District of Columbia Community College (UDC-CC) TAACCCT Healthcare program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2018, "Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39)","Dockery, J., Bottomley, M., Murray, C., Tichnell, T., Stover, S., Schroeder, N., Hance, D., Fruchey, K., & Franco, S. (2018). Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39). Dayton, OH: Wright State University, Applied Policy Research Institute.","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 Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) initiative on education outcomes. The authors used a nonexperimental design to compare education outcomes of students enrolled in the IAM iSTAR program to a historic cohort of students enrolled in the same programs of study prior to the implementation of the IAM iSTAR program. The study found that IAM iSTAR program participation was significantly associated with higher numbers of credit hours attempted and completed per semester. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the IAM iSTAR initiative; other factors are likely to have contributed.","Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18570/2018%20IAM%20iSTAR… "Southern Regional Technical College TAACCCT: Healthcare Career Works! (HCW) program third-party evaluation final report","WorkED Consulting. (2018). Southern Regional Technical College TAACCCT: Healthcare Career Works! (HCW) program third-party evaluation final report. Burke, VA: WorkED Consulting.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Healthcare Career Works! (HCW) program on education outcomes. The authors used a nonexperimental design to compare differences in education outcomes between HCW participants and a matched comparison group. The study found no statistically significant relationships between the HCW program and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the HCW program; other factors are likely to have contributed.","Healthcare Career Works! (HCW)","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2018, "Washington State’s Integrated Basic Education and Skills Training (I-BEST) program in three colleges: Implementation and early impact report (Report No. 2018-87)","Glosser, A., Martinson, K., Cho, S.W., & K. Gardiner. (2018). Washington State’s Integrated Basic Education and Skills Training (I-BEST) program in three colleges: Implementation and early impact report (Report No. 2018-87). Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Washington State Integrated Basic Education and Skills Training (I-BEST) program on education outcomes. The study was a randomized controlled trial conducted at three community and technical colleges in Washington State. Eligible students were randomly assigned to either the treatment or control groups. The authors used statistical models to examine differences in outcomes between the groups up to 24 months after the study began. The study found that I-BEST participants were significantly more likely to enroll in and complete courses, earn credits, and earn credentials than control group participants. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the I-BEST program, and not to other factors.","the Washington State Integrated Basic Education and Skills Training (I-BEST) Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://mefassociates.com/wordpress/wp-content/uploads/2018/10/i_best_implement… "Evaluation of commercially available seat suspensions to reduce whole body vibration exposures in mining heavy equipment vehicle operators","Kim, J. H., Marin, L. S., & Dennerlein, J. T. (2018). Evaluation of commercially available seat suspensions to reduce whole body vibration exposures in mining heavy equipment vehicle operators. Applied Ergonomics, 71, 78-86. https://doi.org/10.1016/j.apergo.2018.04.003","Mine Workers and Mine Health and Safety","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Health and safety-Mod/high-Mixed impacts Health and safety","Summary: The study’s objective was to examine the impact of seat suspension systems on mine worker health and safety outcomes. The study was a randomized controlled trial conducted in a laboratory setting. The authors examined differences in whole body vibration (WBV) exposure between different seat suspension systems for three mining heavy equipment vehicles. The study found that seats with active vertical suspension were significantly more effective in reducing WBV exposure compared to the passive suspension seats. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the different seat suspension systems, and not to other factors.",,"Mine safety and health Workplace injury",Adult,,"United States",2018,https://doi.org/10.1016/j.apergo.2018.04.003 "SUN PATH comparison group study","Dauphinee, T., & Bishwakarma, R. (2018). SUN PATH comparison group study. Albuquerque, NM: University of New Mexico, Career to Cradle Policy Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Skill‐UP Network Pathways Acceleration in Technology and Healthcare (SUN PATH) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the SUN PATH program to a matched comparison group of students. The study found that SUN PATH students had higher rates of program completion, certificates/degree attainment, program retention, employment, and earnings than students in the comparison group. 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 the estimated effects are attributable to the SUN PATH program, but other factors might also have contributed.","the Skill‐UP Network Pathways Acceleration in Technology and Healthcare (SUN PATH) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Other, Low-skilled, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18108/SUN%20PATH%20Compa… "Does AVID Higher Education (AVID HE) increase student term-to-term progression, persistence toward credited classes and social capital for first-generation college students placing into developmental education: A mixed methods study","Plinski, C. M. (2018). Does AVID Higher Education (AVID HE) increase student term-to-term progression, persistence toward credited classes and social capital for first-generation college students placing into developmental education: A mixed methods study. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 10825692) doi: 10.15760/etd.6311","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 assess the impact of the Advancement via Individual Determination Higher Education (AVID HE), a developmental education program, on first generation college students’ educational persistence. The study used a nonexperimental design to compare the outcomes of students who participated in AVID HE and those who did not. Using data from college institutional records, the author tested for group differences in educational persistence. The study found that AVID HE participation was significantly related to higher cumulative credits and higher enrollment rates in a credit-earning writing course. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to AVID HE; other factors are likely to have contributed.","the Advancement via Individual Determination Higher Education (AVID HE)","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,http://dx.doi.org/10.15760/etd.6311 "Doubling graduation rates in a new state: Two-year findings from the ASAP Ohio demonstration","Sommo, C., Cullinan, D., Manno, M., Blake, S., & Alonzo, E. (2018). Doubling graduation rates in a new state: Two-year findings from the ASAP Ohio demonstration. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Ohio’s Accelerated Study in Associate Programs (ASAP) on community college students’ persistence, credit accumulation, and degree completion rates. The study was a randomized controlled trial conducted at three community colleges in Ohio. Eligible students were randomly assigned to either the treatment or control groups. The authors conducted statistical tests to examine differences in outcomes between the groups over four semesters. The study found that when compared to the control group, ASAP students had significantly higher enrollment rates and credit accumulation over the two-year period, and also had significantly higher degree completion rates. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the Ohio Accelerated Study in Associate Programs, and not to other factors.","the Ohio Accelerated Study in Associate Programs (ASAP)","Community college education and other classroom training","Adult, Low income",,"United States",2018,https://files.eric.ed.gov/fulltext/ED592008.pdf "Health Profession Opportunity Grants (HPOG 1.0) impact study interim report: Program implementation and short-term impacts. (Report No. 2018-16a)","Peck, L. R., Werner, A., Harvill, E., Litwok, D., Moulton, S., Fountain, A. R., & Locke, G. (2018). Health Profession Opportunity Grants (HPOG 1.0) impact study interim report: Program implementation and short-term impacts. (Report No. 2018-16a). Washington, DC: Office of Planning. Research, and Evaluation, Administration for Children and Families, US Department of Health and Human Services.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Health Profession Opportunity Grant (HPOG) program on educational progress, earnings, and employment. The authors used a randomized controlled trial to analyze the effects of the program between a treatment group, an enhanced treatment group, and a control group. The study found that HPOG participants had significantly higher rates of educational progress, significantly higher earnings in the fifth quarter, and a significantly higher likelihood to be employed in healthcare than the control group. The quality of causal evidence presented in the study is high for the employment and earnings outcomes because they are based on a well-implemented randomized controlled trial with low attrition. However, the quality of causal evidence is moderate for the educational progress and employment in healthcare outcomes because sample attrition for these outcomes was high, but the authors controlled for key differences between the treatment and control groups at baseline. This means we are somewhat confident that estimated effects on these outcomes would be attributable to HPOG, but other factors might have also contributed.","the Health Profession Opportunity Grant (HPOG)","Capacity building programs Community college education and other classroom training","Adult, Low income",,"United States",2018,https://www.acf.hhs.gov/sites/default/files/opre/hpog_interim_appendices_final_… "Summative evaluation report: Training for Regional Energy in North Dakota (TREND)","Dervarics, C., Evans, W. D., Bucci, P. T., Fox, D. A., Bishop, K., & Balraj, N. (2018). Summative evaluation report: Training for Regional Energy in North Dakota (TREND). Washington, DC: PTB and Associates","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 Training for Regional Energy in North Dakota (TREND) program on education outcomes. The authors used a nonexperimental design to compare students enrolled in the TREND program to a matched comparison group of students at a community college in North Dakota. Using secondary data, the authors conducted statistical models to examine differences between the groups. The study found that TREND program participation was significantly related to higher credential attainment and higher rates of retention. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the TREND program; other factors are likely to have contributed.","the Training for Regional Energy in North Dakota (TREND) program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18122/FINAL%20TREND%20Ro… "Third-party evaluation of MoSTEMWINs: Implementation, outcomes, and impact","Cosgrove, J., & Cosgrove, M. (2018). Third-party evaluation of MoSTEMWINs: Implementation, outcomes, and impact. St. Louis, MO: Cosgrove & Associates, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Missouri STEM Workforce Innovation Networks (MoSTEMWINs) program on education and employment outcomes. The authors used a nonexperimental design to compare education and employment outcomes of MoSTEMWINs participants to a historical comparison group. The study found that MoSTEMWINs participants were significantly more likely to complete the program and attain employment than the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MoSTEMWINs program; other factors are likely to have contributed.",MoSTEMWINs,"Basic skills Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/10845/MoSTEMWINs%20Mid-Po… "PluggedIn and WorkREADY! at Southwest Virginia Community College: 2018 final report","Styers, M., Haden, C., Cosby, A., & Peery, E. (2018). PluggedIn and WorkREADY! at Southwest Virginia Community College: 2018 final report. Charlottesville, VA: Magnolia Consulting, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the PluggedIn and WorkREADY! advanced manufacturing training program on education, employment, and earnings outcomes. The study used a nonexperimental design to compare the outcomes of students enrolled in the PluggedIn and WorkREADY! program with students enrolled at Southwest Virginia Community College (SWCC) in comparable majors. The study found a significant positive relationship between PluggedIn and WorkREADY! program participation and program completion, credential attainment, number of credentials attained, and employment and a significant negative relationship with program dropout. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the PluggedIn and WorkREADY! program; other factors are likely to have contributed.","the PluggedIn and WorkREADY! Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018, "Evaluation of Clark State Community College’s Advanced Manufacturing to Compete in a Global Economy (AMCGE) training program final report","Haviland, S. B., Van Noy, M., Kuang, L., Vinton, J., & Pardalis, N. (2018). Evaluation of Clark State Community College’s Advanced Manufacturing to Compete in a Global Economy (AMCGE) training program final report.","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 Advanced Manufacturing to Compete in a Global Economy (AMCGE) workforce training program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students participating in the AMCGE program to a matched comparison group using data from college administrative records. The study found a significant relationship between AMCGE program participation and increased number of credits earned and increased program completion rates in the first year. The quality of causal evidence presented in this report is low because the authors used a comparison group from a different academic program presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the AMCGE program; other factors are likely to have contributed.","the Advanced Manufacturing to Compete in a Global Economy (AMCGE) program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/17927/Clark%20State_Final… "USDOL TAACCCT: Final evaluation report","Kelly-Smith, A., Smith, E., Bellville, J., & Hicks, B. (2018). USDOL TAACCCT: Final evaluation report. Indianapolis, IN: Thomas P. Miller & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages","Summary: The study’s objective was to examine the impact of the Accelerated Career and Education Pathway Program (ACEPP) on earnings outcomes. The authors used a nonexperimental design to compare earnings outcomes of students in ACEPP with a matched comparison group. The study found that students participating in ACEPP had significantly lower wages than students in the comparison group. MThe 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 the estimated effects are attributable to the Accelerated Career and Education Pathway Program (ACEPP), but other factors might also have contributed.","the Accelerated Career and Education Pathway Program (ACEPP)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018, "New Jersey Health Professions Pathways to Regional Excellence project TAACCCT evaluation: Final report: Implementation and impact","Van Noy, M., Edwards, R., Haviland, S. B, McKay, H., Douglas, D., Mabe, W., Coty, V., Javed, S., Pardalis, N., Hubbard-Mattix, L., & Seith, D. (2018). New Jersey Health Professions Pathways to Regional Excellence project TAACCCT evaluation: Final report: Implementation and impact. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the New Jersey Health Professions Pathways to Regional Excellence Project (NJ-PREP) on earnings and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who participated in the Nj-PREP program to those that did not. The authors examined data from Unemployment Insurance records, state higher education records, and the New Jersey Consumer Report Card of Training Providers. The study did not find any statistically significant effects on employment or earnings. 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 the estimated effects are attributable to the NJ-PREP, but other factors might also have contributed.","New Jersey Health Professions Pathways to Regional Excellence Project (NJ-PREP)","Capacity building programs Community college education and other classroom training","Adult, Low income",,"United States",2018,https://smlr.rutgers.edu/sites/default/files/nj_prep_taaccct_evaluation_finalre… "Third-party evaluation of DOL Round 4 TAACCCT grant Mechatronics Re-envisioned: Final evaluation report","North Carolina State University. (2018). Third-party evaluation of DOL Round 4 TAACCCT grant Mechatronics Re-envisioned: Final evaluation report. Raleigh, NC: North Carolina State University Industry Expansion Solutions.","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 assess the impact of the Mechatronics Re-envisioned (MRE) program on education outcomes. Using college administrative data, the authors conducted a nonexperimental study to compare the differences in outcomes between students in the MRE program and a matched comparison group. The study found a significant relationship between MRE program participation and higher rates of program retention and completion, relative to the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRE program; other factors are likely to have contributed.","the Mechatronics Re-envisioned (MRE) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018, "Evaluation of Ivy Tech’s pathways to information technology: Implementation and outcomes, final report","Edwards, R., Douglas, D., Van Noy, M., Javed, S., Hubbard-Mattix, L., & Pardalis, N. (2018). Evaluation of Ivy Tech’s pathways to information technology: Implementation and outcomes, final report. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the effects of Ivy Tech Community College’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant for enhanced Information Technology (IT) curriculum on education outcomes of community college students. The study used a nonexperimental design to compare the outcomes of students who were in enhanced IT courses to a comparison group of students in Advanced Manufacturing courses. Using Ivy Tech College’s administrative records, the authors conducted statistical models to examine differences between the groups. The study found no statistically significant relationships between participating in the TAACCCT IT program and the number of terms enrolled or number of credits earned. The quality of causal evidence presented in this report is low because the authors used a comparison group from a different academic program presenting a confounding factor. This means we are not confident that the estimated effects are attributable to Ivy Tech’s TAACCCT IT program; other factors are likely to have contributed.","Ivy Tech’s TAACCCT IT program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,https://smlr.rutgers.edu/sites/default/files/ivy_tech_report_1.pdf "Heroes for Hire (H4H) program evaluation final report","Horwood, T., Campbell, J., McKinney, M., & Bishop, M. (2018). Heroes for Hire (H4H) program evaluation final report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Heroes for Hire (H4H) program on education and earnings outcomes. The authors used a nonexperimental design to compare the education outcomes of H4H program participants to a matched comparison group of students enrolled at the same college, at the same point of entry. and in similar programs of study. The authors also compared the earnings outcomes of students before and after participating in the H4H program. The study found that H4H participants were significantly more likely to complete the program and attain credit hours than the comparison group. In addition, participation in the H4H program was significantly associated with higher post-enrollment salaries compared to initial enrollment salaries. The quality of causal evidence presented in this study is low for the education outcomes because the authors did not ensure that the groups being compared were similar before the intervention nor include sufficient control variables. The quality of causal evidence is also low for the earnings outcomes because the authors did not account for trends in outcomes before the intervention. This means we are not confident that the estimated effects are attributable to the H4H program; other factors are likely to have contributed.","the Heroes for Hire (H4H) Program","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2018, "Trade Adjustment Assistance Community College Career Training Grant (TAACCCT): Final evaluation report","The Greater Cincinnati Supply Chain Career Development Center (SCCDC). (2018). Trade Adjustment Assistance Community College Career Training Grant (TAACCCT): Final evaluation report. Cincinnati, OH: Author.","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 Greater Cincinnati Supply Chain Career and Development Center’s (SCCDC) Supply Chain Management and Materials Handling & Logistics programs on education outcomes. The study used a nonexperimental design to compare the program completion of students enrolled in SCCDC programs to students in a matched comparison group. The study found that participation in the Supply Chain Management program, one of the SCCDC programs, was associated with a significant increase in the likelihood of program completion. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the SCCDC programs; other factors are likely to have contributed.","the SCCDC’s Supply Chain Management and Materials Handling & Logistics Technologies Programs","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://www.skillscommons.org/handle/taaccct/17943 "Final evaluation of the ACED grant at Salt Lake Community College","Bragg, D., Cosgrove, J., Cosgrove, M. & Blume, G. (2018). Final evaluation of the ACED grant at Salt Lake Community College. Salt Lake City, UT: Bragg & Associates, Inc.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to evaluate the impact of a competency-based education (CBE) program offered by Salt Lake Community College on educational, employment, and earnings outcomes. The study used a nonexperimental design to compare outcomes among students enrolled in the CBE-based program and students who were not enrolled in CBE. The study found CBE program participation was associated with a statistically significant increase in post-program wages. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Salt Lake Community College’s CBE Program; other factors are likely to have contributed.","Salt Lake Community College's CBE Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18574/Final-SATTS-TAA-Rep… "Assessing the effectiveness of Quantway®: A multilevel model with propensity score matching","Yamada, H., Bohannon, A. X., Grunow, A., & Thorn, C. A. (2018). Assessing the effectiveness of Quantway®: A multilevel model with propensity score matching. Community College Review, 46(3), 257-287. doi: 10.1177/0091552118771754","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 Quantway® 1 math program on community college students’ developmental math completion rates. The authors used a nonexperimental design to compare the outcomes of students who were in the Quantway® 1 program to a matched comparison group. When compared to non-participating students, the study found that Quantway® 1 program participation was associated with a significantly higher likelihood of successfully completing the developmental math course. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Quantway® 1 program; other factors are likely to have contributed.",Quantway®,"Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://doi.org/10.1177%2F0091552118771754 "Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models","Martinez, A. F. (2018). Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models. (Unpublished doctoral dissertation). California State University, Long Beach, CA.","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 compare the impact of two accelerated pathway models (course redesign and compression) on completion rates for community college students. This summary focuses on the course redesign accelerated model. This study used a nonexperimental design to compare accelerated and non-accelerated pathways to college-level math by tracking the progress of students placed in developmental math courses. The study found that participation in the course redesign accelerated program was significantly related to higher college-level and developmental math completion rates for first-generation students and students placed in both low-level and mid-level remediation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the course redesign accelerated model; other factors are likely to have contributed.","the course redesign accelerated model","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://search.proquest.com/openview/adffc87f79e0373131993e9c4e2f5070/1?pq-orig… "Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39)","Dockery, J., Bottomley, M., Murray, C., Tichnell, T., Stover, S., Schroeder, N., Hance, D., Fruchey, K., & Franco, S. (2018). Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39). Dayton, OH: Wright State University, Applied Policy Research Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) initiative on earnings and employment outcomes. The authors used a nonexperimental design to compare employment and earnings outcomes of students enrolled in the IAM iSTAR program to a matched cohort of students from other local community colleges enrolled in the same or similar programs of study. The study found that IAM iSTAR program participation was significantly associated with a higher likelihood of finding and retaining employment for non-incumbent workers. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the IAM iSTAR program; other factors are likely to have contributed","Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18570/2018%20IAM%20iSTAR… "Johnson County Community College (JCCC) TAACCCT final evaluation report","York, V. (2018). Johnson County Community College (JCCC) TAACCCT final evaluation report. Office of Educational Innovation and Evaluation. Manhattan, KS: Kansas State University.","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 evaluate the effects of Johnson County Community College’s (JCCC) Accelerated, Collaborative Technology Training Services (ACTTS) project on education outcomes. The author used a nonexperimental design to compare cohorts of students enrolled in ACTTS and comparison programs on five educational outcomes of interest. The study found that ACTTS students were significantly more likely than comparison group participants to complete their program of study, be retained in their program of study, complete credit hours, and earn credentials. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention or include sufficient controls. This means we are not confident that the estimated effects are attributable to ACTTS; other factors are likely to have contributed.","JCCC’s Accelerated, Collaborative Technology Training Services (ACTTS) project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/17872/JCCC%20TAACCCT%20F… "TAACCCT building Illinois' bio-economy (BIB) consortium final evaluation report","The New Growth Group. (2018). TAACCCT building Illinois' bio-economy (BIB) consortium final evaluation report. Cleveland, OH: New Growth Group.","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 Building Illinois’ Bio-economy (BIB) consortium on education outcomes. The authors used a nonexperimental design to compare the outcomes of students in BIB grant-affected programs to a matched comparison group of students in non-BIB grant-affected programs. The study found a significant positive relationship between BIB program participation and program completion rates at two of the five colleges. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to participation in BIB grant-affected programs; other factors are likely to have contributed.","the Building Illinois’ Bio-economy (BIB) Consortium","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Veteran or military",,"United States",2018, "Evaluation of Richland College's Veterans-Focused Engineering Technology Project: Final Report","Haviland, S., Van Noy, M., Kuang, L., Vinton, J., & Pardalis, N. (2018). Evaluation of Richland College's Veterans-Focused Engineering Technology Project: Final Report. New Brunswick, NJ: Rutgers University Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Richland College’s Veterans-Focused Engineering Technology Project on education outcomes. The authors used a nonexperimental design to compare education outcomes of program participants to a matched comparison group one and two years after enrollment. The study found that program participation was significantly associated with fewer credit hours earned one year after enrollment. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the Veterans-Focused Engineering Technology Project; other factors are likely to have contributed program.","the Veterans-Focused Engineering Technology Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Veteran or military",,"United States",2018,https://smlr.rutgers.edu/sites/default/files/evaluation_of_richland_colleges_ve… "The impact of developmental English learning communities on the academic performance of diverse freshmen at an urban community college","Elabid, H. (2018). The impact of developmental English learning communities on the academic performance of diverse freshmen at an urban community college (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (UMI No. 10826529).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors Learning Communities on community college students’ credit accumulation and persistence. The study used a nonexperimental design to compare the outcomes of students who participated in the Opening Doors Learning Communities (ODLC) to students who did not participate in the program. Using administrative data from the community college, the author tested for group differences in credit accumulation and persistence. When compared to non-participating students, the study did not find a significant relationship between participation in OLDC and student persistence or credit accumulation. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Opening Doors Learning Communities; other factors are likely to have contributed.","the Opening Doors Learning Communities","Community college education and other classroom training",Adult,,"United States",2018,https://search.proquest.com/openview/af06e2baf83811d1fc06d8ad9827b853/1?pq-orig… "Becoming college-ready: Early findings from a CUNY Start evaluation","Scrivener, S., Gupta, H., Weiss, M. J., Cohen, B., Cormier, M. S., & Brathwaite, J. (2018). Becoming college-ready: Early findings from a CUNY Start evaluation. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective is to examine the impact of the CUNY Start program on community college students’ enrollment rates, college readiness, and credits attempted and earned. The study used a randomized controlled trial that examined data obtained from CUNY student transcripts, the CUNY Administrative Data Warehouse, and Start applications. The study found that CUNY Start participants were significantly more likely to enroll in college and become college-ready by the end of the program than students in the control group. The quality of causal evidence presented in this report is high because it is a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to CUNY Start, and not to other factors.","the CUNY Start Program","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3269901 "Greater Memphis Alliance for a Competitive Workforce: TAACCCT round 4 grant, impact evaluation final report","Patnaik, A. (2018). Greater Memphis Alliance for a Competitive Workforce: TAACCCT round 4 grant, impact evaluation final report. Austin, TX: Ray Marshall Center for the Study of Human Resources, The University of Texas at Austin, Lyndon B. Johnson School of Public Affairs.","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 Greater Memphis Alliance for a Competitive Workforce (GMACW) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on credential attainment. Using a nonexperimental design, the study author compared students in the program to a matched historical comparison group. The study found that students in the GMACW TAACCCT program were significantly more likely to achieve a credential than students in the comparison group. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the GMACW TAACCCT; other factors are likely to have contributed.","the Greater Memphis Alliance for a Competitive Workforce (GMACW) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://raymarshallcenter.org/files/2018/10/FINAL-GMACW-TAACCCT-Impact-Evaluati… "The Ohio Technical Skills Innovation Network (Ohio TechNet) Trade Adjustment Assistance Community College Career Training Grant (TAACCCT) Final Evaluation Report","The New Growth Group, LLC & The Ohio Education Research Center at The Ohio State University. (2018). The Ohio Technical Skills Innovation Network (Ohio TechNet) Trade Adjustment Assistance Community College Career Training Grant (TAACCCT) Final Evaluation Report. Retrieved from https://oerc.osu.edu/sites/oerc/themes/oerc/publications/LCCC%20OTN%20Lead%20Team%20Evaluation%20Final%20Report.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to evaluate the impact of advanced manufacturing programs offered through the Ohio Technical Skills Innovation Network (OTN) initiative on education, earnings, and employment outcomes. The study used a nonexperimental design to compare outcomes of students enrolled in OTN-affected programs/core courses to a matched comparison group. The study found that OTN participation was associated with a significant increase in program completion, program retention, credit hour completion, continuing further education, credential attainment, immediate employment, and job retention. Program participation was also associated with a significant decrease in retention in other programs and earning a degree. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the OTN grant programs; other factors are likely to have contributed.","The Ohio Technical Skills Innovation Network Initiative","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://oerc.osu.edu/sites/oerc/themes/oerc/publications/LCCC%20OTN%20Lead%20Te… "KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System","Hughes, K., Belfield, C., Ran, F., & Jenkins, D. (2018). KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System. New York, NY: Community College Research Center, Teacher's College, Columbia University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Enhancing Programs for IT Certification’s (EPIC) Learn on Demand (LoD) courses on community college students’ education outcomes. This summary focuses on the comparison between students who enrolled in EPIC LoD courses and students who enrolled in the traditional format courses. The authors used a nonexperimental design to compare the outcomes of students enrolled in EPIC LoD courses with those enrolled in traditional formats of courses where an EPIC LoD version was available. The study found that EPIC LoD course participation was significantly associated with increased course completion and certificate completion. The quality of causal evidence presented in this report is moderate for the course completion outcome because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the EPIC LoD courses, but other factors might also have contributed. For the certificate completion outcome, the quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the EPIC LoD courses; other factors are likely to have contributed.","the Enhancing Programs for IT Certification (EPIC) Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://ccrc.tc.columbia.edu/media/k2/attachments/CCRC_KCTCS_EPIC_Report_09-26-… "STEM education for workforce development through online contextualized training","Mohammadi, A. (2018). STEM education for workforce development through online contextualized training. (Unpublished doctoral dissertation). University of Nebraska, Lincoln, Nebraska.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of contextualized teaching and learning (CTL) on education outcomes. Using institutional data, the author conducted a nonexperimental design to compare education outcomes of CTL participants to non-CTL participants. The study found no statistically significant relationships between participation in the contextualized teaching and learning training and credit hours completed, length of program enrollment, or credentials attained. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to CTL; other factors are likely to have contributed.","the Contextualized Teaching and Learning (CTL) Training","Basic skills Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Other barriers, Dislocated or displaced worker",,"United States",2018,https://search.proquest.com/openview/2185911e68616901d0e3cf2e958e11d6/1?cbl=187… "Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN) TAACCCT IV evaluation final report","Foster, L. R., Staklis, S., Ott, N. R., & Moyer, R. (2018). Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN) TAACCCT IV evaluation final report. Raleigh, NC: RTI International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of KanTRAIN participants to a matched comparison group. The study found KanTRAIN participants were significantly more likely to earn more credits per semester, pass a higher percentage of the credits attempted, attain more credentials, and earn a nondegree credential or a college degree, and receive a wage increase than the comparison group. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the KanTRAIN program; other factors are likely to have contributed.","Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN)","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18334/KanTRAIN_TAACCCT_I… "Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models","Martinez, A. F. (2018). Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models. (Unpublished doctoral dissertation). California State University, Long Beach, CA.","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 two accelerated pathway models (course redesign and compression) on completion rates for community college students. This summary focuses on the compression accelerated model. This study used a nonexperimental design to compare accelerated and non-accelerated pathways to college-level math by tracking the progress of students placed in developmental math courses. The study found that participation in the compression accelerated program was significantly related to higher college-level and developmental math completion rates for students placed in mid-level remediation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the accelerated pathway programs; other factors are likely to have contributed.","the Compression Accelerated Model","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://search.proquest.com/openview/adffc87f79e0373131993e9c4e2f5070/1?pq-orig… "Final evaluation report: Trade Adjustment Assistance Community – round 4: Nevada Community College Consortium","Pacific Research and Evaluation. (2018). Final evaluation report: Trade Adjustment Assistance Community – round 4: Nevada Community College Consortium. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/18580/NCCC%20TAACCCT%20Final%20Evaluation%20Report-Pacific%20Research%20and%20Evaluation.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Nevada Community College Consortium (NCCC) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on education, earnings, and employment. Using community college data, the authors used a nonexperimental design to compare the outcomes of students in the program to a comparison group comprised of both concurrent and historical cohorts of students. The study found no statistically significant relationships between NCCC and education, earnings, and employment outcomes. The quality of causal evidence presented in this report is low because the authors did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to NCCC; other factors are likely to have contributed.","Nevada Community College Consortium (NCCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18580/NCCC%20TAACCCT%20F… "KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System","Hughes, K., Belfield, C., Ran, F., & Jenkins, D. (2018). KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System. New York, NY: Community College Research Center, Teacher's College, Columbia University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Enhancing Programs for IT Certification’s (EPIC) Learn on Demand (LoD) courses on community college students’ education outcomes. This summary focuses on the comparison between students who enrolled in EPIC LoD courses and students who enrolled in non-EPIC LoD courses. The authors used a nonexperimental design to compare the outcomes of students enrolled in EPIC LoD courses with those enrolled in non-EPIC LoD courses. The study found that EPIC LoD course participation was significantly associated with increased course completion and certificate completion. 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 the estimated effects are attributable to the EPIC LoD courses, but other factors might also have contributed.","the Enhancing Programs for IT Certification (EPIC) Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://ccrc.tc.columbia.edu/media/k2/attachments/CCRC_KCTCS_EPIC_Report_09-26-… "Developmental students' persistence towards graduation in paired coursework programs among African American and Latino males in community colleges","Davis, E. (2018). Developmental students' persistence towards graduation in paired coursework programs among African American and Latino males in community colleges. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database.","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 accelerated paired courses on male African American and Latino students’ academic persistence. The study used a nonexperimental design to compare the outcomes of students who completed paired coursework to students who did not. The author examined enrollment and course completion using college administrative records. The study found that students who completed paired coursework were significantly more likely to enroll in college the following semester than students in the comparison group. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the paired coursework; other factors are likely to have contributed.","Accelerated paired courses","Community college education and other classroom training","Adult, Male, Black or African American, Hispanic of any race",,"United States",2018,https://jscholarship.library.jhu.edu/handle/1774.2/59950 "Advancing Careers and Training (ACT) for Healthcare in Wisconsin","Price, D., Valentine, J., Sedlak, W., & Roberts, B. (2018). Advancing Careers and Training (ACT) for Healthcare in Wisconsin. Retrieved from: http://support.skillscommons.org/showcases/outcomes/healthcare/act/","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to assess the impact of the Advancing Careers and Training for Healthcare (ACT for Healthcare) program on education, earnings, and employment outcomes. Using college administrative data and state unemployment insurance data, the authors conducted a nonexperimental study to compare the outcomes of students who were in the ACT for Healthcare program to a matched comparison group. The study found that a significantly larger proportion of students in the ACT for Healthcare treatment group earned a credential, stayed in their institution after one semester, and stayed in their institution after one year, relative to the comparison group. In addition, a significantly larger proportion of students in the treatment group gained employment and increased their wages, relative to the comparison group. 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 the estimated effects are attributable to the ACT for Healthcare program, but other factors might also have contributed.","the Advancing Careers and Training for Healthcare (ACT for Healthcare)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://support.skillscommons.org/showcases/outcomes/healthcare/act/ "University of the District of Columbia - Final annual evaluation report TAACCCT grant program, round 4 ","Hendricks, A., Mitran, A., & Ferroggiaro, E. (2018). University of the District of Columbia - Final annual evaluation report TAACCCT grant program, round 4 (Contract #: PO-GF-2015-C-0134-DJ). Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the University of the District of Columbia Community College (UDC-CC) grant-funded healthcare and hospitality programs on earnings and employment outcomes. This summary focuses on the hospitality program. The authors used a nonexperimental design to compare the earnings and employment outcomes of participants before and after they participated in the grant-funded hospitality program. The study found that program participation was significantly related to increased earnings. The quality of causal evidence presented in this study is low because the authors did not observe outcomes for multiple time points before the intervention nor account for selection into the intervention. This means we are not confident that the estimated effects are attributable to the UDC-CC grant-funded hospitality program; other factors are likely to have contributed.","the University of the District of Columbia Community College (UDC-CC) TAACCCT Hospitality program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2018, "Get IT project evaluation: Final report","Singer, S. (2018). Get IT project evaluation: Final report. Syracuse, NY: Hezel Associates.","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 enhanced Growing the Economy through Information Technology (Get IT) curricula on student education outcomes. The study used a nonexperimental design to compare the outcomes of students in enhanced Get IT courses to a comparison group of students not taking enhanced IT courses. Using administrative records, the author conducted statistical tests to examine the differences between groups. The study found that students in enhanced Get IT courses were significantly more likely to remain in school than students who were not in enhanced Get IT courses. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to NHTI’s enhanced Get IT program; other factors are likely to have contributed.","NHTI’s Get IT Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18125/HezelAssoc_GetITEva… "Minnesota advanced manufacturing project: Final external evaluation report","Bucci, P., Evans, W.D., Friesenborg, L., Fox, D.A., Bishop, K., Balraj, N., & Jang, B. (2018). Minnesota advanced manufacturing project: Final external evaluation report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/18521/MnAMP%20Final%20Evaluation%20Report.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Minnesota Advanced Manufacturing Partnership (MnAMP) program on education outcomes. The authors used a nonexperimental design to compare education outcomes of MnAMP participants to a matched comparison group using institutional data. The study found that MnAMP program participation was significantly associated with earning fewer credits and fewer credentials relative to the comparison group. However, among students who attained credentials, participating in the MnAMP program was significantly associated with completing a one-year certificate in less time than comparison group students. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years, presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MnAMP program; other factors are likely to have contributed.","Minnesota Advanced Manufacturing Partnership (MnAMP) Program","Capacity building programs Community college education and other classroom training","Adult, Unemployed, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18521/MnAMP%20Final%20Ev… "Oklahoma City Community College TAACCCT: Commercial Food Equipment Service Technician (CFEST) program third-party evaluation final report","WorkED Consulting. (2018). Oklahoma City Community College TAACCCT: Commercial Food Equipment Service Technician (CFEST) program third-party evaluation final report. Burke, VA: WorkED Consulting, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Commercial Food Equipment Service Technician (CFEST) program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of CFEST program participants to a matched comparison group at the same community college. The study did not find a significant association between participation in the CFEST program and earned credentials, program completion, attainment of employment, or hourly wage. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the CFEST program; other factors are likely to have contributed.","the Commercial Food Equipment Service Technician (CFEST) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018, "Preparing Alaskans for mining careers through short, industry-informed training programs: University of Alaska round IV TAACCCT grant","Hanson, H., Stevens, D., Vazquez, M., & Roberts, B. (2018). Preparing Alaskans for mining careers through short, industry-informed training programs: University of Alaska round IV TAACCCT grant. Portland, OR: Education Northwest.","Community College",,,"Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the University of Alaska's Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on the employment and earnings of community college students. The study used a nonexperimental design to compare the outcomes of students in the TAACCCT-enhanced Surface Mining and Underground Mining programs to similar individuals who did not attend community college and instead entered the labor market in mining occupations. The study found that the TAACCCT-enhanced program participation was significantly associated with a higher likelihood of employment retention and increased quarterly wages. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the University of Alaska's TAACCCT grant program; other factors are likely to have contributed.","the University of Alaska's TAACCCT Grant Program","Employer partnerships Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, American Indian or Alaska Native, Veteran or military",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18578/AK_TAACCCT_Report_0… "Saddleback College TAACCCT grant final evaluation report.","Pacific Research and Evaluation, LLC. (2017). Saddleback College TAACCCT grant final evaluation report. Portland, OR: Pacific Research and Evaluation, LLC.","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 Saddleback College’s Fast Track to Success program on student education outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the Medical Assistant (MA) and Registered Nurse (RN) tracks of the Fast Track to Success program to a comparison group. The study found that MA and RN students in Fast Track to Success programming were significantly more likely to earn certificates, degrees, and credentials in the MA and RN areas. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to the Fast Track to Success program; other factors are likely to have contributed.","the Fast Track to Success Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/13850/Saddleback%20Colle… "Final evaluation report Round 3 TAACCCT grant: Mission critical operations","NC State Industry Expansion Solutions. (2017). Final evaluation report Round 3 TAACCCT grant: Mission critical operations. Raleigh, NC: NC State Industry Expansion Solutions.","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 evaluate the effects of the National Consortium for Mission Critical Operations (MCO) program on educational outcomes. This summary contains the findings from Nash Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in the MCO program to a matched comparison group of students enrolled in the same courses of study prior to the implementation of the MCO program. The study found that participation in the MCO program was significantly associated with higher rates of retention and program progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MCO program; other factors are likely to have contributed.","the Mission Critical Operations (MCO) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,http://www.skillscommons.org/handle/taaccct/13778 "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from John Wood Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly lower for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs and also used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "Southeastern Economic and Education Leadership Consortium (SEELC) final report","Takyi-Laryea, A., Gall, A., Chamberlin, M., Naughton, L., & Spychala, B. G. (2017). Southeastern Economic and Education Leadership Consortium (SEELC) final report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the WorkKeys® assessment, a component of the TAACCCT-funded programming at Southeastern Economic and Education Leadership Consortium (SEELC) colleges, on education, earnings outcomes, and employment. The authors used a nonexperimental design to compare the education, earnings outcomes, and employment of SEELC program participants that took the WorkKeys® assessment to a matched comparison group of SEELC participants enrolled at the same colleges who did not take the assessment. The study found a significant relationship between taking the WorkKeys® assessment and earnings, with SEELC participants who took the assessment receiving higher post-program hourly wages than the comparison group of students who did not take the assessment. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention nor include sufficient control variables. This means we are not confident that the estimated effects are attributable to the SEELC consortium WorkKeys® assessment; other factors are likely to have contributed.","the Southeastern Economic and Education Leadership Consortium (SEELC)","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2017,http://www.skillscommons.org/handle/taaccct/13986 "RevUp: Empowering Montana's workforce student impact analysis","Hong, Y., Boyette, J., & Staklis, S. (2017). RevUp: Empowering Montana's workforce student impact analysis study report. Berkeley, CA: RTI International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Montana’s RevUp program on education outcomes. The authors used a nonexperimental design to compare education outcomes of RevUp participants to a matched comparison group. The study found that RevUp participation was significantly associated with lower college credit accumulation, higher RevUp course credit accumulation, lower program persistence, and higher dropout. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the RevUp program; other factors are likely to have contributed.","the RevUp Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,http://www.gfcmsu.edu/revup/documents/RevUp_DevMathStudy_09302017.pdf "Project IMPACT: Innovative multi-industry partnership and career training project final evaluation report. Gateway Community Technical College","Jensen, J., Horohov, J., & Waddington, J. (2017). Project IMPACT: Innovative multi-industry partnership and career training project final evaluation report. Gateway Community Technical College. Lexington, KY: University of Kentucky, College of Education, Educational Policy Studies & Evaluation.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to assess the impact of Project IMPACT on education, earnings, and employment outcomes. Using academic records from the college as well as data obtained from the Kentucky Center for Workforce Statistics, the authors used a nonexperimental design to compare outcomes of Project IMPACT participants to outcomes of historical cohort students who were enrolled in the Project IMPACT programs of study prior to grant implementation. The study found that participating in Project IMPACT was significantly associated with a higher likelihood to take courses, pass courses, earn credits, and receive credentials. The study also found that participating in Project IMPACT was significantly associated with higher earnings in the quarter following enrollment. The quality of causal evidence presented in this study is low for the education and employment outcomes because the authors used a comparison group from previous enrollment years presenting a confounding factor and because the authors did not ensure the groups being compared were similar before the intervention, respectively. This means we are not confident that the estimated effects are attributable to Project IMPACT; other factors are likely to have contributed.","Project IMPACT","Employer partnerships Capacity building programs Community college education and other classroom training","Adult, Other barriers, Veteran or military",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15674/IMPACT%20Final%20E… "Quantitative analysis of an urban community college S-STEM program","Chapman, A. (2017). Quantitative analysis of an urban community college S-STEM program. (Unpublished doctoral dissertation). University of Phoenix, Phoenix, AZ.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program on community college students’ success and progress. The study used a nonexperimental design to compare the outcomes of S-STEM program participants to a matched comparison group. Using administrative data from the community college, the author tested for group differences in student success and progress rate. The study found that participation in the S-STEM program was associated with significantly higher rates of student success and progress. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the S-STEM program, but other factors might also have contributed.","the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program","Community college education and other classroom training Mentoring Science, Technology, Engineering, and Math (STEM) programs","Adult, Low income",,"United States",2017,https://search.proquest.com/openview/0549b8ce7f3331a8abe04827df253116/1?pq-orig… "Butler Community College TAACCCT final evaluation report","Kansas State University Office of Educational Innovation and Evaluation. (2017). Butler Community College TAACCCT final evaluation report. Manhattan, KS: Kansas State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Butler Community College Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the Butler TAACCCT Information Technology (IT) program to a comparison group. The study found that students in the Butler TAACCCT IT program were significantly more likely to complete their program, be retained in their program, and earn credentials than their counterparts in other selected Career and Technical Education (CTE) courses. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention or include sufficient controls. This means we are not confident that the estimated effects are attributable to the Butler TAACCCT IT program; other factors are likely to have contributed.","the Butler Community College TAACCCT Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2017,https://www.skillscommons.org/handle/taaccct/15664 "Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas","Weisburst, E., Daughetry, L., Miller, T., Martorell, P., & Coisairt, J. (2017). Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas. The Journal of Higher Education, 88(2), 183-209. doi: 10.1080/00221546.2016.1243956","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two developmental math courses on community college students’ rates of passing, enrollment, completion, persistence, transfer, and graduation. This summary focuses on the accelerated developmental courses. This study used a nonexperimental design to compare the outcomes of students who participated in the accelerated developmental courses to those who did not. The study reported outcomes one semester, one year, and two years after students first enrolled in the courses. The study found that enrollment in the accelerated developmental courses was associated with a significant increase in passing rates in the developmental math course after one semester and a significant increased likelihood of enrolling and passing the college-level math course after one semester and each subsequent year. Accelerated course enrollment was also significantly associated with an increased likelihood of graduating after two years. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the accelerated developmental courses, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2017,https://doi.org/10.1080/00221546.2016.1243956 "The impact of Medicare Part D on self-employment.","Moulton, J. G., Diebold, J. C., & Scott, J. C. (2017). The impact of Medicare Part D on self-employment. Research on Aging, 39(1), 64-85.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Favorable impacts Employment","Summary: The study examined the effect of the introduction of Medicare Part D on self-employment. The authors used a nonexperimental approach and data from the American Community Survey to estimate the impact. The authors found that self-employment significantly increased by 0.5 percentage points after the program began. 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 the estimated effects on self-employment are attributable to the introduction of Medicare Part D, although other factors might also have contributed.","Medicare Part D","Federal retirement benefits Older workers' programs","Adult, Older worker",,"United States",2017, "Trade Adjustment Assistance Community College Career Training grant final report","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","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 Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from St. Louis Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "Evaluation of the Community College Consortium for Bioscience Credentials (c3bc): Final report.","Alamprese, J. A., Costelloe, S., Price, C., & Zeidenberg, M. (2017). Evaluation of the Community College Consortium for Bioscience Credentials (c3bc): Final report. Cambridge, MA: Abt Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Community College Consortium for Bioscience Credentials (c3bc) redesigned courses on course completion rates. The authors used a nonexperimental design to compare course completion outcomes of c3bc participants to a matched comparison group. The study found that enrollment in c3bc courses was significantly associated with lower course completion rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the c3bc redesigned courses; other factors are likely to have contributed.","the Community College Consortium for Bioscience Credentials (c3bc) Course Redesigns","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2017,https://www.abtassociates.com/insights/publications/report/evaluation-of-the-co… "Essays on the economics of higher education: The academic and labor market outcomes to four to two-year transfer, summer enrollment, and year-round Pell","Liu, Y. T. (2017). Essays on the economics of higher education: The academic and labor market outcomes to four to two-year transfer, summer enrollment, and year-round Pell (Unpublished doctoral dissertation). Columbia University, New York, NY. doi: 10.7916/D8M90N11","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of receiving year-round Pell (YRP) funding on community college students’ enrollment, credit accumulation, degree completion, employment, and earnings. The study used a nonexperimental design to compare the effects of receiving the YRP funding on outcomes for those in the treatment group versus those in the comparison group. The study found that students who received YRP were significantly more likely to enroll in summer courses that year, earn more credits during the semester, and earn more money three years later. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the YRP, but other factors might also have contributed.","Year-Round Pell (YRP) funding","Community college education and other classroom training","Adult, Low income",,"United States",2017,https://academiccommons.columbia.edu/doi/10.7916/D8M90N11 "Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs [Comparison Between Full-WIA Services versus Core Services].","Fortson, K., Rotz, D., Burkander, P., Mastri, A., Schochet, P., Rosenberg, L., McConnell, S., & D'Amico, R. (2017). Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs (No. 42e8b3550e40408f854b966d0229c3b5). Washington, DC: Mathematica Policy Research. [Comparison Between Full-WIA Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 30 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 30 months after study enrollment. The study found that compared to core customers, full-WIA customers reported a higher number of hours worked, an increased likelihood to receive a credential and complete a training program, and a decreased likelihood to receive public assistance. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2017,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov… "Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant: Round 3 Kapiʻolani Community College","Pacific Research & Evaluation, LLC. (2017). Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant: Round 3 Kapiʻolani Community College. Portland, OR: Pacific Research & Evaluation, LLC.","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 assess the impact of the grant-funded Implementing an Island-wide Strategy for Industry Cluster Formation and Community Revitalization in Hawai'i (C3T) project on education outcomes. The authors used a nonexperimental design to compare the outcomes of students enrolled in C3T programs and courses with students enrolled in comparable programs offered at the same community college. When compared to nonparticipating students, the study found that C3T participation was significantly associated with higher program completion and retention rates for students enrolled in the hospitality program. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the C3T project; other factors are likely to have contributed.","the Implementing an Island-wide Strategy for Industry Cluster Formation and Community Revitalization in Hawai'i (C3T) Project","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017, "Midlands Technical College TAACCCT Better Occupational Outcomes with Simulation Training: Program evaluation final report.","Center for Applied Research. (2017). Midlands Technical College TAACCCT Better Occupational Outcomes with Simulation Training: Program evaluation final report. Charlotte, NC: Center for Applied Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Better Occupational Outcomes with Simulation Training (BOOST) program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students participating in BOOST to a matched comparison group using data from the colleges’ student information systems and the National Student Clearinghouse. The study found a significant relationship between BOOST participation and increased semester enrollment, increased certificate program completion, lower transfer rates, and faster rates of school completion. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the BOOST program; other factors are likely to have contributed.","Better Occupational Outcomes with Simulation Training (BOOST) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15679/BOOST%20Final%20Ev… "Trade Adjustment Assistance Community College Career Training grant final report. (Mississippi River Transportation, Distribution & Logistics Consortium, 2017)","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","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 Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Hinds Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "North Dakota State College of Science TAACCCT Project: North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) final evaluation report","WorkED Consulting. (2017). North Dakota State College of Science TAACCCT Project: North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) final evaluation report. Burke, VA: WorkED Consulting.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of the NDAMSTI program participants to a historic cohort of students enrolled in the same welding program five years prior to the grant funding. The study found that NDAMSTI participation was positively related to program completion and negatively related to rates of continuing education, employment, and wage increases. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the NDAMSTI program; other factors are likely to have contributed.","the North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI)","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2017, "New evidence on integrated career pathways: Final impact report for Accelerating Opportunity","Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.: Urban Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Kansas. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group.  The study found AO participants were significantly more likely to earn a credential and earn more credentials than the comparison group. AO participants also had a significantly higher employment rate and earning gains compared to the comparison group. However, AO participants earned significantly fewer college credits than the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.  ","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf "The differences in first-year retention rates for adult and traditional community college students enrolled and not enrolled in learning communities","Budd, L. B. (2017). The differences in first-year retention rates for adult and traditional community college students enrolled and not enrolled in learning communities. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 10639485)","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 determine the impact of participation in the learning communities on retention rates for community college students. The author used a nonexperimental design to compare the enrollment rates of first-time community college students who enrolled in learning communities to those who did not, including one semester and one year after initial enrollment. The study found that students who participated in learning communities were significantly more likely to enroll in college one year later. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the learning communities; other factors are likely to have contributed.","the learning communities","Community college education and other classroom training",Adult,,"United States",2017,https://search.proquest.com/docview/2007545357 "New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. ","Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.:  Urban Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Louisiana. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group.  The study found AO participants were significantly more likely to earn a credential and earn more credentials than the comparison group. AO participants also had a significantly higher short-term employment rate and earning gains compared to the comparison group.  However, AO participants earned significantly fewer college credits than the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf "Maintaining success rates: Does Statway® sustain its impact as it scales to new classrooms and institutions?","Huang, M., & Yamada, H. (2017). Maintaining success rates: Does Statway® sustain its impact as it scales to new classrooms and institutions? Carnegie Foundation for the Advancement of Teaching: Stanford, CA.","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 Statway® math program on community college students’ earning of math credits. The authors used a nonexperimental design to compare the outcomes of students who were in the Statway® program to a matched comparison group. When compared to non-participating students, the study found that Statway® program participation was associated with a significantly higher likelihood of earning college math credit. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Statway® program; other factors are likely to have contributed.","the Statway® math program","Community college education and other classroom training",Adult,,"United States",2017,https://eric.ed.gov/?id=ED582441 "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from Southern Arkansas University Tech. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Supply Chain Management program to those enrolled in the General Technology/Engineering Technology program at the same community college. The study found that there was no statistically significant relationship between participation in the grant-enhanced programming and program completion. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "Ozarks Technical Community College Technology-Enabled Pathways to Healthcare (TEPH): Department of Labor TAACCCCT Round III grant final evaluation report","Mittapalli, K., Keyes, D., Banerjee, A. & de las Alas, N. (2017). Ozarks Technical Community College Technology-Enabled Pathways to Healthcare (TEPH): Department of Labor TAACCCCT Round III grant final evaluation report. MN Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Ozarks Technical Community College (OTC) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant on student’s education and earnings outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the TAACCCT-enhanced Technology-Enabled Pathways to Healthcare (TEPH) to a comparison group of Biology students. Using the OTC database of administrative and student records, the authors conducted statistical models to examine differences between the groups. The study did not report statistical significance on the education and earnings outcomes of treatment versus comparison group students. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the OTC TEPH TAACCCT program; other factors are likely to have contributed.","Technology-Enabled Pathways to Healthcare (TEPH) TAACCCT grant","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/9755/OTC%20TEPH%20final%… "STEM-Connect at the University of Vermont, College of Engineering and Mathematical Sciences: Program evaluation final report","Farrell, R., Harris, D., Meyers, H., & Ratmeyer, S. (2017). STEM-Connect at the University of Vermont, College of Engineering and Mathematical Sciences: Program evaluation final report. Swanton, VT: Core Research and Evaluation.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the effects of the University of Vermont’s (UVM) Science, Technology, Engineering and Math (STEM) Connect program on earnings and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were enrolled in the UVM STEM-Connect program to a matched comparison group of students who took a STEM-Connect course but were not enrolled in the STEM-Connect program. The study found no statistically significant relationships between STEM-Connect program participation and average quarterly wages or employment rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the UVM STEM-Connect program; other factors are likely to have contributed.","the UVM STEM-Connect Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2017,http://www.skillscommons.org/bitstream/handle/taaccct/13127/STEM-Connect%20Fina… "The effect of the Affordable Care Act on labor transitions among older workers.","Camilleri, S. E. (2017). The effect of the Affordable Care Act on labor transitions among older workers. In Three papers on the Affordable Care Act (Doctoral dissertation). North Carolina State University, Raleigh, NC.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-No impacts Employment","Summary: The study examined the impact of the Affordable Care Act (ACA) on the employment outcomes of older workers. The author used data from the Current Population Survey for 2011–2016 and regression analyses to estimate impacts. The study found that the ACA was not associated with employment outcomes among older workers. The quality of causal evidence presented in this report is moderate because the study is based on a well-implemented nonexperimental design. This means we are somewhat confident that any estimated effects are attributable to the ACA, but other factors might also have contributed.","Affordable Care Act (ACA)","Older workers' programs Health insurance","Adult, Older worker",,"United States",2017, "Trade Adjustment Assistance Community College Career Training grant final report","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","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 Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Southwest Tennessee Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "Maine is IT! program evaluation final report","Horwood, T., Usher, K.., McKinney, M., & Passa, K. (2017). Maine is IT! program evaluation final report. Fairfax, VA: ICF.","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 evaluate the effects of the Maine is IT! program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students enrolled in the Maine is IT! program to a matched comparison group of students enrolled at the same college and at the same point of entry in business administration programs of study. Using student tracking data, the authors conducted statistical models to examine differences between the groups. The study found that compared to non-participating students, students enrolled in the Maine is IT! program were significantly more likely to complete credit hours, be retained in their program of study, and earn a degree. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Maine is IT! program; other factors are likely to have contributed.","Maine is IT! Program","and Math (STEM) programs Engineering Science Technology Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/handle/taaccct/13794 "RITA consortium final evaluation report","The Improve Group. (2017). RITA consortium final evaluation report. Saint Paul, MN: The Improve Group.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of enhancements to the Rural Information Technology Alliance (RITA) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of RITA participants to a matched comparison group at four community colleges. The study found that RITA program students were significantly more likely to complete an associate’s degree at two of the four colleges; however, RITA students were significantly less likely to complete an associate’s degree at the other two colleges. RITA participation was also positively associated with completing any degree (associate, diploma, or certificate) at one school, and negatively associated with completing any degree at another school. These findings were significant. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the RITA program; other factors are likely to have contributed.","the Rural Information Technology Alliance (RITA)","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"Rural, United States",2017,http://www.skillscommons.org/bitstream/handle/taaccct/13172/RITA%20Final%20Summ… "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","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 evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from Cossatot Community College of the University of Arkansas. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Industrial Technology program to those enrolled in the Automotive Service Technology program at the same community college. The study found that participation in the grant-enhanced Industrial Technology treatment group was significantly associated with a higher likelihood of program completion relative to the Automotive Service Technology comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "Evaluation of the Michigan Coalition for Advanced Manufacturing (M-CAM) final report","Lewis-Charp, H., Khemani, D., D’Amico, R., Goger, A., Gutierrez, I., Clark, M., Mack, M., Sarver, M., & van Docto, C. (2017). Evaluation of the Michigan Coalition for Advanced Manufacturing (M-CAM) final report. Oakland, CA: Social Policy Research Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Mixed impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Michigan Coalition for Advanced Manufacturing (M-CAM) program on earnings and employment outcomes. The study used a nonexperimental design to compare students in the treatment group to two different comparison groups of students: students who were not enrolled in M-CAM programs while the program was in operation (contemporary comparison group) and students who were enrolled in the same manufacturing program prior to M-CAM implementation (historical comparison group). The study found that M-CAM participation was significantly associated with higher employment rates and earnings than the contemporary comparison group. However, when compared to the historical comparison group, the study found that M-CAM participation was significantly associated with higher employment rates and lower earnings. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Michigan Coalition for Advanced Manufacturing (M-CAM) program; other factors are likely to have contributed.","the Michigan Coalition for Advanced Manufacturing (M-CAM) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://strategies.workforcegps.org/resources/2019/12/10/15/58/Evaluation-of-th… "Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs [Comparison between Core-and-Intensive Services versus Core Services].","Fortson, K., Rotz, D., Burkander, P., Mastri, A., Schochet, P., Rosenberg, L., McConnell, S., & D'Amico, R. (2017). Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs (No. 42e8b3550e40408f854b966d0229c3b5). Washington, DC: Mathematica Policy Research. [Comparison between Core-and-Intensive Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 30 months. This summary focuses on the comparison between the group who received core-and-intensive services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 30 months after study enrollment. The study found that compared to core customers, core-and-intensive customers were significantly more likely to receive a credential through a training program and have higher earnings. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2017,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov… "Northeast Resiliency Consortium final evaluation report","Price, D., Childress, L., Sedlak, W., & Roach, R. (2017). Northeast Resiliency Consortium final evaluation report. Indianapolis, IN: DVP-PRAXIS LTD.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Northeast Resiliency Consortium (NRC) on education, earnings, and employment outcomes. This summary focuses on the comprehensive support services strategy. The authors used a nonexperimental design to compare the outcomes of NRC students who received comprehensive support services to a matched comparison group. The study found a significant association between receipt of support services and increased program completion, credential attainment, credit accumulation, earnings for incumbent workers, and employment attainment and retention. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the NRC program; other factors are likely to have contributed.","the Northeast Resiliency Consortium (NRC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.dvp-praxis.org/wp-content/uploads/2015/05/Northeast-Resiliency-Cons… "Weber State University Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant-round 3: Final third party evaluation report","Wixom, G. (2017). Weber State University Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant-round 3: Final third party evaluation report. Orem, UT: Education Matters.","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 enhanced Health Information Technology Career Mobility (HITCM) program on education outcomes. The author used a nonexperimental design to compare the outcomes of students who were in the enhanced HITCM program to a matched comparison group of students in the non-enhanced HITCM program. The study found that enhanced HITCM program participation was significantly associated with more credits earned and higher graduation rates. The quality of causal evidence presented in this study is low because the author used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the enhanced HITCM program; other factors are likely to have contributed.","the Health Information Technology Career Mobility (HITCM) program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017, "Pima Community College Pathways to Healthcare Program: Implementation and early impact report (Report No. 2017-10)","Gardiner, K., Rolston, H., Fein, D., & Cho, S-W. (2017). Pima Community College Pathways to Healthcare Program: Implementation and early impact report (Report No. 2017-10). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to assess the impact of the Pathways to Healthcare program on students’ education and employment outcomes. The study used a randomized controlled trial to compare outcomes of students enrolled in the Pathways to Healthcare program with non-participants. The study found that Pathways to Healthcare program participants had significantly higher average total hours of college occupational training, higher rates of certification receipt, and higher rates of credential receipt from a college than the control group. The quality of causal evidence presented in this study is high because it is based on a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the Pathways to Healthcare program and not to other factors.","the Pathways to Healthcare Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled, Low income","Health care and social assistance","United States",2017,https://www.acf.hhs.gov/sites/default/files/opre/pathways_to_healthcare_impleme… "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from College of the Ouachitas. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Mechatronic and Truck Driving program to those enrolled in the Criminal Justice programs at the same community college. The study found that there was no statistically significant relationship between participation in the grant-enhanced program and program completion. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","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 Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Delgado Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "North Dakota State College of Science TAACCCT Project: North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) final evaluation report","WorkED Consulting. (2017). North Dakota State College of Science TAACCCT Project: North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) final evaluation report. Burke, VA: WorkED Consulting","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) on earnings and employment outcomes. The authors used an interrupted time series design to examine employment and earnings outcomes associated with the completion of the NDAMSTI program. The study found that participation in the NDAMSTI program was associated with higher hourly wages, on average. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not account for trends in outcomes before the intervention. This means we are not confident that the estimated effects are attributable to the NDAMSTI program; other factors are likely to have contributed.","the North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI)","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2017, "New evidence on integrated  career pathways: Final impact report for Accelerating Opportunity","Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.:  Urban Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Illinois. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group. The study found that AO participants were significantly more likely to earn a credential, earn more credentials, and earn more than 12 credits than the comparison group. AO participants also had a significantly higher employment rate and medium-term earning gains compared to the comparison group. However, AO participants earned fewer college credits than the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf "Impact of the Accelerate You! instructional model on student success","Henderson, T. F. (2017). Impact of the Accelerate You! instructional model on student success. (Unpublished doctoral dissertation). Murray State University, Murray, KY.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the effects of the Accelerate You! (AY!) program on academic persistence. The study used a nonexperimental design to compare the outcomes of AY! program participants to a comparison group. Using academic records, the author tested for group differences in semester-to-semester persistence. The study found no significant relationships between AY! program participation and academic persistence. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Accelerate You!; other factors are likely to have contributed.","the Accelerate You! (AY!) program","Community college education and other classroom training","Adult, Other barriers",,"United States",2017,https://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?referer=https%3A//sc… "Evaluation of Accelerated Training or Illinois Manufacturing (ATIM): Impact report.","Betesh, H., Kim, H., Kogan, D., Lindy, R., Paprocki, A. (2017). Evaluation of Accelerated Training for Illinois Manufacturing (ATIM): Impact report. Retrieved from https://www.spra.com/wordpress2/wp-content/uploads/2017/05/ATIM-Impact-Report_Final.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to assess the impact of Accelerated Training for Illinois Manufacturing (ATIM) Program, a workforce training intervention, on education, employment, and earnings outcomes. The authors used a randomized controlled trial to assess the program’s impact and compared education, employment, and earnings outcomes between the treatment and control group. Data on participant characteristics and outcomes was gathered from grant data systems, the Illinois Workforce Development System, and Illinois State Unemployment Insurance. The study found that significantly higher percentages of people in the treatment group than the control group enrolled in education training, completed training, and earned a certificate. In addition, those who were in the treatment group earned a significantly higher number of certificates than participants in the control group, and had significantly higher wages in the second year after beginning study participation. The quality of causal evidence presented in this report is high for the education outcomes because it was based on a randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the ATIM program, and not to other factors. The quality of causal evidence is moderate for the employment and earnings outcomes because these outcomes had high attrition but the authors included sufficient controls in their analysis. This means we are somewhat confident that the estimated effects are attributable to the ATIM program, but other factors might also have contributed.","Accelerated Training for Illinois Manufacturing (ATIM) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Low-skilled",,"United States",2017,https://www.spra.com/wordpress2/wp-content/uploads/2017/05/ATIM-Impact-Report_F… "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Minnesota State College – Southeast Technical. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that there was no statistically significant relationship between enrollment in grant-funded programming and program completion. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "Orthotics, Prosthetics, and Pedorthics (HOPE) careers consortium: Final evaluation report","Good, K., & Yeh-Ho, H. (2017). Orthotics, Prosthetics, and Pedorthics (HOPE) careers consortium: Final evaluation report. Denver, CO: McREL International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Orthotics, Prosthetics & Pedorthics (HOPE) careers consortium program on education outcomes. The authors used a nonexperimental design to compare education outcomes of HOPE participants to a matched comparison group with institutional research data. The study found no significant associations between HOPE participation and program completion rates, completion of more than one certificate or degree, or furthering education status. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the HOPE program; other factors are likely to have contributed.","the Orthotics, Prosthetics & Pedorthics (HOPE) Careers Consortium Program","Capacity building programs Community college education and other classroom training","Adult, Other barriers, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/13872/hope-consortium-tc… "Thaddeus Stevens College of Technology TAACCCT final evaluation report","Lawrence, M. (2017). Thaddeus Stevens College of Technology TAACCCT final evaluation report. Denton, MD: Community Workforce Advancements, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Mixed impacts Earnings and wages","Summary: The study’s objective was to examine the impact of TAACCCT-funded programs at Thaddeus Stevens College of Technology (TSCT) on earnings outcomes. The study used a nonexperimental design to compare the earnings outcomes of students enrolled in TAACCCT-funded programs at TSCT to two comparison groups: TSCT students who were not enrolled in TAACCCT-funded programs and a group of dislocated workers from surrounding counties. When compared to students who were not enrolled in TAACCCT-funded programs at TSCT, the study found a significant relationship between participating in a TAACCCT-funded program and wages with the treatment group having higher or lower wages than the comparison group depending on the TAACCCT-funded program. When compared to dislocated workers, the study found a significant relationship between program participation and higher wages. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the TAACCCT-funded programs implemented at Thaddeus Stevens College of Technology; other factors are likely to have contributed.","the TAACCCT-funded Programs at Thaddeus Stevens College of Technology","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017, "Iowa Western 2017 ITC2 annual evaluation report: Information technology - Credentials to Careers (ITC2), Iowa Western Community College","de la Mora, A., Callen, E., Kemis, M., & Abraham, W. (2017). Iowa Western 2017 ITC2 annual evaluation report: Information technology - Credentials to Careers (ITC2), Iowa Western Community College. Arnes, IA: Research Institute for Studies in Education.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Information Technology – Credentials to Careers (ITC2) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were enrolled in Computer Information Technology (CIT) programs after the initiation of ITC2 programming to those who were enrolled in CIT programs prior to the start of the ITC2 program. The study found that ITC2 program participation was associated with a significant increase in certificate attainment. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to the ITC2 program; other factors are likely to have contributed.","Information Technology – Credentials to Careers (ITC2) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017, "Northeast Resiliency Consortium final evaluation report","Price, D., Childress, L., Sedlak, W., & Roach, R. (2017). Northeast Resiliency Consortium final evaluation report. Indianapolis, IN: DVP-PRAXIS LTD.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Northeast Resiliency Consortium (NRC) on education, earnings, and employment outcomes. This summary focuses on the continuing education to credit-based educational pathways strategy. The authors used a nonexperimental design to compare the outcomes of NRC students who enrolled in continuing education to credit pathways to a matched comparison group. The study found a significant association between NRC program participation and increased credit accumulation, matriculation, and employment attainment and retention. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the NRC program; other factors are likely to have contributed.","the Northeast Resiliency Consortium (NRC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.dvp-praxis.org/wp-content/uploads/2015/05/Northeast-Resiliency-Cons… "New Mexico Junior College TAACCCT evaluation report","Dauphinee, T., Davis, M., & Carr, S. (2017). New Mexico Junior College TAACCCT evaluation report. Albuquerque, NM: University of New Mexico, Center for Education Policy and Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of New Mexico Junior College’s (NMJC) TAACCCT program on employment and earnings outcomes. The authors used a nonexperimental design to compare employment and earning outcomes of NMJC TAACCCT program participants to a matched comparison group using NMJC administrative data and data from New Mexico’s Department of Workforce Solutions. The study did not find a significant relationship between program participation and employment or earnings outcomes. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the NMJC TAACCCT program; other factors are likely to have contributed program.","New Mexico Junior College’s (NMJC) TAACCCT Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,http://www.skillscommons.org/bitstream/handle/taaccct/13866/2017%20NMJC%20Evalu… "TAACCCT3 INTERFACE project: Final evaluation report","Smith, L., Gregg, A., Roth, L., Stoeklen, P., Krueger, B., Lawton, G., & Knaeble, B. (2017). TAACCCT3 INTERFACE project: Final evaluation report. Menomonie, WI: University of Wisconsin-Stout, Applied Research Center, Wisconsin’s Polytechnic University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE) project on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of students in the INTERFACE program to a matched comparison group. The study found that INTERFACE students had significantly higher pass rates, graduation rates, and employment rates than students in the comparison group. 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 the estimated effects are attributable to the INTERFACE program, but other factors might also have contributed.","the Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Veteran or military",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14262/INTERFACE%20Projec… "Final evaluation report: Linn-Benton Community College","Kelley-Smith, A., Schoeph, K., Hamai, T., & Bishop, M. (2017). Final evaluation report: Linn-Benton Community College. Albany, OR: LB iLearn Campus.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to assess the impact of degree and certificate programming offered at Linn-Benton Community College’s (LBCC) iLearn campus compared to traditional programming offered at the community college on various educational, employment, and earnings outcomes. The study used a nonexperimental design to compare the outcomes of students enrolled in the Linn-Benton (LB) iLearn campus to students enrolled in traditional programming. The study found that program participation was significantly associated with increased rates of program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the LB iLearn campus program; other factors are likely to have contributed.","the LB iLearn Campus Program","Capacity building programs Community college education and other classroom training","Adult, Other barriers, Dislocated or displaced worker, Veteran or military",,"United States",2017,https://www.skillscommons.org/handle/taaccct/15675 "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from Rich Mountain Community College. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced General Technology program to those enrolled in the Machine Tool Technology program at the same community college. The study found that participation in the grant-enhanced General Technology treatment group was significantly associated with a lower likelihood of program completion relative to the Machine Tool Technology comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "Outcomes from a certification program for early career professionals in supply chain management","Maxwell, N., Dolfin, S., Bruch, J., & Luca, D. L. (2017). Outcomes from a certification program for early career professionals in supply chain management. Princeton, NJ: Mathematica Policy Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Leveraging, Integrating, Networking, and Coordinating Supplies (LINCS) program on employment and earnings. Using a nonexperimental design, the study authors compared students in the LINCS program to a historical comparison group who had not participated in the LINCS program. The study found no statistically significant relationships between LINCS program participation and employment or earnings. The quality of causal evidence provided in this study is moderate because it is based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to LINCS, but other factors might also have contributed. However, the study did not find statistically significant effects.","the Leveraging, Integrating, Networking, and Coordinating Supplies (LINCS) program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.mathematica.org/our-publications-and-findings/publications/outcomes… "Central Georgia Technical College, TAACCCT","Center for Applied Research. (2017). Central Georgia Technical College, TAACCCT. Charlotte, NC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the BlendFlex program on community college students’ education outcomes. The study used a nonexperimental design to compare outcomes of students who completed at least one BlendFlex course to a matched comparison group using student records and data from the National Student Clearinghouse. The study found that when compared to non-participating students, BlendFlex program participation was associated with higher credit accumulation, a higher overall transfer rate, a higher transfer rate to a 4-year college, and a higher rate of earning a certificate or diploma. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the BlendFlex programming, but other factors might also have contributed.",BlendFlex,"Capacity building programs Community college education and other classroom training",Adult,,"Rural, United States",2017, "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Arkansas State University Mid-South. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that there was no statistically significant relationship between enrollment in grant-funded programming and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "Accelerating Connections to Employment volume I final evaluation report","Modicamore, D., Lamb, Y., Taylor, J., Takyi-Laryea, A., Karageorge, K., & Ferroggiaro, E. (2017). Accelerating Connections to Employment volume I final evaluation report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Connections to Employment (ACE) program on education, earnings, and employment outcomes. The authors used a randomized controlled trial. Eligible participants were randomly assigned to either the treatment group, which received ACE training services, or the control group, which received business-as-usual services. The primary data sources were administrative enrollment and tracking records, one- and two-year follow-up surveys, and state unemployment insurance (UI) records. The study found that the ACE program had a significant, positive impact on employment rates, earnings, and rates of occupational credential attainment when compared to the control group. However, individuals in the control group were significantly more likely to enroll in other training or education programs than ACE participants. The quality of causal evidence presented in this report is high for the education outcome measure ""enrolled in additional training or education program"" because it was based on a randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the ACE program, and not to other factors. However, the quality of causal evidence is moderate for the remaining education, earnings, and employment outcomes because sample attrition for these outcomes was high, but the authors controlled for key differences between the treatment and control groups at baseline. This means we are somewhat confident that estimated effects on these outcomes would be attributable to the ACE program, but other factors might have also contributed.","the Accelerating Connections to Employment (ACE) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2017, "2016 PETC annual evaluation report, Eastern Iowa Community Colleges","de la Mora, A., Callen, E., Kemis, M., & Abraham, W. (2017). 2016 PETC annual evaluation report, Eastern Iowa Community Colleges. Ames, IA: RISE.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Pathways to Engineering Technology Careers (PETC) program on earnings and employment outcomes. Using student surveys and wage data, the study used a nonexperimental design to compare the outcomes of students in the PETC program to a comparison group. The study found that students in the PETC program were more likely to have higher wages than students in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the PETC program; other factors are likely to have contributed.","the Pathways to Engineering Technology Careers (PETC) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017, "Trade Adjustment Assistance Community College Career Training grant final report","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","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 Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from West Kentucky Community and Technical College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "Transitioning students from adult education to postsecondary education through co-enrollment career pathways model","Maisak, N. (2017). Transitioning students from adult education to postsecondary education through co-enrollment career pathways model. (Unpublished doctoral dissertation). Charlotte, NC: Wingate University.","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 evaluate the impact of the Pathways to Careers program on community college students’ education outcomes. The author used a nonexperimental design to compare the outcomes of students enrolled in the Pathways to Careers program to students enrolled in a traditional Adult Secondary Education (ASE) program. The study found that participation in the Pathways to Careers program was significantly related to increased retention rates and a higher likelihood of transition to postsecondary education. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Pathways to Careers program; other factors are likely to have contributed.","the Pathways to Careers Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"Urban, United States",2017,https://eric.ed.gov/?id=ED580629 "The impact of a cohort-based learning model on student success within vocational technical certificates at a community college (Doctoral dissertation, Northeastern University)","Oldham, T. M. (2017). The impact of a cohort-based learning model on student success within vocational technical certificates at a community college (Doctoral dissertation, Northeastern University). Retrieved from https://repository.library.northeastern.edu/files/neu:cj82pw09w/fulltext.pdf","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 a cohort-based learning model within a certificate program at a community college on the students’ education completion rate. Using community college data, the study used a nonexperimental design to compare students in the cohort-based learning model with those in the traditional program. The author found a statistically significant association between the cohort-learning model and education completion rates where students in the cohort model were more likely to complete the program than students in the traditional model. The quality of causal evidence presented in this report is low because the authors did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to the cohort-based learning model; other factors are likely to have contributed.","the Cohort-Based Learning Model","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://repository.library.northeastern.edu/files/neu:cj82pw09w/fulltext.pdf "Final evaluation report Round 3 TAACCCT grant: Mission critical operations","NC State Industry Expansion Solutions. (2017). Final evaluation report Round 3 TAACCCT grant: Mission critical operations. Raleigh, NC: NC State Industry Expansion Solutions.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the National Consortium for Mission Critical Operations (MCO) program on educational outcomes. This summary contains the findings from Cleveland Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in the MCO program to a matched comparison group of students enrolled in the same courses of study prior to the implementation of the MCO program. The study found that participation in the MCO program was significantly associated with a higher retention rate, but lower rates of program progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MCO program; other factors are likely to have contributed.","the Mission Critical Operations (MCO) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,http://www.skillscommons.org/handle/taaccct/13778 "Final evaluation Golden Triangle Modern Manufacturing Project","Harpole, S. (2017). Final evaluation Golden Triangle Modern Manufacturing Project. SHH Consulting, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Golden Triangle Modern Manufacturing Project on education, earnings, and employment outcomes. The author used a nonexperimental design to compare outcomes of Golden Triangle Modern Manufacturing Project participants to a matched comparison group. The study found that program participation was significantly associated with increases in program retention, credential attainment, and earnings. The quality of causal evidence presented in this study is low because the author used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to Golden Triangle Modern Manufacturing Project; other factors are likely to have contributed.","the Golden Triangle Modern Manufacturing Project","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Low-skilled, Veteran or military",,"United States",2017,https://www.skillscommons.org/handle/taaccct/15669 "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","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 evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from South Arkansas Community College. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Industrial Technology/Mechatronics or Process Technology programs to those enrolled in the Automotive Service Technology program at the same community college. The study found that participation in the grant-enhanced Industrial Technology/Mechatronics or Process Technology treatment group was significantly associated with a higher likelihood of program completion relative to the Automotive Service Technology comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "WV Bridging the gap TAACCCT round 3: Final evaluation report.","Bellville et al. (2017). WV Bridging the gap TAACCCT round 3: Final evaluation report. Indianapolis, IN: Thomas P. Miller & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Bridging the Gap (BTG) program on education, employment, and earnings outcomes. The authors used a nonexperimental design to compare the outcomes of BTG participants to a matched comparison group.  The study found that BTG participation was significantly associated with fewer credits earned and higher dropout rates, but significantly associated with higher credential attainment relative to the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Bridging the Gap program, but other factors might also have contributed.","Accelerated Study in the West Virginia Bridging the Gap (BTG) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/16343/WVBTG%20Evaluation… "Developing pathways for careers in health: The Los Angeles Healthcare Competencies to Careers Consortium","Tan, C., & Moore, C. (2017). Developing pathways for careers in health: The Los Angeles Healthcare Competencies to Careers Consortium. Sacramento, CA: Education Insights Center, California State University, Sacramento.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Los Angeles Healthcare Competencies to Careers Consortium (LAH3C) on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare outcomes between students in the LAH3C with a matched comparison group. The study found that LAH3C program participation was significantly related to improvements in retention, credit completion, and program completion. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the LAH3C; other factors are likely to have contributed.","the Los Angeles Healthcare Competencies to Careers Consortium (LAH3C)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017, "Final evaluation report Round 3 TAACCCT grant: Mission critical operations","NC State Industry Expansion Solutions. (2017). Final evaluation report Round 3 TAACCCT grant: Mission critical operations. Raleigh, NC: NC State Industry Expansion Solutions.","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 evaluate the effects of the National Consortium for Mission Critical Operations (MCO) program on educational outcomes. This summary contains the findings from Wake Tech Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in the MCO program to a matched comparison group of students enrolled in the same courses of study prior to the implementation of the MCO program. The study found that participation in the MCO program was significantly associated with higher rates of retention and program progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MCO program; other factors are likely to have contributed.","the Mission Critical Operations (MCO) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,http://www.skillscommons.org/handle/taaccct/13778 "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","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 Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Lewis & Clark Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re… "University of the District of Columbia Community College TAACCCT round 3 final evaluation report.","Takyi-Laryea, A., Passa, K., & Gall, A. (2017). University of the District of Columbia Community College TAACCCT round 3 final evaluation report. Fairfax, VA: ICF.","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 grant-funded DC Construction Academy (DCCA) program on education outcomes. The study used a nonexperimental design to compare the education outcomes of DCCA program participants to a matched historical comparison group of students enrolled in the same construction programs prior to TAACCCT funding. The study found that DCCA program participants were significantly more likely to attain a credential than the comparison group. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the DCCA program; other factors are likely to have contributed.","the DC Construction Academy (DCCA)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15691/UDC-CC%20TAACCCT%2… "New evidence on integrated  career pathways: Final impact report for Accelerating Opportunity"," Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.: Urban Institute.  ","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Kentucky. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group.  The study found AO participants were significantly more likely to earn a credential, earn more credentials, earn more college credits, and were likely to earn more than 12 credits than the comparison group. AO participants also had a significantly higher employment rate, but also lower earnings compared to the comparison group.  The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf "Final evaluation report: Cincinnati State Technical and Community College: Greater Cincinnati Manufacturing Careers Accelerator (GCMCA)","Belville, J., Romano, G., Frisby, M., Chamberlin, M., & Strem, L. (2017). Final evaluation report: Cincinnati State Technical and Community College: Greater Cincinnati Manufacturing Careers Accelerator (GCMCA).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Greater Cincinnati Manufacturing Careers Accelerator (GCMCA) program on education outcomes. The author used a nonexperimental design to compare the education persistence of students in the treatment group to students in a matched comparison group. The study found that students in the comparison group were significantly more likely to complete the program than students in the treatment group for both the Welding or Mechanical Engineering Technology Manufacturing and Design programs. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the Greater Cincinnati Manufacturing Careers Accelerator (GCMCA) program; other factors are likely to have contributed.    ","Greater Cincinnati Manufacturing Careers Accelerator (GCMCA) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2017, "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from University of Arkansas Community College at Hope. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Supply Chain Management and Electric/General Technology programs to those enrolled in the Medical Office Management and Information Systems programs at the same community college. The study found that there was no statistically significant relationship between participation in the grant-enhanced programming and program completion. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas","Weisburst, E., Daughetry, L., Miller, T., Martorell, P., & Coisairt, J. (2017). Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas. The Journal of Higher Education, 88(2), 183-209. doi: 10.1080/00221546.2016.1243956","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two developmental math courses on community college students’ rates of passing, enrollment, completion, persistence, transfer, and graduation. This summary focuses on the developmental math paired with student success course. This study used a nonexperimental design to compare the outcomes of students who participated in the developmental math paired with student success course to those who did not. The study reported outcomes one semester, one year, and two years after students first enrolled in the courses. The study found that enrollment in the developmental math paired with student success course was associated with an increase in passing rates in the developmental math course after one semester, an increased likelihood of enrolling and passing the college-level math course after one semester and one year later, and an increased likelihood of persistence one and two years after initial enrollment. These outcomes were all statistically significant. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the developmental math paired with student success course, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2017,https://doi.org/10.1080/00221546.2016.1243956 "Does protecting older workers from discrimination make it harder to get hired? Evidence from disability discrimination laws.","Neumark, D., Song, J., & Button, P. (2017). Does protecting older workers from discrimination make it harder to get hired? Evidence from disability discrimination laws. Research on Aging, 39(1), 29-63.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Mixed impacts Employment","Summary: The study examined the impact of the strength of state disability discrimination laws on hiring rates of older men. The study used statistical models and data from the Health and Retirement Study and the Survey of Income and Program Participation to estimate the impacts. The study found no relationship between the strength of disability discrimination laws and the hiring rate for older unemployed disabled and nondisabled men. The quality of casual evidence presented in this report is low because the study is a nonexperimental analysis that did not demonstrate that the groups being compared were similar and did not account for possible differences in the analysis. This means we are not confident that the estimated effects are attributable to state disability discrimination laws; other factors are likely to have contributed.","Disability discrimination laws","Health Older workers' programs","Adult, Older worker, Male",,"United States",2017,https://journals.sagepub.com/doi/full/10.1177/0164027516656142 "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","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 evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from National Park College. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Aerospace Fabrication and Assembly, Industrial Technology, and Welding Technology programs to those enrolled in the Marine Repair Technology, HVAC, and Automotive Service Technology programs at the same community college. The study found that participation in the grant-enhanced program treatment group was significantly associated with a higher likelihood of program completion relative to the comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor… "Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs [Comparison Between Full-WIA Services versus Core-and-Intensive Services].","Fortson, K., Rotz, D., Burkander, P., Mastri, A., Schochet, P., Rosenberg, L., McConnell, S., & D'Amico, R. (2017). Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs (No. 42e8b3550e40408f854b966d0229c3b5). Washington, DC: Mathematica Policy Research. [Comparison Between Full-WIA Services versus Core-and-Intensive Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 30 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core-and-intensive services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 30 months after study enrollment. The study found that full-WIA customers were significantly more likely than core-and-intensive customers to complete a training program. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2017,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov… "Vincennes University Logistics Training and Education: Final evaluation report","Belville, J., Schoeph, K., Leger, R., Jenner, E., Maddox, D., Lass, K., & Beres, S. (2016). Vincennes University Logistics Training and Education Center: Final evaluation report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/9679/VU%20LTEC%20Final%20Evaluation%20Report%20TAACCCT%20R2_Sept%202016.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Logistics Training and Education Center (LTEC) initiative on employment and earnings outcomes. This summary focuses on the estimated outcomes of the Tractor-Trailer Driver Training (TTDT) program.  The authors used a nonexperimental design to compare the outcomes of TTDT program participants to a matched comparison group consisting of two student cohorts: a historical cohort of students from previous enrollment years and a concurrent cohort of students that attended a different college campus. The study did not find significant relationships between completion of the TTDT program and employment status or quarterly earnings. The quality of the causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Logistics Training and Education Center initiative; other factors are likely to have contributed.  ","Logistics Training and Education Center (LTEC) Initiative","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9679/VU%20LTEC%20Final%2… "Men and women expecting to work longer: Do changing work conditions matter?","Moen, P., Kojola, E., Kelly, E.L., & Karakaya, Y. (2016). Men and women expecting to work longer: Do changing work conditions matter? Work, Aging and Retirement, 2(3), 321-344.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of a work flexibility intervention called STAR (Support. Transform. Achieve. Results) on workers’ expectations of retirement age and bridge jobs. The study is a randomized controlled trial that uses surveys of workers before the intervention and five years post-intervention. The study found that receiving STAR was associated with higher expectations of working at age 65 and retiring at age 67 or older. The quality of causal evidence presented in this report is low because, although it was based on a randomized controlled trial, it had unknown attrition and the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to STAR; other factors are likely to have contributed.","STAR (Support. Transform. Achieve. Results.)","Work based and other occupational training Other employer services","Adult, Older worker",,"United States",2016,https://experts.umn.edu/en/publications/men-and-women-expecting-to-work-longer-… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","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 Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Bridge Valley Community and Technical College in West Virginia. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Florida Trade Consortium evaluation final report","POS-IMPACT LLC. (2016). Florida Trade Consortium evaluation final report. Pembroke Pines, FL: POS-IMPACT LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages","Summary: The study’s objective was to examine the impact of participation in the Florida Transforming Resources for Accelerated Degrees and Employment (TRADE) Consortium training programs on earnings. The authors used a nonexperimental design to compare the earnings outcomes of TRADE program participants with those of non-participants. The study found that TRADE program participation was associated with wage increases. However, the study did not include tests of significance. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Florida TRADE program; other factors are likely to have contributed.","the Florida Transforming Resources for Accelerated Degrees and Employment (TRADE) Consortium","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15554/Final_TRADE%20Eval… "Evaluation report of the Amplifying Montana's Advanced Manufacturing and Innovation Industry (AMAMII) project: Final report","Feldman, J., Staklis, S., Hong, Y., & Elrahman, J. (2016). Evaluation report of the Amplifying Montana's Advanced Manufacturing and Innovation Industry (AMAMII) project: Final report. Berkeley, CA: RTI International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Amplifying Montana’s Advanced Manufacturing and Innovation and Industry (AMAMII) program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students participating in AMAMII to a matched comparison group using institutional research data. The study found a significant negative relationship between program participation and credit accumulation, with AMAMII students accumulating fewer credits than comparison students. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analyses. This means we are not confident that the estimated effects are attributable to the AMAMII program; other factors are likely to have contributed.","the Amplifying Montana’s Advanced Manufacturing and Innovation and Industry (AMAMII) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2016,http://www.skillscommons.org/bitstream/handle/taaccct/15588/Flathead%20Valley%2… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Jefferson Community and Technical College in Kentucky. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Spartanburg Community College in South Carolina. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Camden County College’s Trade Adjustment Assistance for Community College Career","Mabe, W. (2016). Camden County College’s Trade Adjustment Assistance for Community College Career Training grant: Training outcomes final evaluation report. New Brunswick, NJ: Edward J. Bloustein School of Planning and Public Policy at Rutgers University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Camden County College (CCC) workforce development program on earnings and employment outcomes. Using the New Jersey Unemployment Insurance (UI) wage record data system., the author conducted a nonexperimental design to compare earnings and employment outcomes of students enrolled in the workforce development program to a matched comparison group. The study found that participation in the workforce development program was associated with higher levels of employment and higher wages in the first two quarters after graduation. However, the study did not include tests of significance. The quality of the causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the CCC workforce development program; other factors are likely to have contributed.","the Camden County College Workforce Development Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://strategies.workforcegps.org/resources/2017/06/07/15/35/Camden-County-Co… "Project IMPACT: Innovations Moving People to Achieve Certified Training. Final evaluation report","Shain, M., & Grandgenett, N. (2016). Project IMPACT: Innovations Moving People to Achieve Certified Training. Final evaluation report. Omaha, NE: University of Nebraska.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages","Summary: The study’s objective was to examine the effect of Project IMPACT (Innovations Moving People to Achieve Certified Training) on earnings and wages. Using community college records and data from the Nebraska Department of Labor, the authors conducted a nonexperimental study to compare the differences in wages between Project IMPACT participants and nonparticipants. The study found no statistically significant relationship between Project IMPACT and earnings and wages. The quality of the causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Project IMPACT; other factors are likely to have contributed.","Project IMPACT","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9699/IMPACT%20Final%20Ex… "Evaluation of the Connecticut Health and Life Sciences Career Initiative. Final report.","Mokher, C., & Pearson, J. (2016) Evaluation of the Connecticut Health and Life Sciences Career Initiative. Final report. Alexandria, VA: CNA Corporation.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Health and Life Sciences Career Initiative (HL-SCI) program on education outcomes. Using school records, the authors conducted a nonexperimental design to compare education outcomes of HL-SCI participants to a comparison group of non-participants. The study found no significant relationships between participation in HL-SCI and college persistence, credential completion, and credit accumulation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to the HCI-SCI program; other factors are likely to have contributed.","the HL-SCI program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,https://www.cna.org/cna_files/pdf/CT%20HL-SCI%20Final%20Evaluation%20Report-FIN… "Evaluation of the Alabama/Florida Technical Employment Network TAACCCT program","PTB & Associates. (2016). Evaluation of the Alabama/Florida Technical Employment Network TAACCCT program. Bethesda, MD: PTB & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Alabama-Florida Technical Employment Network (AF-TEN) on student education and employment outcomes. The study used a nonexperimental design to compare the education and employment outcomes of students who were in AF-TEN-enhanced welding programs to a matched comparison group of program students from prior years. The study found that participation in the AF-TEN programs was significantly associated with fewer completed credit hours. The quality of causal evidence presented in this report is low because the authors used a comparison group from previous enrollment years, which presents a confound. This means we are not confident that the estimated effects are attributable to the AF-TEN intervention; other factors are likely to have contributed.","the Alabama-Florida Technical Employment Network (AF-TEN)","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15590/George%20C.%20Wall… "The Green Jobs and Health Care impact evaluation: Findings from the impact study of four training programs for unemployed and disadvantaged workers","Martinson, K., Williams, J., Needels, K., Peck, L., Moulton, S., Paxton, N., Mastri, A., Copson, E., Comfort, A., & Brown-Lyons, M. (2016). The Green Jobs and Health Care impact evaluation: Findings from the impact study of four training programs for unemployed and disadvantaged workers. Retrieved from https://wdr.doleta.gov/research/FullText_Documents/ETAOP-2017-07%20Findings%20from%20the%20Impact%20Study.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Grand Rapids Community College (GRCC) Pathways to Prosperity program on education, earnings, and employment outcomes. The study was a randomized controlled trial. The authors used a baseline information form, the National Directory of New Hires (NDNH), a follow-up survey, and administrative program data to compare the outcomes between the treatment and control groups over an 18-month follow-up period. The study found that the GRCC Pathways to Prosperity program had a significant positive impact on completion rates for vocational training and life skills classes, and receipt of a vocational credential. The quality of causal evidence presented in this report is high because it is based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the GRCC Pathways to Prosperity program and not to other factors.","the Grand Rapids Community College (GRCC) Pathways to Prosperity Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Justice-involved, Other barriers, Unemployed, Low income",,"United States",2016,https://wdr.doleta.gov/research/FullText_Documents/ETAOP-2017-07%20Findings%20f… "Job insecurity, unemployment insurance and on-the-job search. Evidence from older American workers.","Gutierrez, I. A. (2016). Job insecurity, unemployment insurance and on-the-job search. Evidence from older American workers. Labour Economics, 41, 228-245. doi:10.1016/j.labeco.2016.05.011","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-No impacts Employment","Summary: The study examined the impact of the potential wage replacement rate through Unemployment Insurance (UI) on the probability of transitioning to non-employment. The study used a nonexperimental design and data from the Health and Retirement Study (HRS) from 1996–2006 and 2010–2012 to identify workers who expected job loss during the baseline survey and who experienced job transitions by the follow-up survey two years later. The study found no statistically significant relationships between potential wage replacement rates and transitions to non-employment. The quality of causal evidence presented in this report is low because the analyses do not sufficiently account for other factors that might contribute to the estimated effects. This means we are not confident that the estimated effects are attributable to the potential wage replacement rate through UI; other factors are likely to have contributed.","Unemployment Insurance (UI)","Older workers' programs Unemployment Insurance","Adult, Older worker, Employed",,"United States",2016, "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Bluegrass Community and Technical College in Kentucky. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly lower for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Alliance evaluation: Final evaluation report","Ho, H. Y. (2016). Advanced Manufacturing Education (AME) Alliance evaluation: Final evaluation report (Grant Number TC-23753-12-60-A-27). Denver, CO: McREL International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: This study’s objective was to examine the impact of the Advanced Manufacturing Education (AME) Alliance on education, earnings, and employment outcomes. The author used a nonexperimental design to compare education, employment, and earnings outcomes of AME participants to a matched comparison group. The study found that AME participants were significantly more likely to complete a program of study relative to the comparison group. The quality of casual evidence provided in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the enhanced AME program; other factors are likely to have contributed.","the Advanced Manufacturing Education (AME) Alliance","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/10174/DOLAME_Y4_FinalEva… "Job training for a knowledge-based economy: The Quincy College Biotechnology and Compliance program","Van Dyke, B., Bayala, I., & Cutaia, K. (2016). Job training for a knowledge-based economy: The Quincy College Biotechnology and Compliance program. Quincy, MA: Quincy College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Unfavorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Quincy College Biotechnology and Compliance program on education, earnings, and employment outcomes. The study used a nonexperimental design to assess the outcomes of students enrolled in the Biotechnology and Compliance program to a comparison group. The study found that Biotechnology and Compliance program participation was associated with higher rates of employment, degree attainment, and pursuit of further education, but lower earnings. However, the study did not include tests of statistical significance. The quality of casual evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Biotechnology and Compliance program; other factors are likely to have contributed.","Quincy College’s Biotechnology and Compliance Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15632/Quincy%20College%2… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","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 Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Henry Ford College in Michigan. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Delivery of remedial community college mathematics instruction in an emporium learning environment: Predicting academic success, persistence, retention, and completion","Little, M. D. (2016). Delivery of remedial community college mathematics instruction in an emporium learning environment: Predicting academic success, persistence, retention, and completion. (Unpublished doctoral dissertation). University of North Carolina at Charlotte, Charlotte, NC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to determine the impact of an accelerated emporium developmental math course on community college students’ course completion, persistence, retention, and academic success. The study used a nonexperimental design to compare the outcomes of students who enrolled in an accelerated emporium developmental math course with those who enrolled in a traditional developmental math course. The study did not find any statistically significant effects of the emporium delivery format on course completion, course persistence, retention, or student success. 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 the estimated effects are attributable to the accelerated emporium math course and not to other factors.","the Accelerated Emporium Developmental Math Course","Community college education and other classroom training",Adult,,"Urban, United States",2016,https://ninercommons.uncc.edu/islandora/object/etd%3A476/datastream/PDF/downloa… "Third-party evaluation services for the Trade Adjustment Assistance Community College and Career Training grant final report","Selzer, A. K., Sanchez, R., Michaelides, M., Shetty, S., & Bertane, C. (2016). Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC): Third-party evaluation services for the Trade Adjustment Assistance Community College and Career Training grant final report. Columbia, MD: IMPAQ International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) program on student education outcomes. The study used a nonexperimental design to compare the education outcomes of students who were in the ASC-GIEC program to a comparison group of students in other Career and Technical Education (CTE) programs. The study found that participation in the ASC-GIEC program was associated with higher program completion rates than the comparison program. However, the study did not include tests of statistical significance for this outcome. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the ASC-GIEC program; other factors are likely to have contributed.","the Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15587/Estrella%20Mountai… "Spousal labor market effects from government health insurance: Evidence from a veterans affairs expansion.","Boyle, M. A. & Lahey, J. N. (2016). Spousal labor market effects from government health insurance: Evidence from a veterans affairs expansion. Journal of Health Economics, Elsevier, 45(C), 63-76.","Older Workers, Veterans","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Mod/high-No impacts Employment","Summary: The study examined the impact of the expansion of health insurance for veterans through the U.S. Department of Veterans Affairs (VA) in the mid-1990s (as a result of the implementation of the Veteran’s Health Care Eligibility Reform Act) on the employment and earnings of non-covered spouses. The authors used a statistical model and data from the Census Bureau’s March Current Population Survey and the Health and Retirement Study to compare the employment and earnings of wives of male veterans with wives of non-veterans of the same ages before and after the expansion of health insurance for veterans through the VA. The study found no statistically significant associations between the expansion of health insurance for veterans and the employment of their wives and mixed evidence on associations between the expansion of health insurance for veterans and the earnings of their wives. The quality of causal evidence presented in this report is moderate for the employment outcomes because it was based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to the expansion of health insurance for veterans through the VA, but other factors might also have contributed. The quality of causal evidence presented in this report is low for earnings outcomes because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the expansion of health insurance for veterans through the VA; other factors are likely to have contributed.","Veteran Health Insurance Expansion","Health Older workers' programs Veterans' reemployment","Adult, Older worker, Veteran or military",,"United States",2016, "Vincennes University Logistics Training and Education Center: Final evaluation report.","Belville, J. Schoeph, K., Leger, R., Jenner, E., Maddox, D., Lass, K., & Beres, S. (2016). Vincennes University Logistics Training and Education Center: Final evaluation report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/9769/VU%20LTEC%20Final%20Evaluation%20Report%20TAACCCT%20R2_Sept%202016.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Vincennes University Logistics Training and Education Center (LTEC) initiative on employment and earnings outcomes. This summary focuses on the estimated outcomes of the Fork Lift Essentials (FLE) program. The authors used an interrupted time series design to examine employment and earnings outcomes associated with the completion of LTEC's FLE program. The study found FLE program completion was significantly associated with improved earnings in the first quarter immediately following program completion. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods after the intervention. This means we are not confident that the estimated effects are attributable to the Logistics Training and Education Center initiative; other factors are likely to have contributed.","Logistics Training and Education Center (LTEC) Initiative","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9679/VU%20LTEC%20Final%2… "Four-year degree and employment findings from a randomized controlled trial of a one-year performance-based scholarship program in Ohio","Mayer, A. K., Patel, R., & Gutierrez, M. (2016). Four-year degree and employment findings from a randomized controlled trial of a one-year performance-based scholarship program in Ohio. Journal of Research on Educational Effectiveness, 9(3), 283-306. doi: 10.1080/19345747.2015.1086914","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of a performance-based scholarship program on community college students’ credit accumulation, degree/certificate completion, employment, and earnings. The study was a randomized controlled trial conducted at three community colleges in Ohio. Eligible students were randomly assigned to either the treatment or control groups. The authors conducted statistical models to examine differences in outcomes between the groups four years post-random assignment. The study found that when compared to the control group, students in the performance-based scholarship program had significantly higher credit accumulation and rates of degree/ certificate completion. The quality of causal evidence presented in this study is high because it is based on a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the one-year performance-based scholarship program and not to other factors.","the performance-based scholarship program","Community college education and other classroom training","Adult, Low income",,"United States",2016,https://doi.org/10.1080/19345747.2015.1086914 "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","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 Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Rhodes State College in Ohio.  The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Employment and Training Services Training and Education Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2.","Pacific Research and Evaluation, LLC. (2016). Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2. Portland, OR: Rogue Community College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Pathways to Allied Health Professions (PATH) program on education, earnings, and employment outcomes. Using institutional and student survey data, the authors conducted a nonexperimental study to compare the outcomes of PATH program participants to non-participants. The study found no significant associations between PATH program participation and education, earnings, and employment outcomes. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the PATH program; other factors are likely to have contributed.","the Pathways to Allied Health Professions (PATH) Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9295/RCC%20TAACCCT%20Fin… "Final external evaluation report: Trade Adjustment and Assistance Community College and Career Training Program Clovis Community College","Caffey, D. L. (2016). Final external evaluation report: Trade Adjustment and Assistance Community College and Career Training Program Clovis Community College. Fresno, CA: Clovis Community College.","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 Clovis Community College’s (CCC) inclusive Nursing and enhanced Radiologic Technology (RADT) programs on education outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the inclusive Nursing or enhanced RADT programs to a comparison group of students. The study found that participation in the Nursing and enhanced RADT program was significantly associated with higher program retention rates. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to the inclusive Nursing or enhanced RADT program; other factors are likely to have contributed.","Inclusive Nursing and Radiologic Technology Programs","Capacity building programs Community college education and other classroom training","Adult, Other",,"United States",2016, "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Grouth Group (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at the Alamo Colleges in Texas. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "2016 I-AM annual evaluation report: Iowa Advanced Manufacturing Statewide Consortium","de la Mora, A., Kemis, M., Callen, E., & Starobin, S. (2016). 2016 I-AM annual evaluation report: Iowa Advanced Manufacturing Statewide Consortium. Ames, IA: Research Institute for Studies in Education (RISE), Iowa State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Iowa Advanced Manufacturing Consortium (I-AM) on welding student’s education, earnings, and employment outcomes. The study used a nonexperimental design to compare outcomes of students in the I-AM program to a matched comparison group of students. The study found that participating in the I-AM program was significantly associated with higher rates of credential attainment, larger numbers of certificates and welding awards earned, higher employment rates, and higher earnings. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to I-AM; other factors are likely to have contributed.","the Iowa Advanced Manufacturing Consortium (I-AM)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016, "Retraining the Gulf Coast through Information Technology Pathways: Final impact evaluation report","Patnaik, A., & Prince, A. (2016). Retraining the Gulf Coast through Information Technology Pathways: Final Impact evaluation report. Austin, TX: The University of Texas at Austin, Lyndon B. Johnson School of Public Affairs.","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 Retraining the Gulf Coast Workforce through Information Technology Pathways Consortium (Gulf Coast IT Pathways) grant program on education outcomes. Using a nonexperimental design with institutional data from the college systems, the study authors compared students in the program to a matched historical cohort comparison group. The study found that the Gulf Coast IT Pathways program was significantly related to higher credential, certificate, or a degree attainment and higher credit hour accumulation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Gulf Coast IT Pathways TAACCCT; other factors are likely to have contributed.","the Gulf Coast IT Pathways Program","Basic skills Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Low-skilled, Veteran or military",,"United States",2016,https://raymarshallcenter.org/files/2016/11/Retraining-the-Gulf-Coast-through-I… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce, & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Gadsden State Community College in Alabama. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","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 Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Rock Valley College in Illinois. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs [Comparison between Full-WIA Services versus Core-and-Intensive Services].","McConnell, S., Fortson, K., Rotz, D., Schochet, P., Burkander, P., Rosenberg, L., Mastri, A., & D’Amico, R. (2016). Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs. Washington, DC: Mathematica Policy Research.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 15 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core-and-intensive services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 15 months after random assignment. The study found that full-WIA customers were significantly more likely than core-and-intensive customers to complete a training program and receive a training credential. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2016,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov… ,"Wijma, C. (2016). East Los Angeles College: Technology & Logistics program TAACCCT final evaluation report. San Francisco, CA: WestEd.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the enhanced East Los Angeles College’s (ELAC) Technology and Logistics program on student’s education, earnings, and employment outcomes. The study used a nonexperimental design to compare the education, earnings, and employment outcomes of students in the ELAC Technology and Logistics program to a matched comparison group of students in the Automotive Technology program. The study found that participation in the ELAC Technology and Logistics program was significantly associated with improved course and degree completion. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the enhanced ELAC Technology and Logistics program; other factors are likely to have contributed.","the East Los Angeles College’s (ELAC) Technology and Logistics Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016, "Third-party evaluation of implementation & impact of the Southwest Missouri Public Safety and Emergency Medical Initiative TAACCCT grant.","Cosgrove & Associates. (2016). Third-party evaluation of implementation & impact of the Southwest Missouri Public Safety and Emergency Medical Initiative TAACCCT grant. St. Louis, MO: Cosgrove & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of Crowder College’s enhanced Public Safety and Emergency Medical Initiative (PSP) program on education and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in Crowder College’s enhanced PSP program to a comparison group of students who were not enrolled in the program. The study found that participation in the PSP program was significantly associated with higher program completion and employment rates than the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Crowder College’s enhanced PSP program; other factors are likely to have contributed.","Crowder College Public Safety and Emergency Medical Initiative (PSP) Program","Capacity building programs Community college education and other classroom training","Adult, Other barriers, Unemployed, Low-skilled",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9128/Crowder%20College_P… "Final evaluation report: Summative evaluation TAACCCT round 2 accelerated, blended – online, 2 + 2 TAACCCT training project","Franco, E. O. (2016). Final evaluation report: Summative evaluation TAACCCT round 2 accelerated, blended – online, 2 + 2 TAACCCT training project. Cayey, PR: Colegio Universitario de San Juan.","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 Colegio Universitario de San Juan’s (CUSJ) modified electronics, engineering, and technology programs on education outcomes. The study used a nonexperimental design to compare education outcomes of CUSJ participants to a comparison group. Using CUSJ’s embedded course assessments, the author conducted statistical tests to examine differences between the groups. The study found that CUSJ participation was significantly associated with higher approval rates (defined as passing a course). The quality of causal evidence presented in this report is low because the author did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the CUSJ course modifications; other factors are likely to have contributed.","the Colegio Universitario de San Juan’s (CUSJ) Modified Courses","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Unemployed",,"United States",2016,https://www.skillscommons.org/handle/taaccct/15668 "Kansas City Kansas Community College: Training for Employment (T4E) program","Martin, G., & Melzer, B. A. (2016). Kansas City Kansas Community College: Training for Employment (T4E) program. Kansas City, MO: Evalytics, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Kansas City Kansas Community College’s Training for Employment (T4E) program on student education, earnings, and employment outcomes. The study used a nonexperimental design to compare the education, earnings, and employment outcomes of T4E students to a comparison group. Using data from the college’s student database and the American Job Link Alliance, the authors conducted statistical models to examine differences in outcomes between the groups. The study found that participation in the T4E program was significantly associated with a higher likelihood of certificate completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the T4E program; other factors are likely to have contributed.","the Kansas City Kansas Community College’s Training for Employment (T4E) Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016, "Final evaluation report Trade adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2 CyberSecurity Career Pathways Program","Pacific Research and Evaluation. (2016). Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2 CyberSecurity Career Pathways Program. Portland, OR: Pacific Research & Evaluation, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the CyberSecurity Career Pathways Program (CSCPP) on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the CSCPP to a historical comparison group. When compared to a historical cohort, the study found a significant relationship between CSCPP participation and high rates of program completion and retention, and wage increases. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before program participation or include sufficient control variables. This means we are not confident that the estimated effects are attributable to CSCPP; other factors are likely to have contributed.","the CyberSecurity Career Pathways Program (CSCPP)","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016, "Waubonsee Community College Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant final report","Burgin, X. D., Akrom, A., Qin, H., Ball, A., & Pontarelli, J. (2016). Waubonsee Community College Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant final report. DeKalb, IL: The Office of Research, Evaluation, and Policy Studies, Northern Illinois University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant-enhanced Waubonsee Community College (WCC) programs on student education and earnings outcomes. The study used a nonexperimental design to compare education and earnings outcomes of TAACCCT WCC students to a matched comparison group of students in a non-TAACCCT program. The study found TAACCCT WCC participation was associated with lower rates of program completion, when compared to comparison group participation. However, tests of statistical significance were not performed. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to TAACCCT-enhanced WCC programs; other factors are likely to have contributed.","WCC's enhanced programs","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9654/TAACCCT%20Waubonsee… "Final evaluation of Southwest Virginia Community College’s PluggedInVA TAACCCT Grant initiative","Topper, A., Munn, W., Bor, E., Clery, S., & Smith, B. (2016). Final evaluation of Southwest Virginia Community College’s PluggedInVA TAACCCT Grant initiative. Retrieved from: https://www.skillscommons.org//handle/taaccct/15650","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the PluggedInVA (PIVA) program on education and employment outcomes. Using college administrative and state workforce data, the authors conducted a nonexperimental study to compare outcomes between students in the PIVA program with a comparison group of non-participating students. The study found no statistically significant relationships between participation in the PIVA program and education or employment outcomes. The quality of causal evidence presented in this report is low because the authors did not ensure the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to PluggedInVA; other factors are likely to have contributed.","PluggedInVA (PIVA)","Capacity building programs Community college education and other classroom training","Adult, Unemployed, Other",,"United States",2016,https://www.skillscommons.org//handle/taaccct/15650 "Consortium for Healthcare Education Online: Final Evaluation Report","Edwards, R., McKay, H., Mattoon, A., & Yang, S. (2016). Consortium for Healthcare Education Online: Final evaluation report. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Consortium for Healthcare Education Online (CHEO) on education, earnings, and employment outcomes. This summary contains the findings from Pueblo Community College. Using institutional, employment, and wage data, the authors conducted a nonexperimental design to compare the outcomes of students who were enrolled in the CHEO program to a historic comparison group of students from previous enrollment years. The study found that CHEO program participation was significantly associated with earning more course credits, a higher probability of passing courses and receiving a credential, greater likelihood of pursuing further education, and higher rates of employment after program completion. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the CHEO program; other factors are likely to have contributed.","the Consortium for Healthcare Education Online (CHEO) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://epe.rutgers.edu/sites/default/files/images/Research_Documents/cheo_fina… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Pellissippi State Community College in Tennessee. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly lower for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "An evaluation of the manufacturing advancement and assessment center (MAAC) program, final report","Kundin, D.M., & Dretzke, B.J. (2016). An evaluation of the manufacturing advancement and assessment center (MAAC) program, final report. St. Paul, MN: University of Minnesota, Center for Applied Research and Educational Improvement, College of Education and Human Development.","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 Manufacturing Assessment and Advancement Centers (MAAC) program on educational outcomes. The authors used a nonexperimental design to compare the outcomes of students who were enrolled in the MAAC program to a historic comparison group of students from previous enrollment years. The study found a significant relationship between program participation and increased credential attainment. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MAAC program; other factors are likely to have contributed.","the Manufacturing Assessment and Advancement Centers (MAAC) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016, "Assessing the First Two Years’ Effectiveness of Statway®","Yamada, H., & Bryk, A. S. (2016). Assessing the First Two Years’ Effectiveness of Statway®. Community College Review, 44(3), 179–204. doi: 10.1177/0091552116643162","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 evaluate the impact of Statway® on community college students’ earning of math course credits. The study used a nonexperimental design to compare the outcomes of students who were in the Statway® program to a matched comparison group. Using institutional research data from the community colleges, the authors conducted statistical models to examine differences between the groups. When compared to non-participating students, the study found that Statway® program participation was associated with a significantly higher likelihood of earning college math credit. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Statway®; other factors are likely to have contributed.",Statway®,"Community college education and other classroom training","Adult, Other barriers",,"United States",2016,https://doi.org/10.1177%2F0091552116643162 "Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs [Comparison betwwen Full-WIA Services versus Core Services].","McConnell, S., Fortson, K., Rotz, D., Schochet, P., Burkander, P., Rosenberg, L., Mastri, A., & D’Amico, R. (2016). Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs. Washington, DC: Mathematica Policy Research. [Comparison betwwen Full-WIA Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 15 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 15 months after random assignment. The study found that full-WIA customers were significantly more likely than core customers to complete a training program and receive a training credential. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2016,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov… "Making the Future: The Wisconsin strategy: Final evaluation report","Price, D., Sedlak, W., Roberts, B., & Childress, L. (2016). Making the Future: The Wisconsin strategy: Final evaluation report. Indianapolis, IN: Northeast Wisconsin Technical College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Wisconsin Making the Future program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the Making the Future program to a matched comparison group. Using institutional research data from the community colleges and workforce, the authors conducted statistical models to examine differences between the groups. When compared to non-participating students, the study found that Making the Future program participation was associated with a significantly higher likelihood of credential attainment, credit accumulation, and receipt of a one-year technical diploma, a less than one-year technical diploma, and a local certificate. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Making the Future program, but other factors might also have contributed.","Making the Future","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.dvp-praxis.org/wp-content/uploads/2016/11/Final-Evaluation-Report-W… "Evaluation of the Illinois Network for Advanced Manufacturing: Final Report","Westat. (2016). Evaluation of the Illinois Network for Advanced Manufacturing: Final Report. Rockville, MD: Westat & GEM Software Development, Inc.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Illinois Network for Advanced Manufacturing (INAM) program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the INAM program to a comparison group of students who took similar courses before the creation of INAM. Using data from college databases and the Illinois Department of Employment Security, the authors conducted statistical models to examine differences in outcomes between the groups. The study found that participation in the INAM program was significantly associated with improved rates of certificate or degree completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the INAM program; other factors are likely to have contributed.","the Illinois Network for Advanced Manufacturing (INAM)","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Other, Veteran or military",,"United States",2016,https://www.researchgate.net/publication/315664265_Evaluation_of_the_Illinois_N… "Third party evaluation of MoManufacturingWINS: Implementation, outcomes, and impact","Cosgrove, J. J., Cosgrove, M. S., & Bragg, D. D. (2016). Third party evaluation of MoManufacturingWINs: Implementation, outcomes, and impact. St. Louis, MO: Cosgrove & Associates and Bragg & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of Missouri’s Manufacturing Workforce Innovation Networks(MMW) program on student education and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in MMW to a comparison group of students in other manufacturing-technology related programs. The study found that MMW participation was significantly associated with higher retention and employment rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and they did not include sufficient controls. This means we are not confident that the estimated effects are attributable to MMW; other factors are likely to have contributed.","Missouri’s Manufacturing Workforce Innovation Networks (MMW)","Basic skills Capacity building programs Community college education and other classroom training","Adult, Unemployed, Other, Low-skilled, Veteran or military",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/10116/ThirdPartyFinalEva… "The effect of Social Security information on the labor supply and savings of older Americans.","Armour, P., & Lovenheim, M. F. (2016). The effect of Social Security information on the labor supply and savings of older Americans. (Working paper no. 361). Ann Arbor, MI: University of Michigan, Michigan Retirement Research Center.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Mixed impacts Employment","Summary: The study examined the impact of the Social Security statements issued by the Social Security Administration (SSA) on older men’s annual hours worked. The authors used a nonexperimental design and data from Health and Retirement Study surveys and Social Security administrative records to estimate the impacts. The study found that receiving the first Social Security Statement is associated with a decrease in self-reported annual hours worked and receiving the second Social Security Statement is associated with an increase in self-reported annual hours worked. The quality of casual evidence presented in this report is moderate because that the study was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to Social Security statements, but other factors might also have contributed.","Social Security statements","Older workers' programs Other disparities or discrimination in employment and earnings","Adult, Older worker, Male",,"United States",2016, "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Tennessee College of Applied Technology at Murfreesboro in Tennessee. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Growing Regional Opportunity for the Workforce (Project GROW): Final evaluation report.","Patnaik, A., O'Shea, D., & Prince, H. (2016). Growing Regional Opportunity for the Workforce (Project GROW): Final evaluation report. The University of Texas, Austin Ray Marshall Center for the Study of Human Resources.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study's objective was to examine the impact of Project GROW (Growing Regional Opportunities for the Workforce) on education, earnings, and employment outcomes. The study used a nonexperimental design comparing the outcomes of students in Project GROW to a matched comparison group. Using data from the Workforce Investment Boards’ Administrative System for Program Partners and administrative data from the Texas Workforce Commission and the Texas Health and Human Services Commission, the authors conducted statistical models to examine differences between the groups. The study found no statistically significant differences between the treatment and the comparison group on education, earnings, or employment outcomes. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to Project GROW, but other factors might also have contributed.","Project Growing Regional Opportunities for the Workforce (GROW)","Employment and Training Services Employer Services Employer partnerships Training and Education Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2016,https://repositories.lib.utexas.edu/handle/2152/74399 "Final evaluation report: Implementation and outcomes of Credentials to Careers","Skilton-Sylvester, P., Myran, S., Myran, G., Ross, S., & Williams, M. (2016). Final evaluation report: Implementation and outcomes of Credentials to Careers. Canadian Lakes, MI: Myran & Associates LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the impact of the Credentials to Careers (C2C) program on earnings. The authors used a nonexperimental design to compare outcomes of C2C participants to a matched comparison group using data provided by the college. The study found that C2C program participation was significantly associated with a larger average percent increase in wages relative to the comparison group. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the C2C program; other factors are likely to have contributed.","the Credentials to Careers (C2C) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Unemployed",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15623/Final%20C2C%20Impl… "Contra Costa Community College District Design it–Build it–Ship it (DBS) final evaluation report","Rayyes, N., Abe, Y., Sanchez, R., Lai, F., Akiya, K., Chan, V., & Jennings, E. D. (2016). Contra Costa Community College District Design it–Build it–Ship it (DBS) final evaluation report. Oakland, CA: Impaq International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages Education and skills gains-Mod/high-Unfavorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Design it–Build it–Ship it (DBS) program on education, employment, and earnings outcomes. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of DBS participants to a comparison group. The study found that DBS participation was significantly associated with lower rates of enrollment, fewer credentials/degrees earned, lower transfer rates to four-year colleges, and lower wages. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the DBS program, but other factors might also have contributed.","the Design it–Build it–Ship it (DBS) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed",,"United States",2016,https://www.impaqint.com/sites/default/files/files/IMPAQ%20FINAL%20DBS%20Evalua… "Trade Adjustment Assistance Community College and Career Training II Grant Program (TAACCCT II): Summative Evaluation of the University of District of Columbia, Community College’s Transportation Academy","Yoder, B., & Ryland, A. (2016). Trade Adjustment Assistance Community College and Career Training II Grant Program (TAACCCT II): Summative Evaluation of the University of District of Columbia, Community College’s Transportation Academy. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15654/University%20of%20the%20District%20of%20Columbia%20-%20Final%20Evaluation%20-%202017.01.05.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the TAACCCT funded Transportation Academy program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare education, earnings, and employment outcomes of Transportation Academy participants to a matched comparison group from three different institutional data sources. The study did not find a significant association between participation in the Transportation Academy program and education, earnings, or employment outcomes. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before intervention. This means we are not confident that the estimated effects are attributable to the Transportation Academy program; other factors are likely to have contributed.","the Transportation Academy Program","Capacity building programs Community college education and other classroom training","Adult, Unemployed, Other",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15654/University%20of%20… "Consortium for Healthcare Education Online: Final evaluation report","Edwards, R., McKay, H., Mattoon, A., & Yang, S. (2016). Consortium for Healthcare Education Online: Final evaluation report. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Unfavorable impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Consortium for Healthcare Education Online (CHEO) on education, earnings, and employment outcomes. This summary contains the findings from Flathead Valley Community College. Using institutional, employment, and wage data, the authors conducted a nonexperimental design to compare the outcomes of students who were enrolled in the CHEO program to a historic comparison group of students from previous enrollment years. The study found that CHEO program participation was significantly associated with earning more course credits, lower pass rates, a greater likelihood of pursuing further education, and higher rates of employment after program completion for incumbent workers. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the CHEO program; other factors are likely to have contributed.","the Consortium for Healthcare Education Online (CHEO) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://epe.rutgers.edu/sites/default/files/images/Research_Documents/cheo_fina… "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Danville Community College in Virginia. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly lower for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs [Comparison between Core-and-Intensive Services versus Core Services].","McConnell, S., Fortson, K., Rotz, D., Schochet, P., Burkander, P., Rosenberg, L., Mastri, A., & D’Amico, R. (2016). Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs.  Washington, DC: Mathematica Policy Research. [Comparison between Core-and-Intensive Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 15 months. This summary focuses on the comparison between the group who received core-and-intensive services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 15 months after random assignment. The study found that core-and-intensive customers were significantly more likely than core customers to complete a training program, receive a training credential, and have higher earnings. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2016,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov… "Impact evaluation of the New England Institute of Technology's Shipbuilding/Marine Advanced Manufacturing Institute (SAMI) Program TAACCCT II grant","Fogg, N. P., Harrington, P. E., & Khatiwada, I. (2016). Impact evaluation of the New England Institute of Technology's Shipbuilding/Marine Advanced Manufacturing Institute (SAMI) Program TAACCCT II grant. Philadelphia, PA: Center for Labor Markets and Policy, Drexel University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Shipbuilding/Marine Advanced Manufacturing Institute (SAMI) program on earnings and employment outcomes. Using data from the SAMI program student database and unemployment insurance data from the Rhode Island Department of Labor and Training, the authors conducted a nonexperimental study to compare the outcomes of SAMI participants to a matched comparison group. The study found that participating in the SAMI program was significantly associated with higher rates of employment and higher earnings. The quality of casual evidence provided in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the SAMI program; other factors are likely to have contributed.","the Shipbuilding/Marine Advanced Manufacturing Institute (SAMI)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/handle/taaccct/9764 "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Oakland Community College in Michigan. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva… "Online2Workforce (O2W) Elizabethtown Community & Technical College TAACCCT Round II Grant Final Evaluation Report","Jensen, J., Horohov, J., & Wright, C. (2016). Online2Workforce (O2W) Elizabethtown Community & Technical College TAACCCT Round II Grant Final Evaluation Report. Lexington, KY: University of Kentucky College of Education Evaluation Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Unfavorable impacts Employment","Summary: The study’s objective was to assess the impact of the Online2Workforce (O2W) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the O2W program to a matched comparison group. The study found that O2W program participants had significantly higher rates of credentials earned and awarded, and lower rates of employment after program completion than the comparison group. 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 the estimated effects are attributable to the Online2Workforce program, but other factors might also have contributed.","the Online-2-Workforce (O2W) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15586/Elizabethtown%20CT… "Coconino County Community College TAACCCT grant: Final report","Magnolia Consulting. (2016). Coconino County Community College TAACCCT grant: Final report. Retrieved from: https://www.skillscommons.org/handle/taaccct/15564","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the CCC2NAU program on students’ education outcomes. Using college administrative data, the authors conducted a nonexperimental study to compare education outcomes of CCC2NAU participants to a matched comparison group. The study found that a significantly larger proportion of participants in the treatment group transferred to a 4-year college, were retained in the program, earned a two-year degree, and earned an Arizona General Education Curriculum (AGEC) certificate, relative to the comparison group. 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 the estimated effects are attributable to CCC2NAU, but other factors might also have contributed.",CCC2NAU,"Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/handle/taaccct/15564 "ShaleNET Round 2 TAACCCT grant third-party evaluation final report","Dunham, K., Hebbar, L., Kheman, D., Comeaux, A., Diaz, H., Folsom, L., & Kuang, S. (2016). ShaleNET Round 2 TAACCCT grant third-party evaluation final report. Oakland, CA: Social Policy Research Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the ShaleNET program on earnings and employment. The study used a nonexperimental design to compare the outcomes of students who were in ShaleNET program to a matched comparison group of individuals receiving other federally funded employment services. The study found no statistically significant relationships between ShaleNET program participation and employment or quarterly earnings. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the ShaleNET program; other factors are likely to have contributed.",ShaleNET,"Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.spra.com/wordpress2/wp-content/uploads/2016/12/ShaleNET-Full-Report… "Evaluation of the AMP PLUS program: Final report","Public Policy Associates. (2016). Evaluation of the AMP PLUS program: Final report. Lansing, MI: Public Policy Associates, Incorporated.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Advanced Manufacturing Pathways (AMP) PLUS program on education and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who participated in the AMP PLUS program to a historic comparison group using the college’s administrative data. The study found no statistically significant relationships between participating in the AMP PLUS program and student retention, degree completion, credit hours completed, or employment. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the AMP PLUS program; other factors are likely to have contributed.","the Advanced Manufacturing Pathways (AMP) PLUS Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9571/FVTC%20TAACCCT%20Ro… "Cuyahoga Community College Trade Adjustment Assistance Community College Career Training grant: Final report.","The New Growth Group, LLC. (2016). Cuyahoga Community College Trade Adjustment Assistance Community College Career Training grant: Final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/9890/Tri-C%20Final%20Report.pdf?sequence=1&isAllowed=y","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 evaluate the impact of the TAACCCT-enhanced Additive Manufacturing (AM) programs or courses on education outcomes. Using data from the College Student Information System, the authors conducted a nonexperimental study to compare the educational outcomes of students who were enrolled in AM programs to a matched comparison group. The study found a significant association between AM program participation and increased credit hour accumulation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the TAACCCT-enhanced Additive Manufacturing programs or courses; other factors are likely to have contributed.","the TAACCCT-enhanced Additive Manufacturing Programs","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9890/Tri-C%20Final%20Rep… "Community value: The effect of an urban community college's learning community program on developmental English student retention, academic success, and graduation","Risolo, P. L. (2015). Community value: The effect of an urban community college's learning community program on developmental English student retention, academic success, and graduation (Unpublished doctoral dissertation). Creighton University, Omaha, NE.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of participation in a learning community during the first academic semester on community college students’ retention and graduation rates. The study used a nonexperimental design to compare the outcomes of students who participated in a learning community to those who did not participate. Using data from the college’s Institutional Research Department, the author tested for group differences in student retention after one year and graduation after four years. Compared to nonparticipating students, the study found that learning community students were significantly less likely to be retained after one year but more likely to graduate after four years. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the learning community program; other factors are likely to have contributed.","the learning communities","Community college education and other classroom training",Adult,,"United States",2015,https://dspace2.creighton.edu/xmlui/handle/10504/74383 "Three accelerated developmental education programs: Features, student outcomes, and implications","Jaggars, S. S., Hodara, M, Cho, S., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review 43(1), 3-26. doi: 10.1177/0091552114551752","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This summary focuses on the Accelerated Learning Program (ALP) at the Community College of Baltimore. This nonexperimental study used regression analysis and propensity score matching to compare the outcomes of students who participated in the ALP to those who did not. The study reported outcomes one year and three years after students first enrolled in the course. The study found that ALP students had significantly higher course completion rates, course enrollment rates, and credit accumulation than comparison students one year and three years after enrollment. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerated Learning Program, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training","Adult, Other barriers",,"United States",2015,https://doi.org/10.1177%2F0091552114551752 "Psychological frictions and the incomplete take-up of social benefits: Evidence from an IRS field experiment","Bhargava, S., & Manoli, D. (2015). Psychological frictions and the incomplete take-up of social benefits: Evidence from an IRS field experiment. American Economic Review, 105(11), 3489-3529.","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of complexity, program information, and stigma on the take-up rate of the Earned Income Tax Credit (EITC) among eligible taxpayers who had not previously claimed the credit. The authors conducted a randomized controlled trial, sending different combinations of materials to likely eligible taxpayers who had not previously claimed the EITC. They used tax data from the Internal Revenue Service (IRS) for tax year 2009. The study found that use of complex materials and a longer worksheet decreased the EITC take-up rate by 6 and 4 percentage points, respectively. Materials that displayed the potential tax credit amount increased the EITC take-up rate by 8 percentage points. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the experimental mailings, and not to other factors.",,"Behavioral Interventions","Adult, Employed",,"United States",2015, "Employment outcomes among African American and white women with disabilities: Examining the inequalities.","Balcazar, F. E., & Suarez-Balcazar, Y. (2015). Employment outcomes among African American and white women with disabilities: Examining the inequalities. Women, Gender, and Families of Color, 3(2), 144-164.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-No impacts Employment","Summary: The study examined the impact of adult vocational rehabilitation (VR) services on employment outcomes for African American and white women. The authors used a statistical model and data from a Midwestern state VR system to compare the odds of employment after completing VR services for older versus younger women. The study found no significant difference in employment outcomes between older and younger women who completed VR services. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before receiving VR services. This means we are not confident that the estimated effects are attributable to participation in VR services; other factors are likely to have contributed.","Vocational Rehabilitation (VR) Services","Vocational rehabilitation","Adult, Older worker, Female, Black or African American, White, Disability",,"United States",2015, "Third-party evaluation of the outcomes and impact of the National Information, Security, & Geospatial Technologies Consortium (NISGTC)","Bridges, K., Bishop, C., & Giani, M. (2015). Third-party evaluation of the outcomes and impact of the National Information, Security & Geospatial Technologies Consortium (NISGTC). Champaign, IL: Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to assess the impact of TAACCCT-funded programming offered at National Information Security & Geospatial Technology Consortium (NISGTC) colleges on educational and employment outcomes. Using student-level data collected by the colleges’ Institutional Research offices and states’ Unemployment Insurance data systems, the study used a nonexperimental design to compare the outcomes of students enrolled in NISGTC programs with students enrolled in similar programs of study prior to the grant. The study found that students in the NISGTC-affected programs were significantly more likely to attain credentials and have higher average quarterly earnings than students in the comparison group. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis for the education outcomes. This means we are not confident that the estimated effects are attributable to the NISGTC-affected programs; other factors are likely to have contributed.","National Information Security & Geospatial Technology Consortium (NISGTC) Programs","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Other, Low-skilled",,"United States",2015,https://occrl.illinois.edu/docs/librariesprovider4/nisgtc/nisgtc-impact.pdf "How much does access to health insurance influence the timing of retirement?","Coe, N. B., & Goda, G. S. (2015). How much does access to health insurance influence the timing of retirement? (SIEPR Discussion Paper No. 14-007). Stanford, CA: Stanford Institute for Economic Policy Research. City, ST: Publisher.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Unfavorable impacts Employment Public benefits receipt-Low-No impacts Public benefit receipt","Summary: The study examined the impact of state-level reforms of health insurance on early retirement and Social Security retirement benefit claims. The authors used 1996–2010 data from the Health and Retirement Study (HRS) and statistical models to compare the outcomes of individuals in states with state-level reforms of health insurance with those in non-reform states. The study found that employed individuals in states with non-group health insurance reform were significantly more likely to retire at age 63. The quality of causal evidence presented in this report is low because the authors did not demonstrate that individuals in states with state-level reforms of health insurance were similar to those in non-reform states. This means we are not confident that the estimated effects are attributable to the non-group health insurance reform; other factors are likely to have contributed.","Retiree Health Insurance","Health insurance Older workers' programs","Adult, Older worker",,"United States",2015, "The effect of a severe health shock on work behavior: Evidence from different health care regimes.","Datta Gupta, N., Kleinjans, K. J., & Larsen, M. (2015). The effect of a severe health shock on work behavior: Evidence from different health care regimes. Social Science and Medicine, 136-137, 44-51.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the national health policies of the United States and Denmark on employment of older workers after a health shock, defined as a new cancer or cardiovascular disease diagnosis. The authors used a nonexperimental approach to compare the impact of a health shock on the likelihood of nonemployment in the United States’ private multipayer system with Denmark’s nationalized universal health care model. The authors used the data from the RAND Health and Retirement Study survey from 1994 to 2002 and Danish population registers for 1993 to 2001. The study found no differences between the United States and Denmark in the relationship between a health shock and employment for older workers. The quality of causal evidence presented in this report is low because the authors did not account for unobserved differences between the countries. This means we are not confident that differences in the association between health shocks and employment in the United States and Denmark are attributable to the national health care policies; other factors are likely to have contributed.","National Healthcare Policy","Health Older workers' programs","Adult, Older worker",,"International, United States",2015,https://www.sciencedirect.com/science/article/pii/S0277953615002816 "Three accelerated developmental education programs: Features, student outcomes, and implications","Jaggars, S. S., Hodara, M, Cho, S., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review 43(1), 3-26. doi: 10.1177/0091552114551752","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This summary focuses on the FastStart Math Program at Denver Community College. This nonexperimental study used regression analysis and propensity score matching to compare the outcomes of students who participated in the FastStart math program to those who did not. The study reported outcomes one year and three years after students first enrolled in the course. The study found that students who participated in the FastStart Math Program had significantly higher course completion rates and course enrollment rates than comparison students one year and three years after enrollment. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the FastStart Math Program, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2015,https://doi.org/10.1177%2F0091552114551752 "Can compulsory dialogues nudge sick-listed workers back to work?","Markussen, S., Røed, K., & Schreiner, R. C. (2015). Can compulsory dialogues nudge sick-listed workers back to work? (IZA Discussion Paper No. 9090). Bonn, Germany: Institute for the Study of Labor (IZA).","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of a compulsory dialogue meeting (DM) on the return to partial or full-time employment for long-term sick-listed workers in Norway. The authors compared differences in outcomes between long-term sick-listed workers whose absence started in July 2004 through June 2006 and those whose absence started in January 2009 through December 2010, during which time the DM program became compulsory. The authors used salary and social insurance data from the Norwegian Social Security Administration (SSA) to measure program impacts. The study found that increasing the probability of a sick-listed worker attending a DM resulted in a significant increase in base salary, for those who returned to full-time employment, of $1,436. It also resulted in a significantly lower probability of receiving temporary disability benefits two years later for those who returned to full-time employment (1.4 percent) and those who returned to either part- or full-time employment (2.3 percent). The quality of causal evidence presented in this report is low because the authors did not establish the comparability of the treatment and comparison groups. This means we are not confident that the estimated effects are attributable to compulsory DMs; other factors are likely to have contributed.","Dialogue Meeting (DM)","Behavioral Interventions","Unemployed, Adult",,International,2015,http://ftp.iza.org/dp9090.pdf "Net impact study on annual earnings for the training benefits program 2002-2012","Aviles, G., Bordelon, C., Greenwell, A., Pham, L., Sinkler, A., & Stromsdorfer, E. (2015). Net impact study on annual earnings for the training benefits program 2002-2012. Olympia, WA: Washington State Employment Security Department",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Employment-Mod/high-Mixed impacts Employment Public benefits receipt-Mod/high-Mixed impacts Public benefit receipt","Summary: The study’s objective was to evaluate the impact and cost-benefit of the Training Benefits program on participants’ employment, earnings, and unemployment benefits. The study used a nonexperimental design to compare the outcomes of individuals who participated in the program with those who did not, based on data from the Washington Employment Security Department. Using several demographic characteristics, the authors created a matched comparison group to test the impact of the program on time employed, annual earnings, and receipt of unemployment benefits. The study found that program participation was associated with a decrease in employment and earnings in early follow up years, but an increase in employment and earnings in later years. However, the study did not include tests of statistical significance. The quality of causal evidence provided in this study is moderate because it is based on a well-implemented non-experimental design. This means we are somewhat confident that the estimated effects are attributable to the Training Benefits program, but other factors might have also contributed.","Training Benefits (TB) Program","Unemployment Insurance Work based and other occupational training","Adult, Unemployed",,"United States",2015, "First Year Initiative's impact on developmental students' re-enrollment and course success at a community college","Rogers, S. S. (2015). First Year Initiative's impact on developmental students' re-enrollment and course success at a community college. (Unpublished doctoral dissertation). Wilmington University, New Castle, DE","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the First Year Initiative (FYI) program on community college students’ re-enrollment rates and successful completion of developmental math and reading courses. The study used a nonexperimental design to compare the outcomes of students who participated in the FYI program to eligible students who did not participate in the program. When compared to non-participating students, the study found that FYI program participation was associated with significantly higher re-enrollment rates and significantly lower successful course completes rates. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the FYI program; other factors are likely to have contributed.","the First Year Initiative (FYI) program","Community college education and other classroom training","Adult, Other barriers",,"United States",2015,https://search.proquest.com/openview/844c6b71d3a0c97530d29127a97348bd/1?pq-orig… "The effect of health reform on retirement.","Levy, H., Buchmueller, T. C., & Nikpay, S. (2015). The effect of health reform on retirement (Research Paper 329). Ann Arbor, MI: Michigan Retirement Research Center.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the expansion of Medicaid to low-income adults in 2014 on retirement rates of workers ages 55 to 64. The authors used a nonexperimental analysis to compare those who lived in an expansion state to those who lived in other states. The study used data from the monthly Current Population Survey from January 2005 through July 2015. The study found no statistically significant relationships between Medicaid expansion and retirement. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the expansion of Medicaid; other factors are likely to have contributed.","Medicaid expansion","Health insurance Older workers' programs","Adult, Older worker, Low income",,"United States",2015,https://deepblue.lib.umich.edu/handle/2027.42/116062 "Three accelerated developmental education programs: Features, student outcomes, and implications","Jaggars, S. S., Hodara, M, Cho, S., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review 43(1), 3-26. doi: 10.1177/0091552114551752","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This summary focuses on the accelerated developmental reading/writing program at Chabot College in California. This nonexperimental study used regression analysis and propensity score matching to compare the outcomes of students who participated in the accelerated reading/writing program to those who did not. The study reported outcomes one year and three years after students first enrolled in the course. The study found that students who participated in the accelerated program had significantly higher course completion rates, course enrollment rates, and credit accumulation than comparison students one year and three years after enrollment. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the accelerated reading/writing program, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2015,https://doi.org/10.1177%2F0091552114551752 "Third party evaluation of the impact of the Health Professions Pathways (H2P) Consortium.","Bragg, D. D., Giani, M. S., Fox, H. L., Bishop, C., & Bridges, K. (2015). Third party evaluation of the impact of the Health Professions Pathways (H2P) Consortium. Champaign, IL: Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Health Professions Pathways (H2P) Consortium on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the H2P Consortium to a matched comparison group. The study found a statistically significant relationship between H2P participation and the likelihood to be employed and have higher wages in contrast to the comparison group. The quality of the causal evidence rating presented in this report is low because the authors used a cohort from a previous enrollment year for the comparison group presenting a confounding factor. This means we are not confident that the effects are attributable to the Health Professions Pathways (H2P) Consortium; other factors are likely to have contributed.","Health Professions Pathways (H2P) Consortium","Capacity building programs Community college education and other classroom training",Adult,,"United States",2015,https://occrl.illinois.edu/docs/librariesprovider4/h2p/impact.pdf "Evaluation of MoHealthWINS outcomes and impact","Cosgrove, J. J., Cosgrove, M. S., & Bragg, D. D. (2015). Evaluation of MoHealthWINS outcomes and impact. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/5125/SEPTEMBER%202015%20FINAL%20VERSION%20OF%20MHW%20OUTCOME%20IMPACT%20EVALUATION%20REPORT.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to assess the relationship between the MoHealthWINS program and education and employment outcomes. The study used a nonexperimental design, where the program participants were compared to a matched comparison group. Using college administrative data, state employment data, and employer data, the authors compared the program completion and employment rates between the treatment and comparison group. The study found a significant relationship between program participation and the likelihood to complete the program and be employed post-program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to MoHealthWINS program; other factors are likely to have contributed.",MoHealthWINS,"Capacity building programs Community college education and other classroom training","Adult, Unemployed, Low-skilled, Veteran or military",,"United States",2015,https://www.skillscommons.org/bitstream/handle/taaccct/5125/SEPTEMBER%202015%20… "Engaging community college students using an engineering learning community","Maccariella, J. (2015). Engaging community college students using an engineering learning community. (Unpublished doctoral dissertation). Old Dominion University, Norfolk, VA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Engineering Tutors and Leaning Communities (TLC) program on community college engineering students’ retention and graduation/transfer rates. The study used a nonexperimental design to compare the outcomes of students who participated in the Engineering TLC program to students who did not participate in the program, one and two semesters after program implementation. When compared to non-participating students, the study did not find a significant relationship between participation in the Engineering TLC program and student retention rates or graduation/transfer rates. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Engineering TLC program, but other factors might also have contributed.","the Engineering Tutors and Leaning Communities (TLC) program","Community college education and other classroom training Mentoring Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2015,https://digitalcommons.odu.edu/cgi/viewcontent.cgi?referer=https%3A//scholar.go… "Learning about job search: A field experiment with job seekers in Germany","Altmann, S., Falk, A., Jäger, S., & Zimmermann, F. (2015). Learning about job search: A field experiment with job seekers in Germany. Unpublished manuscript.","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine whether providing job search information to unemployed job seekers affected their labor market outcomes. German citizens identified as unemployed were randomly assigned to the treatment group, which was mailed an informational brochure, or to the control group, which was not mailed a brochure. The Integrated Employment Biographies, an administrative database available through the German Federal Employment Agency, was the primary data source for the study. The study did not find any statistically significant effects of the brochure on the employment or earnings outcomes of the treatment group relative to the control group. However, the study did find positive impacts of the brochure on earnings and employment outcomes for the subgroup of individuals who had been identified as being at risk of long-term unemployment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the informational brochure, and not to other factors.",,"Job search assistance and supportive services Behavioral interventions","Adult, Unemployed",,International,2015,https://www.cens.uni-bonn.de/team/board/armin-falk/afjz-job-search-dp-150509.pdf "Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students","Scrivener, S., Weiss, M., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effectiveness of the Accelerated Study in Associate Programs (ASAP) at three City University of New York (CUNY) schools on credits earned and completion of a college degree. At the three participating schools, eligible students were randomly assigned to the treatment group, which could participate in ASAP, or to the control group, which could not participate in ASAP but could access existing services at the schools. The primary data sources were a baseline information form, the CUNY Institutional Research Database, and National Student Clearinghouse records. The study found that students in the ASAP group were significantly more likely to earn a degree from any college in the fourth, fifth, and sixth semesters following random assignment, compared with the control group. In addition, during the sixth semester following random assignment, the treatment group was significantly more likely to be enrolled in a four-year college than the control group. Over the six semesters of the study, students in the treatment group earned significantly more total credits, college-level credits, and developmental credits than the control group. The quality of causal evidence presented in this report is high because it was based on a well-conducted randomized controlled trial. This means we are confident that the estimated effects are attributable to ASAP and not to other factors.","the Accelerated Study in Associate Program (ASAP)","Community college education and other classroom training","Adult, Low income",,"United States",2015,http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf "The promise of worker training: New insights into the effects of government funded training programs","McEntaffer, M. J. (2015). The promise of worker training: New insights into the effects of government funded training programs. (Doctoral dissertation). Retrieved from http://digitalcommons.unl.edu/businessdiss/51.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of participation in a Workforce Investment Act (WIA) occupational skills training (OST) or on-the-job training (OJT) program on employment and earnings. In a nonexperimental analysis, the author compared average employment rates and earnings for people who received OST or OJT to those who did not receive either employment service. Employment and earnings data came from payroll tax records. The study found that individuals participating in OST or OJT were more likely to be employed and had higher earnings in the first and third quarters after exiting the program. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the WIA employment training programs; other factors are likely to have contributed.","the WIA Employment Training Programs","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs",Adult,,"United States",2015,http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1055&context=business… "Assessing the effects of virtual emergency training on mine rescue team efficacy","Hoebbel, C., Bauerle, T., Macdonald, B., & Mallett, L. (2015). Assessing the effects of virtual emergency training on mine rescue team efficacy. Paper presented at the meeting of the National Institute for Occupational Safety and Health, Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) in Pittsburgh, PA.","Mine Workers and Mine Health and Safety","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Health and safety-Low-Favorable impacts Health and safety","Summary: The study’s objective was to examine the impact of virtual mine rescue training on mine rescue process efficacy. Using survey data, the authors used an interrupted time series design to compare mine rescue team members’ self-reported process efficacy before and after virtual mine rescue training. The study found that the virtual mine rescue training was significantly associated with an increase in process efficacy. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods before and after the intervention. This means we are not confident that the estimated effects are attributable to the mine rescue training; other factors are likely to have contributed.",,"Mine safety and health Workplace injury",Adult,,"United States",2015,https://www.cdc.gov/Niosh/mining/UserFiles/works/pdfs/ateov.pdf "A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later","Weiss, M. J., Mayer, A., Cullinan, D., Ratledge, A., Sommo, C., & Diamond, J. (2014). A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study aimed to examine the impact of the Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree, actual completion of a degree, employment, and earnings. It measured impacts seven years after random assignment. Students in the Opening Doors learning communities took three linked courses during one semester and received tutoring and case management services. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in one of the learning communities, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on the background characteristics of students, student transcripts, degree attainment information from the National Student Clearinghouse, and employment and earnings information from Unemployment Insurance (UI) wage records in New York. The study found no significant impacts on the number of credits earned or attempted, completion of any college degree, or employment or earnings in the seventh year after random assignment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training","Adult, Low income",,"United States",2014,http://www.mdrc.org/sites/default/files/A_Random_Assignment_Evaluation_of_Learn… "Net impact and benefit-cost estimates of the workforce development system in Washington state. (Upjohn Institute Technical Report No. 13-029).","Hollenbeck, K. & Huang, W-J. (2014). Net impact and benefit-cost estimates of the workforce development system in Washington state. (Upjohn Institute Technical Report No. 13-029). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Unfavorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of apprenticeship programs on employment rates, earnings, and benefit receipt. The authors used a nonexperimental method to compare the short-term (3 quarters after program exit) and long-term (9–12 quarters after program exit) employment, earnings, and unemployment insurance benefits between those who took part in the apprenticeship programs and those who registered for services at the Labor Exchange (Employment Services). The study found that, compared to those who registered for services at the Labor Exchange, participants in the apprenticeship programs had higher employment rates, hours worked, earnings, and receipt of unemployment insurance benefits. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the apprenticeship programs; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","Apprenticeship Programs","Labor Exchange Registered apprenticeship Work based and other occupational training",Adult,,"United States",2014,http://research.upjohn.org/cgi/viewcontent.cgi?article=1032&context=up_technica… "The impact of ABS program participation on long-term GED attainment","Reder, S. (2014). The impact of ABS program participation on long-term GED attainment. Washington, DC: United States Department of Education, Office of Career, Technical and Adult Education.",Literacy,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Adult Basic Skills (ABS) training on GED attainment. The author used a nonexperimental design to compare the outcomes of adults who participated in various levels of ABS training to a matched comparison group who did not, over a ten-year time period. The study found that ABS participants had significantly higher rates of GED attainment than adults who did not participate in ABS training. The quality of causal evidence presented in this report is moderate because it is based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to Adult Basic Skills training, but other factors might also have contributed.",,"Basic skills","Adult, Other barriers, Low-skilled",,"United States",2014,https://lincs.ed.gov/publications/pdf/ABS_GED.pdf "Net impact and benefit-cost estimates of the workforce development system in Washington state. (Upjohn Institute Technical Report No. 13-029). [Private career school programs]","Hollenbeck, K., & Huang, W.-J. (2014). Net impact and benefit-cost estimates of the workforce development system in Washington state. (Upjohn Institute Technical Report No. 13-029). Retrieved from W.E. Upjohn Institute for Employment Research website: http://dx.doi.org/10.17848/tr13-029 [Private career school programs]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Unfavorable impacts Employment Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of private career schools’ programs on the employment rate, earnings, and benefit receipt of adults who completed high school in Washington State. The authors used a nonexperimental method to compare short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and Unemployment Insurance benefits between those who took part in private career school programs with those who registered for services at the Labor Exchange Employment Services. The study found that, compared with those who registered for services at the Labor Exchange, participants in private career school programs had lower initial employment but higher long-term employment and earnings. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before program participation. This means we are not confident that the estimated effects are attributable to private career school programs; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Private Career School Programs","Other training and education",Adult,"Other services, Transportation and warehousing","United States",2014,http://research.upjohn.org/cgi/viewcontent.cgi?article=1032&context=up_technica… "Reference-dependent job search: Evidence from Hungary","DellaVigna, S., Lindner, A., Reizer, B., & Schmieder, J. (2014). Reference-dependent job search: Evidence from Hungary. Unpublished working paper.","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to empirically test a behavioral model of job search using a reform in Hungary’s Unemployment Insurance (UI) program. The authors compared rates of exit from unemployment in groups of claimants who entered UI before and after the reform’s implementation in November 2005. The authors used social security and UI data from Hungary’s Institute of Economics and National Employment Service. The study found support for the behavioral job search model and theorized that approximately budget-neutral transitions to two-step UI systems could speed claimants’ exit out of unemployment. The quality of causal evidence presented in this report is low because it cannot account for factors other than the UI program that also changed over the period of study and could also have influenced the outcomes of interest. This means we are not confident that the estimated effects are attributable to Hungary’s 2005 UI reform; other factors are likely to have contributed.","Hungary’s Unemployment Insurance Reform","Unemployment Insurance Behavioral Interventions Job search assistance and supportive services","Adult, Unemployed, Dislocated or displaced worker",,International,2014,http://eml.berkeley.edu/~sdellavi/wp/HungaryUIRD_wp_2014_07_20.pdf "High-involvement work practices and the opportunities for promotion in the organization","Bonet, R. (2014). High-involvement work practices and the opportunities for promotion in the organization. Industrial Relations, 53(2), 295-324. doi:10.1111/irel.12057","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of employees’ participation in high-involvement work practices (HIWP) on their expected promotions. The author used regression methods in a nonexperimental analysis to estimate impacts of participating in HIWP, drawing on self-reported data from a survey of for-profit company employees. The study found that employee participation in more HIWP was associated with a greater likelihood of expected promotions. 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 the estimated effects are attributable to participation in HIWP, but other factors might also have contributed.","High-Involvement Work Practices (HIWP)","Work based and other occupational training","Adult, Employed",,"United States",2014,https://doi.org/10.1111/irel.12057 "The impact of ABS program participation on long-term economic outcomes","Reder, S. (2014). The impact of ABS program participation on long-term economic outcomes. Washington, DC: United States Department of Education, Office of Career, Technical and Adult Education.",Literacy,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the impact of Adult Basic Skills (ABS) training on earnings and wages. The author used a nonexperimental design to compare the outcomes of adults who participated in various levels of ABS training to a matched comparison group who did not, over a ten-year time period. The study found a significant relationship between participating in ABS training and higher income, with a greater increase in income for those with at least 100 hours of ABS training. The study also found that wages were significantly associated with the length of time since training and intensity of training, with higher wages among participants who had attained 100 hours of ABS training in earlier years. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Adult Basic Skills training; other factors are likely to have contributed.",,"Basic skills","Adult, Other barriers, Low-skilled",,"United States",2014,https://lincs.ed.gov/publications/pdf/ABS_EconomicOutcomes.pdf "Did age discrimination protections help older workers weather the Great Recession?","Neumark, D., & Button, P. (2014). Did age discrimination protections help older workers weather the Great Recession? Journal of Policy Analysis and Management, 33(4), 566-601. doi:10.1002/pam.21762","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Unfavorable impacts Employment","Summary: The study examined whether the strong age discrimination laws moderated the impact of the Great Recession on employment outcomes of older workers. The study used statistical models and the data from the 2003–2011 Current Population Survey (CPS) and 2004–2011 Quarterly Workforce Indicators to estimate impacts. The study found that states with stronger age discrimination laws had experienced increases in unemployment rates, longer unemployment durations, and decreases in hiring rates for some types of older workers relative to younger workers in the months during and following the Great Recession. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the differential effect of the Great Recession on older workers in states with strong age discrimination laws, but other factors might also have contributed.","Age Discrimination Laws","Older workers' programs Other disparities or discrimination in employment and earnings","Adult, Older worker, Female, Male",,"United States",2014,https://www.nber.org/papers/w19216 "An examination of the impact of accelerating community college students’ progression through developmental education","Hodara, M., & Jaggars, S. (2014). An examination of the impact of accelerating community college students’ progression through developmental education. Journal of Higher Education, 85(2), 246-276.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of accelerated developmental writing and math sequences on enrollment, persistence, and academic achievement outcomes at six City University of New York (CUNY) community colleges. At some colleges, students assigned to the lowest level of developmental writing or math were required to complete an accelerated sequence of only one or two developmental courses before moving to college-level courses, compared with the longer sequence of two or three courses required at other colleges. This nonexperimental study used regression analysis and propensity-score matching to estimate the impact of accelerated developmental writing and math sequences among students in need of developmental courses from 2001 to 2007. CUNY’s Office of Institutional Research provided students’ data. The study reported outcomes three years after students first enrolled in community college. The study found that students in the shorter math and writing sequences were more likely to enroll in and pass college-level math and writing. Students in the shorter writing sequence earned more credits, on average, within three years and were more likely to earn an associate’s or bachelor’s degree within five years than those in the longer writing sequence. Among students who enrolled in college English, however, those who had taken the shorter English sequence were 2.5 percentage points less likely to pass college English. 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 the estimated effects are attributable to the accelerated developmental education program, but other factors might also have contributed.","Accelerated Developmental Education","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2014, "Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College","Sommo, C., Boynton, M., Collado, H., Diamond, J., Gardenhire, A., Ratledge, A., . . . Weiss, M. J. (2014). Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mathematics Access Performance Scholarship (MAPS) on completion of developmental and college-level math, credits attempted and earned, and retention at two Hillsborough Community College campuses in Florida (the Dale Mabry campus and the Brandon campus). Developmental math students were randomly assigned to the MAPS program or to the control group. College transcripts were used to assess outcomes. The study found that students in the treatment group attempted and earned more math credits and were more likely to complete Intermediate Algebra (a developmental math course). The quality of causal evidence provided in this study is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the MAPS program and not to other factors.","the Mathematics Access Performance Scholarship (MAPS)","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2014,http://test.mdrc.org/sites/default/files/PBS-HCC%202014%20Full%20Report.pdf "Net impact and benefit-cost estimates of the workforce development system in Washington state. (Upjohn Institute Technical Report No. 13-029). [Community and Technical College Job Prep Training]","Hollenbeck, K., & Huang, W-J. (2014). Net impact and benefit-cost estimates of the workforce development system in Washington state. (Upjohn Institute Technical Report No. 13-029). Retrieved from W.E. Upjohn Institute for Employment Research website: http://dx.doi.org/10.17848/tr13-029%20[Community and Technical College Job Prep Training]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of Community and Technical College (CTC) Job Preparatory Training on employment rates, average quarterly earnings, and benefit receipt of high school graduates and/or those age 18 or older in Washington State. The authors assigned participants to the treatment group if they received technical job training through the CTC Job Preparatory Training program and exited from July 2005 to June 2006 or from July 2007 to June 2008. The comparison group comprised workers who registered for services with the Labor Exchange program during this period. The study found that both short- and long-term employment and earnings increased for those who participated in the CTC training program compared to those in the Labor Exchange. In addition, short- and long-term receipt and value of benefits decreased for those in the treatment group. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before program participation. This means we are not confident that the estimated effects are attributable to CTC Job Preparatory Training program; other factors are likely to have contributed.","Community and Technical College (CTC) Job Preparatory Training Program","Other training and education Community college education and other classroom training",Adult,,"United States",2014,http://research.upjohn.org/cgi/viewcontent.cgi?article=1032&context=up_technica… "The economics of federal tax and employment laws: Empirical evidence from three studies.","Figinski, T. F. (2013). The economics of federal tax and employment laws: Empirical evidence from three studies. (Doctoral dissertation). Retrieved from ProQuest. Accession No. 1415455735.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Unfavorable impacts Public benefit receipt","Summary: The study examined the impact of removing the Social Security earnings test on Social Security claims, earnings, and labor force participation for female beneficiaries. The study used a statistical model and the data from the Social Security Administration’s Benefit and Earnings Public Use File to estimate impacts. The study found that removing the earnings test was associated with an increase in Social Security claims among women who were primary or spousal beneficiaries and with an increase in average earnings and in labor force participation among women who were primary beneficiaries. The qaulity of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the change in Social Security earings test. This means we are not confident that the estimated effects are attributable to the removal of the Social Security earnings test; other factors are likely to have contributed.","Social Security 2000 Earnings Test Removal","Federal retirement benefits Older workers' programs","Adult, Older worker, Female",,"United States",2014, "Directional control-response compatibility relationships assessed by physical simulation of an underground bolting machine","Steiner, L., Burgess-Limerick, R., & Porter, W. (2014). Directional control-response compatibility relationships assessed by physical simulation of an underground bolting machine. Human Factors, 56(2), 384-391. https://doi.org/10.1177/0018720813490953","Mine Workers and Mine Health and Safety","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Health and safety-Mod/high-Favorable impacts Health and safety","Summary: The study’s objective was to examine the impact of directional control-response relationships on errors made when controlling roof-bolting machines. The study was a randomized controlled trial conducted in a laboratory setting. The authors tested the role of the directional control-response relationships for roof-bolting machines on the amount of selection errors made by participants. The study found a significant effect of directional control-response relationships on the proportion of errors made for three of the five levers tested. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to directional control-response relationships for roof-bolting machines, and not to other factors.",,"Mine safety and health Workplace injury",Adult,,"United States",2014,https://doi.org/10.1177/0018720813490953 "Occupational radon exposure and lung cancer mortality: Estimating intervention effects using the parametric G formula","Edwards, J. K., McGrath, L. J., Buckley, J. P., Schubauer-Berigan, M. K., Cole, S. R., & Richardson, D. B. (2014). Occupational radon exposure and lung cancer mortality: Estimating intervention effects using the parametric G formula. Epidemiology, 25(6), 829-834. https://doi.org/10.1097/ede.0000000000000164","Mine Workers and Mine Health and Safety","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Health and safety-Mod/high-No impacts Health and safety","Summary: The study’s objective was to examine the impact of three different historical U.S. radon exposure standards on lung cancer mortality. The author used statistical models and data from the Colorado Plateau Uranium Miners cohort to estimate the risk of lung cancer death based on different limits of radon exposure. The study found that all three federal standards that limited radon exposure were associated with lower cumulative lung cancer mortality by age 90. However, tests of statistical significance were not reported. The quality of causal evidence presented in this report is moderate because it is based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the historical radon exposure standards, but other factors might also have contributed.",,"Mine safety and health Workplace injury",Adult,,"United States",2014,https://doi.org/10.1097/ede.0000000000000164 "Retiree health insurance for public school employees: Does it affect retirement?","Fitzpatrick, M. D. (2014). Retiree health insurance for public school employees: Does it affect retirement? Journal of Health Economics, 38, 88-98.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of an Illinois Public Schools retiree health insurance program on the retirement rates of eligible staff ages 55 to 75. The study used a nonexperimental approach to compare the retirement rates of eligible staff with those of staff who were not eligible and staff in years prior to the introduction of the health insurance program who would have been eligible. The author used data from the Illinois Public Schools' Teacher Service Record database from 1970 to 1992. The study found that eligibility for the program was associated with an overall decrease in retirement age, with eligible staff more likely to retire at ages 55 or 56, but less likely to retire after age 65 compared with those who were not eligible for the program. The quality of the causal evidence presented in this report is low because the study is a nonexperimental analysis that does not account for possible differences in the groups. This means we are not confident that the estimated effects are attributable to the Illinois Public Schools Teachers Retirement Health Insurance Plan; other factors are likely to have contributed.","Illinois Public Schools Teachers Retirement Health Insurance Plan","Employer provided retirement benefits Health insurance Older workers' programs","Adult, Older worker",,"United States",2014,https://www.nber.org/papers/w19524 "Net impact and benefit-cost estimates of the workforce development system in Washington State. Upjohn Institute technical report no. 13-029. [Adult basic education programs on community and technical college campuses]","Hollenbeck, K., & Huang, W-J. (2014). Net impact and benefit-cost estimates of the workforce development system in Washington State. Upjohn Institute technical report no. 13-029. Kalamazoo, MI: W. E. Upjohn Institute for Employment Research. http://dx.doi.org/10.17848/tr13-029 [Adult basic education programs on community and technical college campuses]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Mixed impacts Employment Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of community and technical college campus Adult Basic Education (ABE) programs on the employment rate, earnings, and benefit receipt of adults in Washington State. The authors used a nonexperimental method to compare short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and unemployment insurance benefits between those who took part in the ABE program with those who registered for services at the Labor Exchange (Employment Services). The study found that, compared with those who registered for services at the Labor Exchange, the employment rate for ABE participants decreased and average quarterly earnings increased, in both the short and long terms. Compared with the Labor Exchange group, ABE participants received fewer benefits in the short and long terms. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the ABE program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Adult Basic Education (ABE) Program","Other training and education",Adult,,"United States",2014,http://research.upjohn.org/cgi/viewcontent.cgi?article=1032&context=up_technica… "Who pays the high health costs of older workers? Evidence from prostate cancer screening mandates.","Bailey, J. (2014). Who pays the high health costs of older workers? Evidence from prostate cancer screening mandates. Applied Economics, 46(32), 3931-3941. doi:10.1080/00036846.2014.948673","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages Employment-Mod/high-Unfavorable impacts Employment","Summary: The study examined the impact of state mandates that health insurance plans cover prostate cancer screenings on the earnings and employment of men older than age 50 The study used nonexperimental regression analyses to compare older men in states that had enacted a mandate with women, younger men, and older men living in states without a mandate. The author used data from the Current Population Survey(CPS) between 1990 and 2009. The study found that older men in states with mandates had lower wages and were less likely than the comparison group to be employed. The quality of causal evidence presented in this study is moderate, because it is a well-implemented nonexperimental study. This means we are somewhat confident that the estimated effects are attributable to the prostrate screening mandate, but other factors might also have contributed.","Prostate cancer screening mandates","Health insurance Older workers' programs","Adult, Older worker, Male",,"United States",2014,https://sites.temple.edu/jamesbailey/files/2013/08/Who-Pays-the-High-Health-Cos… "The labor-market returns to community college degrees, diplomas, and certificates","Jepsen, C., Troske, K., & Coomes, P. (2014). The labor-market returns to community college degrees, diplomas, and certificates. Journal of Labor Economics, 32(1), 95-121.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the effect of earning community college degrees, diplomas, and certificates on students’ later earnings. Using administrative data from the Kentucky Community and Technical College System (KCTCS), the National Student Clearinghouse, and Kentucky’s unemployment insurance program, the authors compared the outcomes of students who completed college degrees, diplomas, and certificates with those of students who did not. The study found that community college degrees, diplomas, and certificates improved earnings for those who received them, compared with those who did not receive them but were otherwise similar. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design; this is the highest causal evidence rating possible for a nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to earning community college degrees, diplomas, and certificates, but other factors might also have contributed.","the Program Under Study","Other training and education","Adult, Female, Male",,"United States",2014, "The link between pensions and retirement timing: Lessons from California teachers.","Brown, K. M. (2013). The link between pensions and retirement timing: Lessons from California teachers. Journal of Public Economics, 98(C), 1-14.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of pension reform under the California State Teachers’ Retirement System (CalSTRS) on retirement timing. The author used a statistical model and data from retirement-eligible employees in Los Angeles Unified School District from 1997 to 2000 to estimate the impact. The study found public school employees were more likely to work an extra year in response to changes in pension plans that provided additional bonuses tied to age and tenure. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the changes in CalSTRS. This means we are not confident that the estimated effects are attributable to the changes in CalSTRS; other factors are likely to have contributed.","CalSTRS Defined Benefit Program","Older workers' programs Other wages and benefits","Adult, Older worker",,"United States",2013,https://eml.berkeley.edu//~saez/course/brown_jpube13.pdf "Improving student outcomes via comprehensive supports: Three-year outcomes from CUNY’s Accelerated Study in Associate Programs (ASAP)","Kolenovic, Z., Linderman, D., & Karp, M. (2013). Improving student outcomes via comprehensive supports: Three-year outcomes from CUNY’s Accelerated Study in Associate Programs (ASAP). Community College Review, 41(4), 271-291.","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 Accelerated Study in Associate Programs (ASAP) conducted by the City University of New York (CUNY) on retention, credit accrual, transfer, and degree attainment at six CUNY campuses. The authors used administrative data from the CUNY Office of Institutional Research and Assessment to match students who participated in ASAP with similar students who enrolled the previous year and did not participate in ASAP and compared their outcomes. The study found that ASAP students had higher one-year retention rates, were more likely to graduate within two or three years, and accrued more credits than comparison students. The quality of causal evidence presented in this report is low because the analysis compared students in different cohorts, and we cannot rule out the possibility that differences in outcomes between the two groups were due to other changes taking place at the same time that only affected one of the cohorts. This means we are not confident that the estimated effects are attributable to ASAP; other factors likely contributed.","the Accelerated Study in Associate Program (ASAP)","Community college education and other classroom training",Adult,,"United States",2013, "Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females","Dougherty, T. W., Dreher, G. F., Arunachalam, V., & Wilbanks, J. E. (2013). Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females. Journal of Vocational Behavior, 83(3), 514-527. [Study 1, Contrast 1: senior male mentor versus no mentor]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the role of informal mentoring on annual compensation, as well as the moderating effects of mentor status and gender. The authors investigated similar research questions in other studies, the profiles of which are available [here]. The authors used statistical methods to analyze self-reported data on earnings, mentoring relationships, and employee characteristics collected through questionnaires administered to graduates of business programs at two large state universities. The study found that employees with senior mentors who were male earned more compensation than those with no mentors. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to informal mentoring; other factors are likely to have contributed.",Mentoring,"Other wages and benefits Mentoring","Adult, Employed",,"United States",2013,https://doi.org/10.1016/j.jvb.2013.08.001 "Enhancing GED instruction to prepare students for college and careers: Early success in LaGuardia Community College’s Bridge to Health and Business program","Martin, V. & Broadus, J. (2013). Enhancing GED instruction to prepare students for college and careers: Early success in LaGuardia Community College’s Bridge to Health and Business program. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of LaGuardia Community College’s general educational development (GED) Bridge to Health and Business program on GED completion, college enrollment, and college persistence. The study was a randomized controlled trial. Eligible students (369 in total) were randomly assigned to either the treatment group, which could participate in the GED Bridge program, or the control group, which could not participate in the GED Bridge program but could participate in a traditional GED preparation course. The study found that, compared with students randomly assigned to the traditional GED Prep course, those offered enrollment in the GED Bridge to Health and Business program were more likely to complete the GED course, pass the GED exam within a year, enroll in a City University of New York (CUNY) community college by the end of the study, and reenroll for a second semester at a CUNY community college by the end of the study. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the GED Bridge to Health and Business program, and not to other factors.","the GED Bridge to Health and Business Program","Basic skills Community college education and other classroom training","Adult, Other barriers, Low income",,"United States",2013,http://www.mdrc.org/sites/default/files/Enhancing_GED_Instruction_brief.pdf "Does federally-funded job training work? Nonexperimental estimates of WIA training impacts using longitudinal data on workers and firms (Discussion paper no. 7621) [Adults ONLY]","Andersson, F., Holzer, H. J., Lane, J. I., Rosenblum, D., & Smith, J. (2013). Does federally-funded job training work? Nonexperimental estimates of WIA training impacts using longitudinal data on workers and firms (Discussion paper no. 7621). Bonn, Germany: IZA. [Adults ONLY]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) adult program’s training services on the employment and earnings of low-income adults. The authors used statistical analysis to compare the earnings and employment outcomes of WIA-registered low-income adults who received training services to the outcomes of those who were registered in WIA but did not receive training services. The study found that total earnings in the third year after WIA registration were significantly higher for the treatment group than the comparison group. Individuals in the treatment group earned $1,257 and $1,703 more than those in the comparison group in State A and State B, respectively. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design; this is the highest causal evidence rating possible for a nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the training services received, but other factors might also have contributed.","Workforce Investment Act (WIA) Program Training Services","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs",Adult,,"United States",2013,http://ftp.iza.org/dp7621.pdf "Training and retirement patterns.","Montizaan, R., Cörvers, F., & de Grip, A. (2013). Training and retirement patterns. Applied Economics, 45(15), 1991-1999. doi:10.1080/00036846.2011.646066","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Unfavorable impacts Employment","Summary: The study’s objective was to examine the impact of firm-specific training and general training on older men’s retirement decisions The study used a nonexperimental design and data from the U.S. National Longitudinal Survey of Older Men for 1966 to 1983 to estimate impacts. The study found that workers with firm-specific training were more likely to retire within the time period studied and to have jobs with a mandatory retirement age than workers without firm-specific training. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before receiving training and did not account for self-selection into training. This means we are not confident that the estimated effects are attributable to firm-specific or general training; other factors are likely to have contributed.","Firm-specific & General Training","Work based and other occupational training","Adult, Older worker, Male",,"United States",2013,https://www.researchgate.net/publication/236021967_Training_and_retirement_patt… "The impact of uncapping of mandatory retirement on postsecondary institutions.","Weinberg, S. L., & Scott, M. A. (2013). The impact of uncapping of mandatory retirement on postsecondary institutions. Educational Researcher, 42(6), 338-348.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of uncapping mandatory retirement on retirement ages at postsecondary institutions The study used a statistical model to examine the age of retirement before and after the policy change in 1993. It used data on faculty’s employment and retirement from a research university with multiple schools. The study found that uncapping was associated with a statistically significant increase in the retirement age among those who retired from the university. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar nor did they control for differences between the groups. This means we are not confident that the estimated effects are attributable to the federal Age Discrimination in Employment Act (ADEA); other factors are likely to have contributed.","Age Discrimination Employment Act (ADEA)","Federal retirement benefits Older workers' programs","Adult, Older worker",,"United States",2013,https://www.researchgate.net/publication/258134776_The_Impact_of_Uncapping_of_M… "Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD","Edgecombe, N., Jaggers, S., Baker, E., & Bailey, T. (2013). Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD. Community College Research Center Report. New York: Teachers College, Columbia University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: This study’s objective was to examine the impact of the FastStart developmental math program on college persistence, credit accumulation, and course completion. This study used transcript data from students at the Community College of Denver to compare outcomes of students who chose to participate in the FastStart developmental math program with the outcomes of students who participated in the standard developmental math program. The study found that students in the FastStart program were significantly more likely than students in the comparison group to complete the highest-level developmental math course and to enroll in and complete a gatekeeper math class. 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 the estimated effects are attributable to FastStart, but other factors might also have contributed.","the FastStart Program","Community college education and other classroom training","Adult, Other barriers",,"United States",2013,http://files.eric.ed.gov/fulltext/ED539910.pdf "Is Internet job search still ineffective?","Kuhn, P., & Mansour, H. (2013). Is Internet job search still ineffective? The Economic Journal, 124 (December), 1213-1233.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Mixed impacts Employment","Summary: The study’s objective was to determine whether the finding from a previous study that Internet job searches increased unemployment duration was upheld using more recent data. Specifically, the authors compared the impact of Internet job searches on unemployment duration using survey data from 2005–2008 to the estimated impact from a prior study on Internet job searches that used 1998–2001 survey data. The study used a nonexperimental design to compare the impacts of Internet job searches on the duration of unemployment at two different time periods. For the first time period, the authors analyzed data from the United States Current Population Survey (CPS) from 1998 to 2001. For the second time period, the authors used data from the National Longitudinal Survey of Youth (NLSY) 1997 sample, covering 2005 to 2008. The study found that in the earlier period (1998–2001) unemployed adults who used the Internet for any job search activities were unemployed 22 percent longer than those who did not use the Internet, whereas in the later period (2005–2008) young adults who used the Internet for job search activities were reemployed 25 percent faster than comparable workers who did not use the Internet as part of their job search strategy. Thus, the study found that the effect of using the Internet as part of a job search strategy on unemployment durations reversed in the 10 years covered by the two studies. The quality of causal evidence presented in this report is low because the authors did not account for other factors that might have affected unemployment duration. This means we are not confident that the estimated effects are attributable to the use of Internet search activities; other factors might have contributed.",,"Job search assistance and supportive services","Adult, Unemployed",,"United States",2013, "Shape-coding and length-coding as a measure to reduce the probability of selection errors during the control of industrial equipment","Steiner, L. J., & Burgess-Limerick, R. (2013). Shape-coding and length-coding as a measure to reduce the probability of selection errors during the control of industrial equipment. IIE Transactions on Occupational Ergonomics and Human Factors, 1(4), 224-234. https://doi.org/10.1080/21577323.2013.844209","Mine Workers and Mine Health and Safety","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Health and safety-Low-Favorable impacts Health and safety Health and safety-Mod/high-Favorable impacts Health and safety","Summary: The study’s objective was to examine the impact of shape-coding and length-coding of roof-bolting machine levers on selection errors made when controlling the machines. The authors conducted three separate laboratory experiments to test the role of shape-coding and length-coding of roof-bolting machine levers on the amount of selection errors made by participants. In experiments 1 and 2, participants were randomized into different lever conditions (shape-coded, length-coded, or non-coded). In experiment 3, the participants used shape-coded levers only and the lever order was changed half-way through the experiment. The study found that the proportion of errors significantly improved over time for all lever conditions, indicating a learning effect. The study also found that participants in the length-coded group made significantly fewer selection errors than those in the non-coded group when the order of levers changed. The quality of causal evidence presented in this report is high for experiments 1 and 2 because they were based on well-implemented randomized controlled trials. This means we are confident that the estimated effects are attributable to shape-coding and length-coding, and not to other factors. The quality of causal evidence provided in this study is low for experiment 3 because there are not sufficient pre and post measures of the outcome. This means that we are not confident that the estimated effects are attributable to shape-coding; other factors are likely to have contributed.",,"Mine safety and health Workplace injury",Adult,,"United States",2013,https://doi.org/10.1080/21577323.2013.844209 "Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females","Dougherty, T. W., Dreher, G. F., Arunachalam, V., & Wilbanks, J. E. (2013). Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females. Journal of Vocational Behavior, 83(3), 514-527. [Study 2, Contrast 2: non-senior mentor versus no mentor]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages","Summary: The study’s objective was to examine the role of informal mentoring on annual compensation, as well as the moderating effects of mentor status. The authors investigated similar research questions in other studies, the profiles of which are available [here]. The authors used statistical methods to analyze self-reported data on earnings, mentoring relationships, and employee characteristics collected through questionnaires administered to the software engineering department of a major aerospace manufacturing firm. The study found no statistically significant differences between the earnings of employees with non-senior mentors and those with no mentors. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that any estimated effects would be attributable to informal mentoring; however, the study did not find any statistically significant effects.",Mentoring,"Other wages and benefits Mentoring","Adult, Employed",,"United States",2013,https://doi.org/10.1016/j.jvb.2013.08.001 "Do stronger age discrimination laws make Social Security reforms more effective?","Neumark, D., & Song, J. (2013). Do stronger age discrimination laws make Social Security reforms more effective? Journal of Public Economics, 108, 1-16.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Mixed impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study examined whether the strength of state age discrimination protections affected rates of Social Security benefit claiming and employment outcomes of older workers. The study used a nonexperimental design and the data on Social Security claiming and employment outcomes from the Health and Retirement Study (HRS) to estimate the impacts. The study found that among older men affected by the 1983 Social Security reform, age discrimination protections were associated with increases in employment rates between age 62 and the full retirement age and delayed benefit claiming. The quality of casual evidence presented in this report is moderate because the study was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to state age discrimination laws, but other factors might also have contributed.","The 1983 Social Security Reform","Older workers' programs Other disparities or discrimination in employment and earnings","Adult, Older worker, Male",,"United States",2013,https://ideas.repec.org/a/eee/pubeco/v108y2013icp1-16.html "The Engineering Admissions Partnership Program: A navigation strategy for community college students seeking a pathway into engineering","Laugerman, M., Shelley, M., Mickelson, S., & Rover, D. (2013). The Engineering Admissions Partnership Program: A navigation strategy for community college students seeking a pathway into engineering. International Journal of Engineering Education, 29(5), 1260-1269.","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 Engineering Admissions Partnership Program (E-APP) on retention rates of community college students who transferred to Iowa State University (ISU) to pursue an engineering degree. The intervention consisted of coordinated academic advising, peer mentoring, campus visits, and online social and professional networking. The study used student record data to examine outcomes for a treatment group of ISU students who participated in E-APP and a matched comparison group of ISU students who did not participate. The study found that E-APP had positive impacts on first-year retention rates at ISU. The quality of causal evidence presented in this report is low because the authors did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to E-APP. Other factors are likely to have contributed.","the Engineering Admission Partnership Program (E-APP)","Community college education and other classroom training",Adult,,"United States",2013, "Does retiree health insurance encourage early retirement?","Nyce, S., Schieber, S. Shoven, J. B., Slavov, S., & Wise, D. A. (2013). Does retiree health insurance encourage early retirement? Journal of Public Economics, 104, 40-51.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Unfavorable impacts Employment","Summary: The study’s objective was to examine the impact of employer-provided retiree health insurance on early retirement. The authors used a nonexperimental design to compare early retirement outcomes of employees who are eligible for retiree health insurance with that of those who have no coverage. The study found that people who were employed at age 57 and eligible for employer-subsidized retiree health coverage were significantly more likely to retire at ages 62 to 64 (before becoming eligible for Medicare at age 65) compared with those with no coverage. The quality of causal evidence presented in this report is low because the authors did not account for other factors that could have affected the difference between the treatment and comparison groups. This means we are not confident that the estimated effects are attributable to retiree health insurance; other factors are likely to have contributed.","Retiree Health Insurance","Employer provided retirement benefits Older workers' programs","Adult, Older worker",,"United States",2013,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3770310/ "Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females","Dougherty, T. W., Dreher, G. F., Arunachalam, V., & Wilbanks, J. E. (2013). Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females. Journal of Vocational Behavior, 83(3), 514-527. [Study 2, Contrast 1: senior mentor versus no mentor]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages","Summary: The study’s objective was to examine the role of informal mentoring on annual compensation, as well as the moderating effects of mentor status. The authors investigated similar research questions in other studies, the profiles of which are available [here]. The authors used statistical methods to analyze self-reported data on earnings, mentoring relationships, and employee characteristics collected through questionnaires administered to the software engineering department of a major aerospace manufacturing firm. The study found no statistically significant differences between the earnings of employees with senior mentors and those with no mentors. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that any estimated effects would be attributable to informal mentoring; however, the study did not find any statistically significant effects.",Mentoring,"Other wages and benefits Mentoring","Adult, Employed",,"United States",2013,https://doi.org/10.1016/j.jvb.2013.08.001 "Learning communities’ impact on student success in developmental English","Barnes, R., & Piland, W. (2013). Learning communities’ impact on student success in developmental English. Community College Journal of Research and Practice, 37(12), 954-965.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of learning communities (linked courses coupled with special services, such as in-course tutoring) on course passage rates for students enrolled in developmental English courses at an urban community college in Southern California. The authors used administrative data to compare outcomes of students enrolled in learning community developmental English courses with those of students enrolled in traditional developmental English courses in the same semesters.  The study found that students enrolled in the higher-level developmental English learning community, consisting of the linked courses English 051/056, were more likely to pass English 051 than their counterparts who took the course in the traditional format. Students enrolled in the lower-level developmental English learning community (English 042/043) were less likely to pass English 043 than their counterparts in the traditional version of the course. The quality of causal evidence provided in this study is low because the authors did not include sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to learning communities. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States, Urban",2013, "A comparison of student outcomes and overall retention between a 10-week accelerated and a 15-week traditional curriculum in a postsecondary apprenticeship training program","Adams, G. (2013). A comparison of student outcomes and overall retention between a 10-week accelerated and a 15-week traditional curriculum in a postsecondary apprenticeship training program (Doctoral dissertation). Available from ProQuest Dissertations & Theses A&I. (Accession No. 3575536).","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Training-Low-Favorable impacts Training","Summary: The study’s objective was to examine the impact of compressed delivery of a World Class Shipbuilding apprenticeship program on program retention. The Apprentice School of Newport News Shipbuilding compressed its delivery of program instructional hours from 75 weeks (five 15-week terms) to 40 weeks (four 10-week terms) in January 2009. The author compared administrative data on program completion for all apprentices who enrolled at the school from January 2004 to December 2008 (the comparison group) with those who enrolled from January 2009 to June 2012 (the treatment group). The study found that students who enrolled in the 40-week program were 17 percentage points more likely to be retained in the program than students who enrolled in the 75-week program, a statistically significant finding. The quality of causal evidence presented in this report is low because the treatment and comparison groups were not equivalent before the intervention, and the author did not adjust for these differences during analysis. This means we are not confident that the estimated effects are attributable to the compression of the apprenticeship program; other factors are likely to have contributed.","the Apprentice School of Newport News Shipbuilding","Registered apprenticeship Work based and other occupational training",Adult,Manufacturing,"United States",2013, "Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females","Dougherty, T. W., Dreher, G. F., Arunachalam, V., & Wilbanks, J. E. (2013). Mentor status, occupational context, and protégé career outcomes: Differential returns for males and females. Journal of Vocational Behavior, 83(3), 514-527. [Study 1, Contrast 2: other mentor versus no mentor]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages","Summary: The study’s objective was to examine the role of informal mentoring on annual compensation, as well as the moderating effects of mentor status and gender. The authors investigated similar research questions in other studies, the profiles of which are available [here]. The authors used statistical methods to analyze self-reported data on earnings, mentoring relationships, and employee characteristics collected through questionnaires administered to graduates of business programs at two large state universities. The study found no statistically significant difference in compensation between study participants with non-senior mentors and those with no mentors. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that any estimated effects would be attributable to informal mentoring; however, the study did not find any statistically significant effects.",Mentoring,"Other wages and benefits Mentoring","Adult, Employed",,"United States",2013,https://doi.org/10.1016/j.jvb.2013.08.001 "Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention","Harackiewicz, J., Rozek, C., Hulleman, C., & Hyde, J. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of providing information to parents about the importance of STEM on their children’s decisions to enroll in advanced high school math and science courses. The study was based on a subsample of 188 students and their parents included in the Wisconsin Study of Families and Work (WSFW) 1990–1991 birth cohort. Students were randomly assigned at the end of 9th grade to either a treatment group that was given brochures and access to a website that promoted STEM at the beginning of 10th grade, or to the control group, to which no materials were provided. The authors measured STEM course enrollment using students’ self-reported responses to the WSFW surveys and the students’ high school transcripts. The study found that students in the treatment group took significantly more math and science classes than students in the control group (predicted means of 8.31 versus 7.50 semesters), but outcomes did not vary by gender. The quality of causal evidence provided in this study is high. This means we are confident that the estimated effects are attributable to the information provided to parents about the importance of STEM, and not to other factors.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs","Adult, Parent",,"United States",2012, "Income tax and older American workers’ job transition into self-employment.","Choi, S. (2012). Income tax and older American workers’ job transition into self-employment. Korea and the World Economy, 13(2), 189-214.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Unfavorable impacts Employment","Summary: The study examined the effect of a progressive income tax on the likelihood of transitioning to self-employment among older workers. The study used a nonexperimental approach (the exponential hazard model) that compared the likelihood of transitioning from a wage job to self-employment based on the marginal taxes a worker would expect to pay. The author used the data from the Health and Retirement Study in 1992 matched to the Social Security Administration Master Earnings File from 1980 to 1991, which contains W-2 records of earnings from both wage work and self-employment. The study found that a more progressive tax (that is, a tax schedule that increases sharply toward the higher end) or higher marginal tax rates reduces the likelihood of entering self-employment. The quality of causal evidence presented in this report is low because the author did not ensure that the groups with higher or lower marginal tax rates were similar before a change in the tax schedule. This means we are not confident that the estimated effects are attributable to changes in marginal taxes; other factors are likely to have contributed.","Progressive Income Tax","Other employment and reemployment","Adult, Older worker, Employed",,"United States",2012, "An effectiveness assessment and cost-benefit analysis of Registered Apprenticeship in 10 states","Reed, D., Liu, A., Kleinman, R., Mastri, A., Reed, D., Sattar, S., & Ziegler, J. (2012). An effectiveness assessment and cost-benefit analysis of Registered Apprenticeship in 10 states. Oakland, CA: Mathematica Policy Research.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Registered Apprenticeship (RA) program on employment and earnings. The authors compared outcomes for participants in the RA program with people eligible for the program who did not participate in it. They used Unemployment Insurance wage record data to estimate regression models, controlling for demographic characteristics and pre-intervention measures of earnings and employment. The study found that employment rates were 8.6 percentage points higher among RA participants than those completing none of the program both six and nine years after program enrollment. Average annual earnings were $6,595 higher among RA participants than those completing none of the program in the sixth year after enrollment and $5,839 higher in the ninth year after enrollment. These differences were all statistically significant. The quality of the 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 the estimated effects were attributable to the RA program, but other factors might also have contributed.","Registered Apprenticeship (RA)","Registered apprenticeship Work based and other occupational training",Adult,,"United States",2012,https://wdr.doleta.gov/research/FullText_Documents/ETAOP_2012_10.pdf "The efficacy of supported employment for middle-aged and older people with schizophrenia.","Twamley, E. W., Vella, L., Burton, C. Z., Becker, D. R., Bell, M. D., & Jeste, D. V. (2012). The efficacy of supported employment for middle-aged and older people with schizophrenia. Schizophrenia Research, 135(1-3), 100-104.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of Individual Placement and Support (IPS) on competitive employment for older people with schizophrenia The study was a randomized controlled trial (RCT) conducted at a community mental health clinic and used weekly work logs cross-referenced with pay stubs to measure employment outcomes over a 12-month period. The study found that IPS was positively associated with employment and earnings. The quality of causal evidence presented in this report is low because the RCT has a confounding factor. This means we are not confident that the estimated effects are attributable to the IPS program; other factors are likely to have contributed.","Individual Placement and Support and Vocational Rehabilitation Program","Health Individuals facing barriers to employment Job search assistance and supportive services","Adult, Older worker, Disability",,"United States",2012,https://psycnet.apa.org/record/2011-30184-001 "Commencement day: Six-year effects of a freshman learning community program at Kingsborough Community College","Sommo, C., Mayer, A.K., Rudd, T., & Cullinan, D. (2012). Commencement day: Six-year effects of a freshman learning community program at Kingsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree and actual completion of a degree. Impacts were measured six years after random assignment. Students in the Opening Doors learning communities took three linked courses during one semester and were provided with tutoring and case management services. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in one of the learning communities, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree attainment information from the National Student Clearinghouse. The study found no significant impacts on the total number of semesters enrolled, total credits earned, percentage of participants who earned a degree, percentage of participants who earned a bachelor’s degree or higher or an associate’s degree, or the percentage of participants who ever enrolled in a four-year institution. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Opening Doors learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training",Adult,,"United States",2012,http://www.mdrc.org/sites/default/files/Commencement%20Day%20FR.pdf "New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP)","Cho, S. W., Kopko, E., Jenkins, D., & Jaggars, S.S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). New York: Columbia University, Community College Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Community College of Baltimore County’s Accelerated Learning Program (ALP) on course progression, persistence, and completion outcomes. In this program, students who otherwise would have taken a developmental English course instead took English 101, as well as an eight-person companion course designed to help the students pass English 101. With student-level, college administrative data, the authors used regression models and propensity score matching to compare outcomes of ALP students to those of comparison students in traditional courses. The study found that ALP students were more likely than comparison students to attempt and complete college-level English courses, persist to the next year, and attempt and complete more credits. However, ALP students were less likely to earn a certificate degree than comparison students. 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 the estimated effects are attributable to the ALP, but other factors might also have contributed.","the Accelerated Learning Program","Community college education and other classroom training","Adult, Other barriers",,"United States",2012,http://files.eric.ed.gov/fulltext/ED538995.pdf "A visual warning system to reduce struck-by or pinning accidents involving mobile mining equipment","Sammarco, J., Gallagher, S., Mayton, A., & Srednicki, J. (2012). A visual warning system to reduce struck-by or pinning accidents involving mobile mining equipment. Applied Ergonomics, 43(6), 1058-1065. https://doi.org/10.1016/j.apergo.2012.03.006","Mine Workers and Mine Health and Safety","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Health and safety-Mod/high-Favorable impacts Health and safety","Summary: The study’s objective was to examine the impact of a visual warning system on motion detection time. The study was an experiment conducted in a laboratory setting. The authors assessed whether installing a visual warning system on a continuous mining machine improved participant motion detection time. The study found that the visual warning system significantly improved speed of detection for a variety of machine movements. Also, dynamic and flashing lighting patterns significantly enhanced motion detection time compared to static or non-flashing lights. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the visual warning system, and not to other factors.",,"Mine safety and health Workplace injury",Adult,,"United States",2012,https://doi.org/10.1016/j.apergo.2012.03.006 "A study of the impact of a first-year experience initiative on first-year developmental education student success and persistence","Spencer, K. (2012). A study of the impact of a first-year experience initiative on first-year developmental education student success and persistence (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3542047)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Achieving the Dream learning community program on students’ retention and completion of developmental English and math courses at a community college in Michigan. The study used students’ records to compare outcomes of developmental education students who enrolled in the Achieving the Dream program to outcomes of those who took standard developmental courses. The study found no significant differences between the treatment and comparison groups in retention rates or in completion of English or math developmental courses. The quality of causal evidence presented in this study is low because the author did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to Achieving the Dream. Other factors are likely to have contributed.","Achieving the Dream","Community college education and other classroom training","Adult, Low income, Other",,"United States",2012, "Bridging the gap: An impact study of eight developmental summer bridge programs in Texas","Barnett, E. A., Bork, R. H., Mayer, A. K., Pretlow, J., Wathington, H. D., & Weiss, M. J. (2012). Bridging the gap: An impact study of eight developmental summer bridge programs in Texas. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study's objective was to assess the impact of developmental summer bridge programs on college-level course completion, academic persistence, and the number of credits attempted and earned. The study was a randomized controlled trial conducted across eight colleges in Texas. Eligible students were randomly assigned to either the treatment or control groups. The authors conducted statistical models to examine differences in outcomes between the groups over two years. The study found that students in the summer bridge program earned significantly fewer credits for developmental courses than students in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the developmental summer bridge programs, and not to other factors.","Developmental Summer Bridge Programs","Employment and Training Services Training and Education Basic skills Community college education and other classroom training Mentoring",Adult,,"United States",2012,https://ccrc.tc.columbia.edu/publications/bridging-gap-impact-developmental-sum… "Signing at the beginning makes ethics salient and decreases dishonest self-reports in comparison to signing at the end","Shu, L., Mazar, N., Gino, F., Ariely, D., & Bazerman, M. (2012). Signing at the beginning makes ethics salient and decreases dishonest self-reports in comparison to signing at the end. Proceedings of the National Academy of Sciences, 109(38), 15197-15200.","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-Favorable impacts Attitudes","Summary: The study’s objective was to examine whether placing a signature line at the beginning of a form, rather than at the end, which is more common, discouraged dishonesty. The authors conducted three separate randomized experiments. In experiments 1 and 2, individuals completed math puzzles and were asked to report the number of puzzles they completed, as well as their expenses for traveling to the site where the experiment was conducted. In experiment 3, individuals acquiring a new car insurance policy were asked to report their current cars’ odometer readings on an insurance form. In each experiment, individuals were randomly assigned either to receive a form requiring a signature at the top, or to receive a form requiring a signature at the bottom. The study found that, across the three experiments, participants who signed at the top of the form were less likely to respond dishonestly than participants who signed the form at the bottom or did not sign the form at all. The quality of causal evidence presented in this report is high because it was based on three well-implemented randomized controlled trials. This means we are confident that the estimated effects are attributable to the placement of the signature line on the forms, and not to other factors.",,"Behavioral Interventions",Adult,,"United States",2012, "The impact of curricular learning communities on furthering the engagement and persistence of academically underprepared students at community colleges","McIntosh, J. (2012). The impact of curricular learning communities on furthering the engagement and persistence of academically underprepared students at community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI No. 3509985)","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 basic skills curricular learning communities on the persistence of underprepared community college students at 13 community colleges in eight states. Curricular learning communities enroll cohorts of students in sets of two or three linked courses. The study used student survey and administrative enrollment data in a quasi-experimental design in which the treatment group enrolled in the basic skills curricular learning communities and the comparison group did not enroll in the learning communities but took other, similar courses. The study found that students enrolled in the basic skills curricular learning communities were 1.27 times more likely to be enrolled in a postsecondary educational institution in the year following program enrollment, compared with students not enrolled in learning communities. The quality of causal evidence presented in this report is low because the author did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to basic skills curricular learning communities. Other factors are likely to have contributed.","Basic Skills Curricular Learning Communities","Community college education and other classroom training","Adult, Other barriers",,"United States",2012, "Case study of East Mississippi Community College's plan to assist the Sara Lee Corporation employees due to plant closing (Unpublished doctoral dissertation)","Hanson, B. J. (2012). Case study of East Mississippi Community College's plan to assist the Sara Lee Corporation employees due to plant closing (Unpublished doctoral dissertation). Mississippi State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study's objective was to examine the impact of Eastern Mississippi Community College's (EMCC) workforce services training on earnings and employment. The study used a nonexperimental design to compare the outcomes of individuals receiving manufacturing training, non-manufacturing training, or no training. Using data from the Statewide Longitudinal Integrated Workforce Management System, the author conducted statistical models to examine the differences between groups. The study found a positive statistically significant relationship between manufacturing training and employment. The quality of causal evidence presented in this report is low because the author did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to EMCC's workforce services training; other factors are likely to have contributed.","Eastern Mississippi Community College's Workforce Services Training","Employment and Training Services Training and Education Basic skills Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Low-skilled",,"United States",2012,https://ir.library.msstate.edu/handle/11668/20149 "Notes on behavioral economics and labor market policy","Babcock, L., Congdon, W., Katz, L., & Mullainathan, S. (2012). Notes on behavioral economics and labor market policy. IZA Journal of Labor Policy, 1(1), 1-14.","Behavioral Insights","Study Type: Descriptive Analysis",,,"Summary: The article’s objective was to assess how behavioral economics can inform labor policy reforms to increase policy efficiency. The authors used behavioral economic theory to explain barriers to successful policies related to unemployment insurance, job search assistance, and job training. They also proposed policy solutions to overcome these barriers. For unemployment insurance, the authors recommended implementing wage loss insurance that subsidizes reemployment wages to counteract individuals’ tendencies to set high reservation wages when seeking employment, which slows their return to work. They also recommended providing small, immediate, and high frequency reminders and incentives to search for work. To increase participation in job search assistance, the authors recommended policies that automatically put unemployed individuals into services and/or to make job search assistance more user-friendly and personalized. Similarly, to increase participation in job training programs, the authors recommended streamlining or simplifying training offerings and providing guidance to reduce the burden on the prospective users to select and start a program. Simplifying the decision-making process by creating a competitive training market could also be beneficial to prospective users.",,"Job search assistance and supportive services Unemployment Insurance Other training and education","Adult, Unemployed",,"United States",2012, "Exploring the impact of learning communities at a community college: An effort to support students enrolled in a developmental math course (Doctoral dissertation)","VonHandorf, T. (2012). Exploring the impact of learning communities at a community college: An effort to support students enrolled in a developmental math course (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3504070)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a learning community consisting of linked courses (a developmental math course and a student success course) on students’ retention and persistence in community college. The author compared mean outcomes for students enrolled in the learning community (the treatment group) and students enrolled in the same nonlearning community developmental math course in previous semesters (the comparison group). The study used administrative data to measure retention in the developmental math course and persistence into the next semester. The study found no statistically significant differences in outcomes between the treatment and comparison groups. The quality of the causal evidence presented in this report is low because the author did not control for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to the learning community. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012, "Tax elasticity of labor earnings for older individuals","Alpert, A. & Powell, D. (2012). Tax elasticity of labor earnings for older individuals. (Report no. 2012-272). Ann Arbor, MI: University of Michigan Retirement Research Center, University of Michigan.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The study examined the impact of tax changes on people’s employment, retirement, and labor income outcomes. The study uses a nonexperimental approach and the data from the Health and Retirement Study to estimate the effect. The study found positive statistically significant relationships between increases in after-tax labor income and the employment of men and women as well as the delay in retirement for men. The study also found a positive statistically significant relationship between increases in the marginal net-of-tax rate and earnings for women. 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 the estimated effects are attributable to tax changes from the Economic Growth and Tax Relief Reconciliation Act (EGTRRA), the Jobs and Growth Tax Relief Reconciliation Act (JGTRRA), and their marriage tax penalty relief provision, but other factors might also have contributed.","Tax Changes","Older workers' programs Other employment and reemployment","Adult, Older worker",,"United States",2012,https://deepblue.lib.umich.edu/bitstream/handle/2027.42/94533/wp272.pdf?sequenc… "Can job search assistance do harm? Long-term effects of the Washington Alternative Work Search Experiment","Cebi, M., Lachowska, M., & Woodbury, S. (2012). Can job search assistance do harm? Long-term effects of the Washington Alternative Work Search Experiment. Unpublished manuscript.",,"Study Type: Descriptive Analysis",,,"Summary: The study’s objective was to examine the effects of the Washington Alternative Work Search Experiment on the employment, earnings, and unemployment insurance benefit receipt among those who participated in the job search assistance offered as part of the experiment. CLEAR did not complete a review of this study because, although it is publicly available, according to the authors, the research is incomplete.",,"Job search assistance and supportive services",Adult,,"United States",2012,http://coin.wne.uw.edu.pl/wiem/papers_2012/Lachowska.pdf "What can a multifaceted program do for community college students? Early results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students","Scrivener, S., Weiss, M., & Sommo, C. (2012). What can a multifaceted program do for community college students? Early results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerated Study in Associate Programs (ASAP) on full-time enrollment, credits attempted, and credits earned.  The study was a randomized controlled trial. Data sources included a baseline information form (BIF), which collected demographic and background characteristics and students’ records from the City University of New York (CUNY), including students’ transcripts and CUNY assessment test data. The study found that ASAP had significant impacts on full-time enrollment, credits attempted, and credits earned during the first, second, and third semesters following random assignment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to ASAP, and not to other factors.","the Accelerated Study in Associate Program (ASAP)","Basic skills Community college education and other classroom training","Adult, Other barriers, Low income",,"United States",2012,http://files.eric.ed.gov/fulltext/ED532840.pdf "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 "The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges","Visher, M., Weiss, M., Weissman, E., Rudd, T., & Wathington, H. (2012). The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of developmental education learning communities at six community colleges across the United States on enrollment, credits attempted, and credits earned over the program semester and two follow-up semesters. Students in the learning communities took a developmental course that was linked to either a college-level course or a student success course, depending on the specific school, during one semester. One community college also provided students in the learning communities with tutoring and case management services. The study pooled data from six randomized controlled trials, in which eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in the learning community program, or the control group, which could not participate in the learning community program. The primary data sources were a baseline survey on background characteristics and student transcripts. The study found that the treatment group had significantly higher full-time registration rates and earned significantly more total cumulative credits during the program semester than the control group, but these differences were not significant in the two follow-up semesters. In addition, the study found no significant impacts on course enrollment rates or total cumulative credits attempted in the program semester or the two follow-up semesters. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the learning communities, and not to other factors.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012,http://www.mdrc.org/sites/default/files/LC%20A%20Synthesis%20of%20Findings%20FR… "Learning communities for students in developmental English: Impact studies at Merced College and the Community College of Baltimore County","Weissman, E., Cullinan, D., Cerna, O., Safran, S., & Richman, P. (2012). Learning communities for students in developmental English: Impact studies at Merced College and the Community College of Baltimore County. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on academic progression among students in need of developmental English courses at Merced Community College in Merced, California, and the Community College of Baltimore County (CCBC), in Maryland. The study was a randomized controlled trial that compared outcomes of the treatment and control groups during the program semester and the subsequent semester. The primary data source was transcript data from the colleges. The study found that students assigned to the Learning Communities Demonstration at Merced attempted and earned more developmental English credits in the program semester than students in the control group. The study did not find any statistically significant impacts of the learning communities at CCBC. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012,http://files.eric.ed.gov/fulltext/ED529251.pdf "The efficacy of learning communities in assisting developmental students in achieving graduation and accumulation of credit hours in a southern metropolitan community college","Ashley, W. (2012). The efficacy of learning communities in assisting developmental students in achieving graduation and accumulation of credit hours in a southern metropolitan community college (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3522188)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on college credits earned and the completion of a college degree at Hinds Community College in Raymond, Mississippi. The study used school records to compare a treatment group of developmental education students who were living on campus and assigned to a learning community with a comparison group of students who lived off campus and did not participate in a learning community. The study found no significant differences in outcomes between the treatment and comparison groups. The quality of causal evidence presented in this report is low because the author did not control for preexisting differences between the treatment and comparison groups. This means we would not be confident that any estimated effects would be attributable to learning communities. However, the study found no statistically significant effects.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012, "Workforce Investment Act training for older workers: Toward a better understanding of older worker needs during the economic recovery (ETA Occasional Paper 2011-10).","Zhang, T. (2011). Workforce Investment Act training for older workers: Toward a better understanding of older worker needs during the economic recovery (ETA Occasional Paper 2011-10). Washington, DC: U.S. Department of Labor, Employment and Training Administration.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Mixed impacts Employment","Summary: The study examined the impacts of various Workforce Investment Act (WIA) programs and services on the employment rates of older participants who exited these programs. The study used a statistical model (fixed and random effect) to estimate the correlation between WIA programs and services and the Entered Employment Rate one quarter after participants age 55 and older exited the programs. The study used the WIA Standardized Record Data from January 1, 2006, to September 30, 2007, and data on state-level unemployment rates and trends from a Bureau of Labor Statistics data set. The study found that some characteristics of the WIA training programs and services are associated with higher employment rates, while other characteristics are associated with lower employment rates. The quality of causal evidence presented in this report is low because the study did not demonstrate that participants across different training programs were similar before the study and did not account for possible differences in the groups. This means we are not confident that the estimated effects are attributable to the WIA programs and services; other factors are likely to have contributed.","the Workforce Investment Act (WIA) training for older workers","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2011, "The effect of continuing education participation on agricultural worker outcomes","Pena, A. A. (2011). The effect of continuing education participation on agricultural worker outcomes. Washington, DC: United States Department of Labor, Employment and Training Administration.",Literacy,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of continuing education programs on agricultural worker earnings and employment outcomes. The author used a nonexperimental design to compare the outcomes of agricultural workers who participated in continuing education to a matched comparison group who did not. Using data from the United States Department of Labor’s National Agricultural Workers Survey, the author conducted statistical models to examine differences between the groups. The study found a statistically significant relationship between continuing education programs and increased wages, additional weeks worked, and agricultural workers living above the poverty threshold. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to the continuing education programs; other factors are likely to have contributed.",,"Basic skills Other training and education",Adult,,"United States",2011,https://ageconsearch.umn.edu/record/61587/?ln=en "Misunderstanding savings growth: Implications for retirement savings behavior","McKenzie, C., & Liersch, M. (2011). Misunderstanding savings growth: Implications for retirement savings behavior. Journal of Marketing Research, 68, S1–S13.","Behavioral Finance: Retirement","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-Favorable impacts Attitudes","Summary: Experiments Using Undergraduate Students This study used three experiments in a controlled setting to examine undergraduate students’ intuitions of retirement savings growth, understanding of investment concepts, and motivation to invest toward their retirement after entering the workforce.1 The authors administered three surveys consisting of hypothetical situations followed by exercises asking respondents to compute an omitted element of the savings function (for example, the monthly deposit amount or rate of return required to accumulate a given amount of savings at retirement). Each experiment randomly assigned participants to receive or not receive some form of aid (for example, a calculator) or additional information (for example, savings growth charts) to complete the exercises. The first study found that participants tended to severely underestimate projected savings account balances at retirement and overestimate the rates of return and monthly deposit amounts required to ensure such balances. The second study found that when provided with information on exponential growth, participants were more motivated to save for retirement; however, in the third study there was no statistically significant relationship between information on exponential growth and motivation to save for retirement. The quality of the causal evidence presented in this portion of the study is high. This means we are confident that any differences in responses were a result of the various treatment conditions of the three experiments. Analysis of Employees’ Survey Data The study further aimed to determine whether showing employees how much money they would have at retirement—based on current annual contributions, the current account balance, and return rates—can motivate them to increase savings, compared with showing employees current account balances only. The authors analyzed differences in employees’ interest in changing current levels of retirement savings, measured on a seven-point Likert scale, comparing those who were provided only their estimated 401(k) account balance at retirement and those who were shown only their current balance. The analysis demonstrated that showing workers actual account projections (in addition to the current balance) motivated them to save more. The quality of causal evidence presented in this portion of the study is also high. This means we are confident that showing employees their estimated 401(k) account balances at retirement increased the percentage of employees who wanted to save more each month.","Informational Interventions for Undergraduates and Workers","Employer provided retirement benefits","Adult, Employed",,"United States",2011, "Labor market rigidities and the employment behavior of older workers.","Blau, D., & Shvydko, T. (2011). Labor market rigidities and the employment behavior of older workers. Industrial and Labor Relations Review, 64(3), 464-484.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of flexibility in hours of work on the likelihood that older workers separate from an employer. The study used a statistical model to compare the job exit behavior of older and younger workers in firms with different shares of women younger than age 30. The analysis used monthly data on workers ages 45 to 69 in the Survey of Income and Program Participation from 1990 to 2001 matched to employers in the Longitudinal Employment and Household Dynamics data. The study found that workers in their sixties who work for employers with a higher share of women younger than age 30 are less likely to experience job separations compared with workers in their late 40s to mid-50s. The quality of causal evidence presented in this report is low because the groups being compared might not be similar before leaving their employer. This means we are not confident that the estimated effects are attributable to employment flexibility, other factors are likely to have contributed.","Employment flexibility","Other employer services","Adult, Older worker",,"United States",2011,https://www.jstor.org/stable/41149475?seq=1#page_scan_tab_contents "The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring","Bettinger, E., & Baker, R., (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. Stanford, CA: Stanford University School of Education.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of InsideTrack student coaching on students’ persistence in college and degree completion. The study was a randomized controlled trial carried out with 17 different student cohorts from eight participating colleges, universities, and technical schools. For this review, CLEAR distinguished between sites with a 50/50 probability of assignment to coaching and sites with other probabilities of assignment. The authors assessed the program’s impact on retention rates using academic records for all students who participated in the study. The study found that on average, both in sites with a 50/50 probability of assignment and all sites combined, students participating in InsideTrack demonstrated increased persistence compared with control group students receiving only the regular suite of career or academic support services. The quality of causal evidence presented in this report for sites with a 50/50 probability of assignment is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects for these sites are attributable to InsideTrack and not to other factors. The quality of causal evidence presented in this report for all sites combined is low because randomization was compromised and the analysis did not include sufficient controls. This means we are not confident that the estimated effects for the full sample are attributable to InsideTrack. Other factors are likely to have contributed.","InsideTrack Student Coaching","Other training and education",Adult,,"United States",2011,https://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf "Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program","Weiss, M., Brock, T., Sommo, C., Rudd, T., & Turner, M.C. (2011). Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the two-semester Enhanced Opening Doors program at Chaffey Community College near Los Angeles, California. Students in the Enhanced Opening Doors program took a college success course that covered personal goals, study skills, and college rules; students also had to attend a student success center for tutoring sessions. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was required to participate in the Enhanced Opening Doors program, or the control group, which was not required to participate in the program. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree-attainment information from the National Student Clearinghouse. The study reported outcomes for the four years following random assignment. The study found that in any of the follow-up years and cumulatively from the first through fourth follow-up years, the program did not have a significant impact on the number of semesters enrolled in college, the number of cumulative credits earned, enrollment in a four-year college, or earning a degree or certificate. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Enhanced Opening Doors program, and not to other factors.","the Enhanced Opening Doors Program at Chaffey Community College","Community college education and other classroom training","Adult, Other barriers",,"United States",2011,http://www.mdrc.org/sites/default/files/full_506.pdf "Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges","Weissman, E., Butcher, K. Schneider, E., Teres, J., Collado, H., Greenberg, D., & Welbeck, R. (2011). Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on academic progression, persistence, and credit accumulation among students in need of developmental math courses at Queensborough and Houston Community Colleges. This study was a randomized controlled trial that compared the course passage rates, registration rates, and number of credits earned for the treatment and control groups during the program semester and one (Houston) or two (Queensborough) post-program semesters. The primary data source was transcript data from the colleges. The study found that at Queensborough, learning community students were significantly more likely than control group students to pass developmental math in the program semester and the second math class in their sequence during the next semester. At Houston, students in the treatment group were significantly more likely than control group students to pass any developmental math course in the program or first post-program semester.  The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration at Queensborough Community College and at Houston Community College, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2011,http://files.eric.ed.gov/fulltext/ED516646.pdf "Breaking new ground: An impact study of career-focused learning communities at Kingsborough Community Colleges","Visher, M., & Teres, J. (2011). Breaking new ground: An impact study of career-focused learning communities at Kingsborough Community Colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of career-focused learning communities at Kingsborough Community College in New York on progress toward and completing a degree. Students with eight declared majors could participate in a career-focused learning community, which involved enrolling in three linked courses during a semester: two required courses for the student’s major and an integrative seminar designed to reinforce the two required courses and raise awareness of career options.  The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in one of the learning communities, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on background characteristics of students and student transcripts. The study found no significant impacts on registration in any course, number of semesters registered, credits earned or attempted, the proportion of students who passed or withdrew from all classes, grade point average (GPA), or graduation rate in either the semester of program implementation or the first post-program semester. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the learning communities, and not to other factors.","Career-Focused Learning Communities at Kingsborough Community College","Community college education and other classroom training",Adult,,"United States",2011,http://www.mdrc.org/sites/default/files/full_30.pdf "Tuning in to local labor markets: Findings from the Sectoral Employment Impact Study","Maguire, S., Freely, J., Clymer, C., Conway, M., & Schwartz, D. (2010). Tuning in to local labor markets: Findings from the Sectoral Employment Impact Study. Philadelphia, PA: Public/Private Ventures. [Per Scholas]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study’s objective was to examine the impact of the Per Scholas sectoral employment program on participants’ earnings and employment. The authors investigated similar research questions with two other programs, the profiles of which are available through the study search. The study was a randomized controlled trial, with the authors using survey data to estimate the effect of Per Scholas by comparing average outcomes among applicants offered access to the program with average outcomes of those not offered access to the program, after adjusting for differences between the groups. This review was conducted in collaboration with the Employment Strategies for Low-Income Adults Evidence Review (ESER). Because ESER did not report findings for studies that received a low causal evidence rating, this CLEAR profile does not report the findings either. The quality of causal evidence presented in this report is low because the study was a randomized controlled trial with high attrition, and the authors did not demonstrate that the groups that remained in the study were similar before the intervention began. This means we would not be confident that the estimated effects would be attributable to the Per Scholas sectoral employment program; other factors are likely to have contributed. The study did not, however, find statistically significant effects.","Per Scholas","Job search assistance and supportive services Other training and education",Adult,"Professional, scientific, and technical services","United States",2010,https://www.explorevr.org/sites/explorevr.org/files/files/Tuning%20In%20to%20Lo… "Can Social Security explain trends in labor force participation of older men in the United States?","Blau, D. M., & Goodstein, R. M. (2010). Can Social Security explain trends in labor force participation of older men in the United States? Journal of Human Resources, 45(2), 328-363.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Favorable impacts Employment","Summary: The study examined the impact of changes in Social Security Administration (SSA) retirement rules on men’s labor force participation rates in the 1960s–1980s and 1990s–2000s. The study used regression analyses to predicted labor force participation rates using actual and counterfactual SSA retirement rules. These analyses use data from the Current Population Survey (CPS) and the Survey of Income and Program Participation (SIPP) for the period from 1962 to 2005 merged with data from SSA on taxable earnings. The study found that changes in the delayed retirement credit and full retirement age in 1983 could explain one-quarter to one-half of the increase in labor force participation in the early 2000s. The quality of causal evidence presented in this report is moderate, because it is a well-implemented nonexperimental study. This means we are somewhat confident that the estimated effects are attributable to SSA reforms, but other factors might also have contributed.","Social Security Administration Reforms","Federal retirement benefits Older workers' programs","Adult, Older worker, Male",,"United States",2010,http://jhr.uwpress.org/content/45/2/328.abstract "Implementation and early training outcomes of the High Growth Job Training Initiative: Final report","Eyster, L., Nightingale, D.S., Barnow, B., O'Brien, C., Trutko, J. & Kuehn, D. (2010) Implementation and early training outcomes of the High Growth Job Training Initiative: Final report. Washington, D.C.: Urban Institute Center on Labor, Human Services, and Population","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the impact of the High Growth Job Training Initiative (HGJTI) grant on earnings. This summary focuses on the Certified Nursing Assistant (CNA) program at Columbia Gorge Community College (CGCC) in Oregon. This nonexperimental study used propensity score matching and difference-in-differences models to compare the earnings outcomes of women who participated in the CNA program to those who did not. The study found that women who participated in the CGCC CNA program earned significantly less than women in the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design; this is the highest causal evidence rating possible for a nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the CGCC CNA program, but other factors might also have contributed.","Columbia Gorge Community College’s (CGCC) Certified Nursing Assistant (CNA) program","Employment and Training Services Employer Services Employer partnerships Training and Education Capacity building programs Community college education and other classroom training Work based and other occupational training","Adult, Dislocated or displaced worker",,"Rural, United States",2010,https://www.urban.org/research/publication/implementation-and-early-training-ou… "Tuning in to local labor markets: Findings from the Sectoral Employment impact study","Maguire, S., Freely, J., Clymer, C., Conway, M., & Schwartz, D. (2010). Tuning in to local labor markets: Findings from the Sectoral Employment impact study. Philadelphia, PA: Public/Private Ventures. [JVS-Boston]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study’s objective was to examine the impact of the Jewish Vocational Service (JVS)-Boston sectoral employment program on earnings and employment. The authors investigated similar research questions with two other programs, the profiles of which are available through the study search. The study was based on a randomized controlled trial, with the authors using survey data to estimate the effect of offering eligible JVS-Boston applicants the program by comparing average outcomes among those offered access to the program with the average outcomes of those not offered access to the program, after adjusting for differences between the groups. This review was conducted in collaboration with the Employment Strategies for Low-Income Adults Evidence Review (ESER). Because ESER did not report findings for studies that received a low causal evidence rating, the CLEAR profile does not report the findings either. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with high attrition, and the authors did not demonstrate that the groups were similar at or account for differences between the two groups in the analyses. This means we are not confident that the estimated effects are attributable to the JVS-Boston sectoral employment program; other factors are likely to have contributed.","JVS-Boston Sectoral Employment","Job search assistance and supportive services Other training and education",Adult,"Finance and insurance","Urban, United States",2010,https://www.explorevr.org/sites/explorevr.org/files/files/Tuning%20In%20to%20Lo… "The impact of course delivery systems on student achievement and sense of community: A comparison of learning community versus stand-alone classroom settings in an open-enrollment inner city public community college","Bandyopadhyay, P. (2010). The impact of course delivery systems on student achievement and sense of community: A comparison of learning community versus stand-alone classroom settings in an open-enrollment inner city public community college (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3390450)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a learning community on the retention of community college students enrolled in developmental reading and writing and a social science course at an open-enrollment inner city public community college in the United States. The author used a nonexperimental study design, analyzing school records of students enrolled in the highest level of developmental reading and writing and either a learning community or stand-alone version of one of two social science courses (Introduction to Psychology or Principles of Sociology). The study found no statistically significant difference in the fall 2008 to spring 2009 retention rates between the students in the learning community and the students in stand-alone courses. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to the learning community. However, the study did not find statistically significant effects.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States, Urban",2010, "Elderly immigrants’ labor supply response to supplemental security income.","Kaushal, N. (2010). Elderly immigrants’ labor supply response to supplemental security income. Journal of Policy Analysis and Management, 29(1), 137-162.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study objective is to examine the impact of the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 on employment outcomes of foreign-born people and noncitizens ages 60 to 74 The study used a statistical model and the data from the Current Population Survey’s monthly outgoing rotation group and the March Current Population Survey from 1994 to 2005 to estimate the impact. The study found that the PRWORA is associated with increased employment and decreased retirement for foreign-born men compared with U.S.-born men, but it found no statistically significant association with the employment for foreign-born women. The quality of the causal evidence presented in this report is low because the study is a nonexperimental analysis that does not demonstrate that the groups were similar before the policy change. This means we are not confident that the estimated effects are attributable to PRWORA; other factors are likely to have contributed.","Personal Responsibility and Work Opportunity Reconciliation Act of 1996","Federal retirement benefits Foreign and temporary workers","Adult, Older worker, Immigrant",,"United States",2010,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4222576/ "Impact of learning communities in developmental English on community college student retention and persistence","Barnes, R., & Piland, W. (2010). Impact of learning communities in developmental English on community college student retention and persistence. Journal of College Student Retention: Research, Theory, & Practice, 12(1), 7-24.","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: This study’s objective was to evaluate the effectiveness of learning communities as an alternative pedagogical format for students enrolled in developmental reading and English composition courses at an urban community college. The authors employed a quasi-experimental design to compare average retention and persistence rates of students enrolled in learning community developmental English courses with those of students enrolled in traditional developmental English courses in the same semester. The study found that retention rates were higher for students who enrolled in learning community developmental courses compared with their counterparts who took the same courses but in the traditional format. Furthermore, for the four semesters studied, learning community students were more likely to enroll in courses the following semester than were students who were not enrolled in learning communities.  The quality of causal evidence provided in this study is low because authors did not use sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to the learning communities. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States, Urban",2010, "The influences on bridge employment decisions.","Pengcharoen, C., & Shultz, K. S. (2010). The influences on bridge employment decisions. International Journal of Manpower, 31(3), 322-336. doi:10.1108/01437721011050602","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Unfavorable impacts Employment","Summary: The study examined the impact of work schedule flexibility on retirement outcomes among older workers, where work schedule flexibility was measured as the ability to reduce hours from one’s regular work schedule. The study used a statistical model (multinomial logit regression) and the longitudinal data from the Health and Retirement Study (HRS) from 1992 and 2002 to examine the relationship between reporting work schedule flexibility or inflexibility during the baseline survey and reporting complete retirement, partial retirement, or continued employment at the follow-up survey 10 years later among older workers. The study found that individuals who reported work schedule inflexibility in the 1992 were more likely to report completely retired than partially retired in 2002, but when comparing the likelihood of reporting continued employment to complete or partial retirement, there was no difference between older workers reported work schedule flexibility and those who reported inflexibility in 1992. The quality of causal evidence presented in this study is low because the authors did not demonstrate that the participants reporting work schedule flexibility were similar to the participants reporting work schedule inflexibility in 1992. This means we are not confident that the estimated effects are attributable to work schedule flexibility; other factors are likely to have contributed.",,"Other wages and benefits","Adult, Older worker",,"United States",2010,https://www.researchgate.net/publication/46545640_The_influences_on_bridge_empl… "The effects of changes in state SSI supplements on preretirement labor supply","Neumark, D., & Powers, E. T. (2005). The effects of changes in state SSI supplements on preretirement labor supply. Public Finance Review, 33(1), 3-35.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of a theoretical increase in Supplemental Security Income (SSI) benefits on the preretirement employment outcomes for likely SSI participants ages 60 to 64. Using data from the annual Current Population Survey from 1979 to 2001 and state-level SSI receipt data, the authors used regression methods in a nonexperimental analysis of likely SSI participants to compare the outcomes of workers ages 62 to 64 with those of workers ages 60 to 61. The study found that an increase in monthly SSI benefits was associated with a statistically significant decrease in the employment rate and number of hours worked for likely SSI recipients ages 62 to 64 compared with those ages 60 to 61. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to changes in SSI benefits; other factors are likely to have contributed.","Supplemental Security Income (SSI) benefits","Older workers' programs Other employment and reemployment","Adult, Older worker",,"United States",2010,https://journals.sagepub.com/doi/pdf/10.1177/1091142104270655 "A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable?","Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., & Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable? (CCRC Working Paper No. 21). New York: Columbia University, Community College Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerated Learning Program (ALP) at the Community College of Baltimore County (CCBC) on success in college-level English courses (ENGL 101 and 102). In this program, students who otherwise would have taken a developmental English course instead took ENGL 101, as well as an eight-person companion course designed to help the students pass ENGL 101. This nonexperimental study used college administrative data to measure impacts on courses attempted and passed, student persistence, and credits accrued. Multivariate linear regressions were used to measure impacts. The study found that ALP students were significantly more likely to pass ENGL 101 and 102. 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 the estimated effects are attributable to the ALP, but other factors might also have contributed.","the Accelerated Learning Program","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2010,http://files.eric.ed.gov/fulltext/ED512398.pdf "Learning communities for students in developmental reading: An impact study at Hillsborough Community College","Weiss, M., Visher, M., & Wathington, M. (2010). Learning communities for students in developmental reading: An impact study at Hillsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on credits earned, persistence, and course completion among students in need of developmental reading courses at Hillsborough Community College. This study was a randomized controlled trial that used student transcript data to compare the outcomes of treatment and control groups in the program semester and two subsequent semesters. The study found that students assigned to the learning community treatment group were more likely to enroll in and complete a college success course in the program semester than those in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration at Hillsborough Community College, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2010,http://files.eric.ed.gov/fulltext/ED510961.pdf "Implementation and early training outcomes of the High Growth Job Training Initiative: Final report.","Eyster, L., Nightingale, D.S., Barnow, B., O'Brien, C., Trutko, J. & Kuehn, D. (2010) Implementation and early training outcomes of the High Growth Job Training Initiative: Final report. Washington, D.C.: Urban Institute Center on Labor, Human Services, and Population.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the impact of the High Growth Job Training Initiative (HGJTI) grant on earnings. This summary focuses on the apprenticeship program at South Texas College (STC). This nonexperimental study used propensity score matching and difference-in-differences models to compare the earnings outcomes of workers who participated in the apprenticeship program to those who did not. The study found that participation in the apprenticeship program was significantly related to higher earnings. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the South Texas College (STC) apprenticeship program; other factors are likely to have contributed.","South Texas College (STC) Advanced Manufacturing Apprenticeship Program","Employment and Training Services Employer Services Employer partnerships Training and Education Capacity building programs Community college education and other classroom training Registered apprenticeship Work based and other occupational training","Adult, Dislocated or displaced worker",,"United States",2010,https://www.urban.org/research/publication/implementation-and-early-training-ou… "Retiree health insurance and disengagement from a career job.","Robinson, C., & Clark, R. (2010). Retiree health insurance and disengagement from a career job. Journal of Labor Research, 31(3), 247-262.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-No impacts Employment","Summary: The study examined the effect of availability of retiree health insurance (RHI) on a person’s decision to leave a career job (a measure of retirement). Using data from the Health and Retirement Study (HRS), the authors used a nonexperimental approach to estimate the likelihood of retirement for those who worked at firms with RHI compared with those who worked at firms without RHI. The study found that workers at firms that offer RHI are more likely to retire than those at firms that do not offer RHI. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to the availability at RHI, but other factors might also have contributed.","Retiree Health Insurance","Other health and safety Older workers' programs","Adult, Older worker",,"United States",2010,https://link.springer.com/article/10.1007/s12122-010-9091-4 "Return on investment analysis of a selected set of workforce system programs in Indiana. [WIA Adult]","Hollenbeck, K. (2009). Return on investment analysis of a selected set of workforce system programs in Indiana. Indianapolis, IN: Indiana Chamber of Commerce Foundation. [WIA Adult]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult Program on the employment, earnings, and benefit receipt of low-income adults in Indiana. The author used a nonexperimental method to compare the short-term (three quarters after program exit) and long-term (seven quarters after program exit) employment, earnings, and Unemployment Insurance benefits between those who took part in the WIA Adult Program and those who participated in the WorkOne program. The study found that, compared with those who participated in the WorkOne program, WIA Adult Program participants had higher employment and earnings. The quality of causal evidence presented in this report is low because the author did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the WIA Adult Program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Workforce Investment Act (WIA) Adult Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Adult, Low-skilled, Low income",,"United States",2009,http://www.indianachamber.com/images/media/studies/ROIanalysisWorkforceDevelopm… "New evidence on the labor supply effects of the Social Security earnings test.","Friedberg, L., & Webb, A. (2009). New evidence on the labor supply effects of the Social Security earnings test. Tax Policy and the Economy, 23(1), 1-36.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of changes to the Social Security earnings test in 1996 and 2000 on employment outcomes. The authors used a nonexperimental design and the data from the Current Population Survey (CPS) and the Health and Retirement Study (HRS) to compare outcomes before and after the changes in earning test rules for those between the ages of 62 and 74 who faced different earnings test thresholds at different ages and years. The study found that upcoming anticipated earnings test between ages 62 to 69 was associated with a significantly lower likelihood of having a job last week. A higher present value of upcoming anticipated earnings threshold between ages 62 to 69 was associated with a significantly higher likelihood of having a job last week. The quality of causal evidence presented in this study is low because the study is a nonexperimental analysis that did not demonstrate that the groups being compared were similar and did not account for possible differences in the analysis. This means we are not confident that the estimated effects are attributable to the changes in the earnings test decision. Other factors are likely to have contributed.","Social Security Earnings Test","Older workers' programs Other employment and reemployment","Adult, Older worker",,"United States",2009, "Leading them to water: A study of the efficacy of a Mandatory Placement Project in first-year academic courses at a community college","Emmerson, J. (2009). Leading them to water: A study of the efficacy of a Mandatory Placement Project in first-year academic courses at a community college. Graduate Theses and Dissertations, paper 10661. Retrieved from http://lib.dr.iastate.edu/etd/10661","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: This study’s objective was to examine the effects of Des Moines Area Community College’s Mandatory Placement Project on credit completion and fall-to-spring semester persistence. The intervention included intensive counseling and developmental courses for first-time, full-time community college students whose late registration suggested a high risk of not persisting. The study used administrative records to compare outcomes of a group of 270 students who were required to meet with an advisor and strongly encouraged to participate in one of six developmental courses with those of a comparison group of 174 students who received no counseling and were not advised to take developmental courses. The study found that participation in one of the six developmental courses was significantly and positively associated with fall-to-spring semester persistence. The quality of causal evidence presented in this report is low because the author did not adequately account for existing differences between the treatment and comparison groups. This means we are not confident that the estimated effects are attributable to the Mandatory Placement Project. Other factors are likely to have contributed.","the Mandatory Placement Project","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2009,http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1685&context=etd "The effects of goal orientation on job search and reemployment: A field experiment among unemployed job seekers","van Hooft, E., & Noordzij, G. (2009). The effects of goal orientation on job search and reemployment: A field experiment among unemployed job seekers. Journal of Applied Psychology, 94(6), 1581-1590.","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the effects of goal orientation—the way individuals frame their objectives in a given situation—on job search and reemployment among unemployed job seekers. The study was a randomized controlled trial (RCT) in which participants were assigned to one of three workshops: a learning goal-oriented (LGO) workshop, a performance goal-oriented (PGO) workshop, and a control workshop. The authors compared the job-search and reemployment outcomes of participants in the LGO or PGO workshops to the outcomes of those in the control workshop. The study found that participants in the LGO workshop were 22 percentage points more likely to be reemployed eight weeks after the workshop than were participants in the control workshop, a statistically significant difference. The quality of causal evidence presented in this report is high for the comparison of PGO versus control participants’ reemployment statuses because these outcomes derived from a well-conducted RCT with low attrition. This means we are confident that the estimated effects are attributable to workshop type and not to other factors. However, the quality of causal evidence presented in this report is low for the comparison of LGO and control participants’ job-search behaviors and reemployment statuses and the comparison of PGO and control participants’ job-search behaviors because these outcomes derived from an RCT with high attrition that did not control adequately for potential differences in the analytic samples. This means we are not confident that the estimated effects are attributable to workshop type; other factors are likely to have contributed.","the Workshops Studied","Behavioral Interventions","Unemployed, Adult",,International,2009, "Learning communities for university students at risk of school failure: Can they make a difference?","Tharp, T. (2009). Learning communities for university students at risk of school failure: Can they make a difference? (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3389640)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning community developmental math courses on college retention and credit hours earned at Middle Tennessee State University. The study used school records from fall 2004 and fall 2005 cohorts to compare students who enrolled in learning community developmental math courses to students who enrolled in the standard math developmental courses and to a group of students in college-level courses who had similar placement exam scores. The study found that, for the fall 2004 cohort, the retention rate for the learning community group was significantly lower than the rate for the nondevelopmental group between the fourth and fifth years after enrollment. In addition, for the fall 2005 cohort, the learning community group earned significantly fewer credit hours than the nondevelopmental group in the first, second, and fourth years after enrollment, and fewer credit hours than the nonlearning community developmental group in the fourth year. The quality of causal evidence presented in this report is low because the author did not control for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to learning communities. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training",Adult,,"United States",2009, "Rewarding Persistence: Effects of a performance-based scholarship program for low-income parents","Richburg-Hayes, L., Brock, T., LeBlanc, A., Paxson, C., Rouse, C.E., & Barrow, L. (2009). Rewarding persistence: Effects of a performance-based scholarship program for low-income parents. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors program at Delgado Community College and Louisiana Technical College-West Jefferson in New Orleans, Louisiana, on progress toward completing a college degree. The Opening Doors program offered students with dependent children a performance-based $1,000 scholarship in each of two semesters. The study examined both the shorter- and longer-term impacts of the Opening Doors program using different cohorts of students. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to receive the scholarship, or the control group, which was not eligible for the scholarship. The primary data sources were a baseline survey on the background characteristics of students, student transcripts, and degree attainment information from the National Student Clearinghouse. The study found that for all four cohorts of students, the treatment group was significantly more likely to have registered for any course and have enrolled full-time in college, and to have attempted and earned significantly more credits in both the first and second program semesters, compared with the control group. The study found that for the first two cohorts of students, the treatment group registered for classes at a higher rate, enrolled in more semesters of college, and earned more credits than the control group cumulatively through the fourth semester after random assignment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Opening Doors program, and not to other factors.","the Opening Doors Program at Delgado Community College and Louisiana Technical College-West Jefferson","Tuition assistance Community college education and other classroom training","Adult, Low income, Parent",,"United States",2009,http://www.mdrc.org/sites/default/files/rewarding_persistence_fr.pdf "The repeal of the retirement earnings test and the labor supply of older men.","Engelhardt, G. V., & Kumar, A. (2009). The repeal of the retirement earnings test and the labor supply of older men. Journal of Pension Economics & Finance, 8(4), 429-450.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of the repeal of the earnings test under the Senior Citizens Freedom to Work Act of 2000 on the labor supply and earnings of older men ages 62 to 72. The authors used a nonexperimental approach and data from the Health and Retirement Study to compare labor force participation, annual hours of work, retirement behavior, and earnings of men who were and were not subject to the repeal of the earnings test. The study found that the policy change was associated with a significant increase in older men’s average annual hours of work. The policy change was also associated with a change in the distribution of real earnings in that a smaller proportion of older men had earnings at or below the earnings test threshold. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Senior Citizens Freedom to Work Act of 2000; other factors are likely to have contributed.","Senior Citizens Freedom to Work Act of 2000","Older workers' programs Other disparities or discrimination in employment and earnings","Adult, Older worker, Male",,"United States",2009, "Details matter: The impact of presentation and information on the take-up of financial incentives for retirement saving","Saez, E. (2009). Details matter: The impact of presentation and information on the take-up of financial incentives for retirement saving. American Economic Journal: Economic Policy, 1(1), 204-228.","Behavioral Finance: Retirement, Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence",,"Summary: The study’s objective was to examine the impact of contribution matches, credit rebates, and advance notification on tax filers’ decisions about opening an individual retirement account (IRA) during the tax preparation process and the amount they contributed to the IRA. The authors randomly assigned tax filers at 60 H&R Block locations in St. Louis, Missouri, to treatment conditions, defined by whether the filers were offered a 50 percent one-time match on IRA contributions, a 33 percent credit rebate on IRA contributions, or a 50 percent match on one-time and monthly IRA contributions. H&R Block provided tax filing information from the 2005 and 2006 tax years as well as background information on the filers. The study found that offering a 50 percent match on one-time IRA contributions and offering a 33 percent credit rebate increased the likelihood of opening an IRA and the amount contributed, but the effect on the likelihood of opening an IRA was larger for the 50 percent match treatment group. The quality of causal evidence is high for some outcomes because they were based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the treatment under study, and not to other factors. However, the quality of causal evidence for other outcomes is low because the analyses were based on a nonrandom subset of the randomized sample, and the author did not use sufficient controls when estimating impacts.",,,Adult,,,2009, "An empirical study of the effects of Social Security reforms on benefit claiming behavior and receipt using public-use administrative microdata.","Benítez-Silva, H., & Yin, N. (2009). An empirical study of the effects of Social Security reforms on benefit claiming behavior and receipt using public-use administrative microdata. Social Security Bulletin, 69(3), 77-95.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study examined the impact of three policy changes to the Social Security program that went into effect in 2000 on average monthly benefits and the proportion of new claimants by age. The study was a nonexperimental analysis that examined outcomes for older workers by age and year using data from the 2004 Old Age, Survivors, and Disability Insurance program public-use microdata files. The study found that the changes were associated with lower average monthly benefits for individuals ages 66 to 69 after the year 2000 relative to individuals of the same ages in 1994. The quality of the causal evidence presented in this report is low because the authors did not demonstrate that the groups were similar before the intervention. This means we are not confident that the estimated effects are attributable to the intervention program; other factors are likely to have contributed.","Policy Changes to the Social Security Program","Federal retirement benefits Older workers' programs","Adult, Older worker",,"United States",2009,https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1480653 "Getting back on track: Effects of a community college program on probationary students","Scrivener, S., Sommo, C., & Collado, H. (2009). Getting back on track: Effects of a community college program on probationary students. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors and Enhanced Opening Doors programs at Chaffey Community College in California on progress toward completing a degree. Students in the Opening Doors and Enhanced Opening Doors programs took a college success course that covered topics such as personal goals, study skills, and college rules, and had to visit the college’s student success centers for tutoring sessions. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment or control group. In the original Opening Doors program, students assigned to the treatment group were offered the opportunity to participate in the program. In the Enhanced Opening Doors program, students in the treatment group were required to participate in the program. The control groups for both the original and Enhanced Opening Doors programs were not required to participate in the program. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree attainment information from the National Student Clearinghouse. The study found no significant impacts on students’ course registration, the number of semesters enrolled, or regular credits accumulated for the original Opening Doors program. For the Enhanced Opening Doors program, the study found that the treatment group earned significantly more nondegree credits and developmental credits during each of the two program semesters and cumulatively across both program semesters, compared with the control group. Additionally, at the end of both program semesters, a higher proportion of students in the Enhanced Opening Doors program were in good academic standing (that is, earned a grade point average of 2.0 or higher and were not on probation due to attempting fewer than 12 credits or completing fewer than half of attempted credits) compared with students in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Enhanced Opening Doors program, and not to other factors.","the Opening Doors and Enhanced Opening Doors Programs at Chaffey Community College","Community college education and other classroom training","Adult, Other barriers",,"United States",2009,http://www.mdrc.org/sites/default/files/full_379.pdf "Return on investment analysis of a selected set of workforce system programs in Indiana. [Sub-baccalaureate Postsecondary Education]","Hollenbeck, K. (2009). Return on investment analysis of a selected set of workforce system programs in Indiana. Indianapolis, IN: Indiana Chamber of Commerce Foundation. [Sub-baccalaureate Postsecondary Education]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study objective was to examine the impact of the Sub-baccalaureate Postsecondary Education Program on the employment and earnings of adults with a high school education in Indiana. The author used a nonexperimental method to compare the short-term (three quarters after program exit) and long-term (seven quarters after program exit) employment and earnings between those who took part in the Sub-baccalaureate Postsecondary Education Program and those who participated in the WorkOne program. The study found that, compared with those who participated in the WorkOne program, Sub-baccalaureate Postsecondary Education Program participants had higher employment and earnings. The quality of causal evidence presented in this report is low because the author did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the Sub-baccalaureate Postsecondary Education Program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","Sub-baccalaureate Postsecondary Education Program","Other training and education",Adult,,"United States",2009,http://www.indianachamber.com/images/media/studies/ROIanalysisWorkforceDevelopm… "Opening Doors: More guidance, better results? Three-year effects of an enhanced student services program at two community colleges","Scrivener, S., & Weiss, M.J. (2009). Opening Doors: More guidance, better results? Three-year effects of an enhanced student services program at two community colleges. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors program at Lorain County Community College and Owens Community College in Ohio. The Opening Doors program at these schools provided students with enhanced counseling services and a modest stipend for two semesters. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was eligible to receive Opening Doors counseling services and a stipend, or the control group, which was not offered these services. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts from the two colleges, and degree attainment information from the National Student Clearinghouse. The study reported outcomes for the two program semesters and four post-program follow-up semesters. The study found that cumulatively from the first program semester to the third follow-up semester, the treatment group registered for significantly more semesters and earned significantly more developmental credits than the control group. There was no significant difference in the proportion of treatment group students who completed a degree or certificate relative to the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Opening Doors program, and not to other factors.","Opening Doors Program at Lorain County Community College and Owens Community College","Community college education and other classroom training","Adult, Low income",,"United States",2009,http://www.mdrc.org/sites/default/files/More%20Guidance%20ES_1.pdf "How and to what extent does entrepreneurship education make students more entrepreneurial? A California case of the Technology Management Program","Tam, H. (2009). How and to what extent does entrepreneurship education make students more entrepreneurial? A California case of the Technology Management Program (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 304852166).","Entrepreneurship and Self-Employment","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts Attitudes","Summary: The study’s objective was to examine the impact of participation in the University of California, Santa Barbara’s Technology Management Program (TMP) on students’ entrepreneurial attitudes. The author compared the entrepreneurial attitudes of students at the beginning and the end of the spring 2008 academic term. The study found that the overall entrepreneurial attitudes of students participating in the TMP became stronger over the course of the term. The quality of causal evidence presented in this report is low because the author did not account for pre-intervention trends in participants’ entrepreneurial attitudes. This means we are not confident that the estimated effects are attributable to the TMP courses the students took; other factors are likely to have contributed.","the Technology Management Program (TMP)","Other training and education",Adult,,"United States",2009, "Learning better together: The impact of learning communities on the persistence of low-income students","Engstrom, C., & Tinto, V. (2008). Learning better together: The impact of learning communities on the persistence of low-income students. Opportunity Matters: A Journal of Research Informing Educational Opportunity Practice and Programs, 1(1), 5-21.","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 learning communities on community college students’ persistence from freshman to sophomore year, an outcome in the progress toward degree completion domain. The authors used a nonrandom approach to select treatment and comparison students to include in their analysis. To measure the relationship between participation in a learning community and persistence, the authors used survey and administrative data from 13 community colleges to estimate a logistic regression. The study found that 62 percent of learning community students persisted from freshman to sophomore year, compared with 57 percent of comparison group students. This difference was statistically significant. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to learning communities. Other factors are likely to have contributed.","Learning Communities","Community college education and other classroom training Basic skills","Adult, Other barriers, Low income",,"United States",2008, "A good start: Two-year effects of a freshman learning community program at Kingsborough Community College","Scrivener, S., Bloom, D., LeBlanc, A., Paxson, C., Rouse, C.E., & Sommo, C. (2008). A good start: Two-year effects of a freshman learning community program at Kingsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree and enrollment in a four-year college in the program semester and three follow-up semesters. Students in the Opening Doors learning communities took three linked courses during one semester and were provided tutoring and case management services. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in a learning community, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on the background characteristics of students, student transcripts, and degree attainment information from the National Student Clearinghouse. The study found that the treatment group earned significantly more credits than the control group, cumulatively across the program semester and the three follow-up semesters,. However, during that time, there were no significant cumulative differences between the two groups on registration for any courses, the number of semesters registered, or enrollment in either a two- or four-year college. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training","Adult, Low income",,"United States",2008,http://www.mdrc.org/sites/default/files/A%20Good%20Start.pdf "The effect of the social security earnings test on male labor supply: New evidence from survey and administrative data.","Haider, S. J., & Loughran, D. S. (2008). The effect of the social security earnings test on male labor supply: New evidence from survey and administrative data. Journal of Human Resources, 43(1), 57-87.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Mixed impacts Earnings and wages Employer benefits receipt-Low-Favorable impacts Employer benefits receipt","Summary: The study’s objective is to examine the impact of 1983 and 2000 policy changes that removed the Social Security earnings test for certain age groups on the earnings and employment outcomes of affected men The study is a nonexperimental analysis that examines the correlations between the 1983 and 2000 policy changes and earnings and employment status. The study compares the outcomes of men affected by the policy changes with the outcomes of men of similar ages not affected by the policy changes. The study finds that the 1983 policy change is associated with few changes to the observed outcomes and that the 2000 policy change is associated with higher earnings and hours worked per week for affected men. The quality of causal evidence presented in this report is low because the study does not demonstrate that men affected by the policy changes are similar to the men not affected by the policy change, nor does it control for possible differences. This means we are not confident that the estimated effects are attributable to the 1983 and 2000 policy changes; other factors are likely to have contributed.","Social Security Earnings Test","Federal retirement benefits Older workers' programs","Adult, Older worker, Male",,"United States",2008,http://jhr.uwpress.org/content/43/1/57.refs "Workforce Investment Act non-experimental net impact evaluation final report","Heinrich, C., Mueser, P., Troske, K., & Benus, J. (2008). Workforce Investment Act non-experimental net impact evaluation final report. Columbia, MD: IMPAQ International, LLC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages","Summary: The report’s objective was to examine the effects of participation in the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on average earnings and employment. Results for earnings of participants ages 22 to 26 were presented separately and are the focus of this review. The effectiveness of the programs was evaluated using a matched comparison group design. Outcomes were examined up to 10 quarters after WIA participants entered the Adult or Dislocated Worker programs. The study found that participants in the WIA Adult Program under age 26 earned significantly more than those in the comparison group every quarter after program entry. In the WIA Dislocated Worker program, participants under age 26 began earning significantly more than those in the comparison group a year following program entry. The quality of the causal evidence presented in this study is moderate. This means we have confidence that the effects estimated in this study are attributable at least in part to WIA programs. However, as in any nonexperimental study, other factors not accounted for in the analysis might have contributed to the estimated effects.","the Workforce Investment Act (WIA)","Basic skills Community college education and other classroom training Job search assistance and supportive services Other training and education Work based and other occupational training","Adult, Youth, Dislocated or displaced worker, Female, Male",,"United States",2008,http://www.nawdp.org/Content/NavigationMenu/ResearchReports/2009-10-WIANon-Expe… "Examining the impact of small business institute participation on entrepreneurial attitudes","Harris, M., Gibson, S., & Taylor, S. (2008). Examining the impact of small business institute participation on entrepreneurial attitudes. Journal of Small Business Strategy, 18(2), 57-75.","Entrepreneurship and Self-Employment","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts Attitudes","Summary: The study’s objective was to examine the impact of attending an undergraduate class as part of the Small Business Institute (SBI), an entrepreneurial program, on students’ entrepreneurial attitudes. The authors compared students’ entrepreneurial attitudes before and after taking an SBI class in one of six universities across the United States. Entrepreneurial attitudes were measured using the Entrepreneurial Attitudes Orientation survey. The study found a positive relationship between participation in an SBI class and students’ entrepreneurial attitudes. The quality of causal evidence presented in this report is low because the authors compared the attitudes of students measured at a single point before and after they participated in the class, but did not compare these changes in attitudes with those of a comparison group of students who did not take an SBI class. This means we are not confident that the estimated effects are attributable to the SBI class; other factors are likely to have contributed.","SBI Courses","Other training and education",Adult,"Small business","United States",2008, "Supported employment for middle-aged and older people with schizophrenia.","Twamley, E., Narvaez, J., Becker, D., Bartels, S., & Jeste, D. (2008). Supported employment for middle-aged and older people with schizophrenia. American Journal of Psychiatric Rehabilitation, 11(1), 76-89.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study examined the impact of Individual Placement and Support (IPS) on competitive employment for older people with schizophrenia The study was a randomized controlled trial (RCT) and used weekly work logs cross-referenced with pay stubs to measure employment outcomes over a 12-month period. The study found that IPS increased competitive employment and earnings compared with conventional services. The quality of causal evidence presented in this report is low because the RCT has a confounding factor. This means we are not confident that the estimated effects are attributable to the IPS program; other factors are likely to have contributed.","Individual Placement and Support and Vocational Rehabilitation Program","Health Individuals facing barriers to employment Job search assistance and supportive services","Adult, Older worker, Disability",,"United States",2008,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2638571/ "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report no. 08-024).","Hollenbeck, K. & Huang, W-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report no. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Unfavorable impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Wagner-Peyser/Employment Service program on outcomes of employment, earnings, and credential completion. The study used an interrupted time series (ITS) design to compare the outcomes of participants before and after participating in the Wagner-Peyser program. • The study found that the median earnings of Wagner-Peyser participants were $250 lower in the second quarter after program exit compared to their median earnings before program participation. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods before the intervention. This means we are not confident that the estimated effects are attributable to the Wagner-Peyser program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Wagner-Peyser Program","Job search assistance and supportive services",Adult,,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica… "Cognitive and non-cognitive predictors of success in adult education programs: Evidence from experimental data with low-income welfare recipients","Leininger, L. J., & Kalil, A. (2008). Cognitive and non-cognitive predictors of success in adult education programs: Evidence from experimental data with low-income welfare recipients. Journal of Policy Analysis and Management, 27, 521-535. doi: 10.1002/pam.20357","Literacy, Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of an education-focused intervention and an employment-focused intervention on education outcomes. The authors used data from a randomized controlled trial, the National Evaluation of Welfare-to-Work Strategies (NEWWS). The NEWWS study randomly assigned individuals within seven geographic locations to one of three conditions: an education-focused intervention, an employment-focused intervention, or the control group. The current study used a subsample to examine participants’ completion of a high school diploma or equivalent two years after being assigned to one of the conditions. The study found that participation in the education-focused intervention was significantly associated with a higher likelihood of receiving a high school diploma or equivalent relative to the control group. The quality of the causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with unknown attrition, the authors demonstrated that the treatment and control groups were similar before the intervention. This means we have confidence that the estimated effects are attributable at least in part to the education-focused or employment-focused interventions, although other factors could also have contributed.","the Education-Focused and Employment-Focused Interventions","Basic skills Other training and education","Adult, Low income",,"United States",2008,https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.20357 "State age protection laws and the Age Discrimination in Employment Act.","Lahey, J. State age protection laws and the Age Discrimination in Employment Act. (2008). The Journal of Law and Economics, 51(3), 433-460.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-Unfavorable impacts Employment","Summary: The study examined the impact of enforcement of age discrimination laws on the employment and earnings of older male workers The author used a nonexperimental regression model and data from the Current Population Survey to estimate the impact. The study found that males older than 50 in states with age discrimination laws were 0.2 percentage points less likely to be hired compared with those in states without their own age discrimination laws. 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 the estimated effects are attributable to the state laws on age discrimination, but other factors might also have contributed.","Age Discrimination Employment Act (ADEA)","Older workers' programs Other disparities or discrimination in employment and earnings","Adult, Older worker, Male",,"United States",2008,https://www.jstor.org/stable/10.1086/589670?seq=1#page_scan_tab_contents "How did the elimination of the US earnings test above the normal retirement age affect labour supply expectations?","Michaud, P., & Van Soest, A. (2008). How did the elimination of the US earnings test above the normal retirement age affect labour supply expectations? Fiscal Studies, 29(2), 197-231. doi:10.1111/j.1475-5890.2008.00073.x","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Favorable impacts Employment","Summary: The authors used a nonexperimental approach and the data from Health and Retirement Study data from 1996 to 2002 and Social Security earnings history to estimate the impact. The study examined the impact of repealing the earnings test from Social Security recipients between full retirement age and age 70 on older workers’ subjective probability of retirement. The authors used a nonexperimental approach and the data from Health and Retirement Study data from 1996 to 2002 and Social Security earnings history to estimate the impact. The study found that after the repeal of the earnings test, the subjective probability of working of full-time past age 65 for older male workers who were likely to have most of their projected Social Security benefits reduced under the earnings test has increased their expected probability of working relative to those who were not likely to be affected. •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 the estimated effects are attributable to the repeal of the earnings test, but other factors might also have contributed.","Social Security Earnings Test","Federal retirement benefits Older workers' programs","Adult, Older worker, Male",,"United States",2008, "Labor market shocks and retirement: Do government programs matter?","Coile, C., & Levine, P. (2007). Labor market shocks and retirement: Do government programs matter? Journal of Public Economics, 91(10), 1902-1919.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-No impacts Employment Public benefits receipt-Low-No impacts Public benefit receipt","Summary: The study examined the impact of the generosity of unemployment insurance (UI) benefits on retirement decisions. The study used a statistical model and data from the March Current Population Survey for 1980–2004 to estimate impacts. The study found no relationship between the generosity of UI benefits and the likelihood of retirement or receipt of UI. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before changes in the generosity of UI benefits were observed. This means we are not confident that the estimated effects are attributable to changes in the generosity of UI benefits; other factors are likely to have contributed.","Unemployment Insurance (UI)","Unemployment Insurance","Adult, Older worker, Unemployed",,"United States",2007,http://academics.wellesley.edu/Economics/Coile/PDF%20files/coile-levine%20JPubE… "Developing core skills in the major","Arcario, P., Clark, J., & Klages, M. (2007). Developing core skills in the major. In M. Smith & B. Williams (Eds.), Learning communities and student affairs: Partnering for powerful learning. Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education, Evergreen State College.","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 participation in one of three first-year academies (Allied Health, Business/Technology, or Liberal Arts) on course failure rates and course attrition rates at LaGuardia Community College in New York City. The study design was unclear: the authors might have used a pre-post design or a simple mean comparison. The authors did not specify the data source.  The study found that failure rates in basic skills and discipline-area courses declined by 7.7 percent for academy students, and attrition in basic skills and discipline-area courses declined by 8 percent for academy students. The authors did not report information on the statistical significance of these findings. The quality of causal evidence presented in this report is low because the authors did not establish that there were no observable differences between the treatment and comparison groups at baseline nor did they adjust for any differences. This means we are not confident that the estimated effects are attributable to first-year academies. Other factors are likely to have contributed.","First-Year Academies","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2007, "Evaluating multi-treatment programs: Theory and evidence from the U.S. Job Training Partnership Act experiment.","Plesca, M., & Smith, J. (2007). Evaluating multi-treatment programs: Theory and evidence from the U.S. Job Training Partnership Act experiment. Empirical Economics, 32, 491-528.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Job Training Partnership Act (JTPA) on earnings and employment for disadvantaged adults. The authors conducted a randomized controlled trial. They analyzed data from one baseline survey, two follow-up surveys, and earnings and employment records. The study found that men in the treatment group had earned more at the 30-month follow-up than men in the control group, and that women in the treatment group experienced significantly better earnings and employment outcomes at several points compared to the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to JTPA, and not to other factors.","Job Training Partnership Act","Other training and education Supported employment or other employment supports Job search assistance and supportive services","Adult, Female, Male, Low-skilled, Low income",,"United States",2007, "A tax on work for the elderly: Medicare as a secondary payer.","Goda, G. S., Shoven, J. B., & Slavov, S. N. (2007). A tax on work for the elderly: Medicare as a secondary payer. (NBER Working Paper No. 13383). Cambridge, MA: National Bureau of Economic Research.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of Medicare as a Secondary Payer (MSP) on older workers’ labor force participation and full-time employment The study used a nonexperimental regression design. The authors used data from the 1980 to 2006 March Supplement of the Current Population Survey. The study found that labor force participation for older males increased following the enforcement of the MSP policy, and that older males and females in the labor force were more likely to be employed full time after the policy was enforced. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention, and confounding factors could have impacted older workers differentially during the time periods examined. This means we are not confident that the estimated effects are attributable to MSP; other factors are likely to have contributed.","Medicare as a Secondary Payer","Federal retirement benefits Older workers' programs","Adult, Older worker",,"United States",2007,https://www.nber.org/papers/w13383 "Assessing the impact of small business training on nascent entrepreneurs in Illinois","Harfst, K. (2006). Assessing the impact of small business training on nascent entrepreneurs in Illinois (Doctoral dissertation). Retrieved from ProQuest Dissertation and These database (UMI No. 3229827).","Entrepreneurship and Self-Employment","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-No impacts Attitudes","Summary: The study’s objective was to examine the impact of participation in a Small Business Development Center (SBDC) seminar on intentions to start a business. The author administered a survey of his own design before and after respondents participated in an SBDC seminar and compared the respondents’ pre- and post-seminar responses on a series of items measuring intentions to start a business. The study found no statistically significant relationships between participation in the SBDC seminar and intentions to start a business. The quality of causal evidence presented in this report is low because the author did not account for pre-intervention trends in participants’ entrepreneurial intentions. This means that we would not be confident that any estimated effects would be attributable to the SBDC seminar; however, the study found no effects.",,"Other training and education",Adult,"Small business","United States",2006,http://www.illinois.gov/dceo/SmallBizAssistance/CenterConnect/Strategic%20Plan/… "New evidence on earnings and benefit claims following the changes in the retirement earnings test in 2000.","Song, J. G., & Manchester, J. (2006). New evidence on earnings and benefit claims following the changes in the retirement earnings test in 2000. (ORES Working Paper 107). Washington, DC: Social Security Administration, Office of Policy, Office of Research, Evaluation, and Statistics. Also available in Journal of Public Economics, 91(3–4), 669–700 (2007).","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Low-No impacts Employment Public benefits receipt-Mod/high-Unfavorable impacts Public benefit receipt","Summary: The study examined the impact of the Senior Citizens Freedom to Work Act of 2000 on employment, earnings, and public benefit receipt outcomes of workers ages 65 to 69. The study was a nonexperimental analysis and used Social Security Administrative data to estimate the impacts. The study found that the Senior Citizens Freedom to Work Act of 2000 was associated with significant increases in the rate of Social Security claims for both sets of individuals affected by the law. The study found no statistically significant relationship between the Senior Citizens Freedom to Work Act of 2000 and earnings. The quality of casual evidence presented in this report for Social Security claims and earnings outcomes is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Senior Citizens Freedom to Work Act of 2000, but other factors might also have contributed. The quality of causal evidence presented in this report on employment is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Senior Citizens Freedom to Work Act of 2000; other factors are likely to have contributed.","Senior Citizens Freedom to Work Act of 2000","Older workers' programs Other disparities or discrimination in employment and earnings","Adult, Older worker",,"United States",2006, "Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). [WIA Dislocated Workers]","Hollenbeck, K., & Huang, W-J. (2006). Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). Kalamazoo, MI: W. E. Upjohn Institute for Employment Research. [WIA Dislocated Workers]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Mixed impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Dislocated Worker Program on the employment rate, earnings, and public benefit receipt of dislocated workers in Washington State. The authors used a nonexperimental design to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and public benefit receipt between those who took part in the WIA Dislocated Worker Program and those who registered for employment services at the state Labor Exchange. The study found that, compared with those who registered for services at the Labor Exchange, participants in the WIA Dislocated Worker Program had higher employment and earnings, although the findings for public benefit receipt were mixed. The quality of causal evidence presented in this report is low because the authors compared the treatment and comparison groups at different follow-up points and the groups were therefore not equivalent. This means we are not confident that the estimated effects are attributable to WIA Dislocated Worker Program; other factors are likely to have contributed.","the Workforce Investment Act (WIA) Dislocated Worker Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Adult, Dislocated or displaced worker",,"United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica… "Paying for persistence: Early results of a Louisiana scholarship program for low-income parents attending community college","Brock, T., & Richburg-Hayes, L. (2006). Paying for persistence: Early results of a Louisiana scholarship program for low-income parents attending community college. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Louisiana Opening Doors, a scholarship program, on semester-to-semester retention and course completion at two community colleges in Louisiana. The study was a randomized controlled trial that compared the outcomes of treatment and control groups over three semesters. The primary data sources were students’ transcripts from the colleges and a baseline survey on students’ background characteristics. The study found that students who participated in the Opening Doors program attempted and passed a greater number of courses, registered for and earned more credits, and were enrolled for more semesters than students in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Louisiana Opening Doors program, and not to other factors.","Opening Doors in Louisiana","Community college education and other classroom training Tuition assistance","Adult, Low income, Parent",,"United States",2006,http://www.mdrc.org/sites/default/files/full_472.pdf "Net impact and benefit-cost estimates of the workforce development system in Washington State. Upjohn Institute technical report no. TR06-020). [Private career school programs]","Hollenbeck, K., & Huang, W-J. (2006). Net impact and benefit-cost estimates of the workforce development system in Washington State. Upjohn Institute technical report no. TR06-020). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [Private career school programs]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Private Career School program on the employment rate, earnings, and public benefit receipt of adults with a high school education. The authors used a nonexperimental method to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and public benefits of those who took part in the Private Career School program relative to those who registered for services at the Labor Exchange. The study found that, compared with those who registered for Labor Exchange services, Private Career School program participants had higher employment and earnings, and lower receipt of several types of public benefits. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the Private Career School program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Private Career School Programs","Other training and education","Adult, Unemployed","Other services, Transportation and warehousing","United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica… "Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). [Comm. and Tech. ABE]","Hollenbeck, K., & Huang, W-J. (2006). Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [Comm. and Tech. ABE]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Mixed impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Community and Technical Colleges Adult Basic Education (ABE) program on the employment, earnings, and public benefits receipt of low-income adults. The authors used a nonexperimental method to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and public benefits receipt between those who took part in the ABE program relative to those who registered for services at the Labor Exchange. The study found that, compared with those who registered for Labor Exchange services, ABE program participants had higher employment and earnings, and lower public benefits receipt. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the ABE program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Community and Technical Colleges Adult Basic Education (ABE) Program","Other training and education","Adult, Unemployed",,"United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica… "Net impact and benefit-cost estimates of the workforce development system in Washington State. Upjohn Institute technical report no. TR06-020. [Community and Technical College Job Prep Training]","Hollenbeck, K., & Huang, W-J. (2006). Net impact and benefit-cost estimates of the workforce development system in Washington State. Upjohn Institute technical report no. TR06-020. Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [Community and Technical College Job Prep Training]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Community and Technical College (CTC) Job Preparatory Training program on the employment rate, earnings, and public benefit receipt of adults in Washington State. The authors used a nonexperimental design to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and public benefit receipt between those who took part in the CTC training program and those who registered for employment services at the state Labor Exchange. The study found that, compared with those who registered for services at the Labor Exchange, participants in the CTC training program had higher employment and earnings, although findings for public benefit receipt were mixed. The quality of causal evidence presented in this report is low because the authors compared the treatment and comparison groups at different follow-up points and the groups were therefore not equivalent. This means we are not confident that the estimated effects are attributable to the CTC Job Preparatory Training program; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","Community and Technical College (CTC) Job Preparatory Training Program","Other training and education",Adult,,"United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica… "Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). [Apprenticeships]","Hollenbeck, K., & Huang, W-J. (2006). Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). Kalamazoo, MI: W. E. Upjohn Institute for Employment Research. [Apprenticeships]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Unfavorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act apprenticeship programs in Washington State on participants’ employment rates, earnings, and public benefit receipt. The authors used a nonexperimental design to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and public benefit receipt between those who took part in the apprenticeship programs and those who registered for employment services at the state Labor Exchange. The study found that, compared with those who registered for services at the Labor Exchange, participants in the apprentice programs had higher employment rates, more hours worked and greater quarterly earnings. Receipt of Unemployment Insurance benefits was higher for those in the apprenticeship group, and receipt of other public assistance was lower. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the apprenticeship programs; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","Workforce Investment Act (WIA) Apprenticeship Programs","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs",Adult,,"United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica… "The effect of the SSI program on labor supply: Improved evidence from Social Security administrative files","Neumark, D., & Powers, E. T. (2005). The effect of the SSI program on labor supply: Improved evidence from Social Security administrative files. Social Security Bulletin, 65(3), 45-60.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study examined the relationship between generous state Supplemental Security Income (SSI) benefits and the employment of older worker nearing SSI eligibility age. The authors used a regression model and data from the Survey of Income and Program Participants (SIPP) and Social Security Administration (SSA) to estimate the effect. The study found that older males who were likely SSI participants in generous states worked significantly fewer hours and had lower employment rates compared with those living in less generous states. The authors, using the SSA administrative records, also found that likely older participants (ages 60 to 64) worked significantly fewer hours than younger ones. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to generosity of state SSI benefits; other factors are likely to have contributed.","state Supplemental Security Income (SSI) benefits","Older workers' programs Other employment and reemployment","Adult, Older worker",,"United States",2005,https://www.ssa.gov/policy/docs/ssb/v65n3/v65n3p45.html "Building learning communities: Early results from the Opening Doors Demonstration at Kingsborough Community College","Bloom, D., & Sommo, C. (2005). Building learning communities: Early results from the Opening Doors Demonstration at Kingsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors learning community program at Kingsborough Community College in Brooklyn, New York, on students’ persistence, course completion, and credits earned during the 2003–2004 academic year. The study was a randomized controlled trial in which students were randomly assigned to the Opening Doors learning community treatment group or the control group. Data sources included students’ transcript data provided by Kingsborough and data from a baseline survey completed by students at the time of random assignment. This study found that the Opening Doors learning community program at Kingsborough had positive impacts on developmental course enrollment and passage rates, percentage and number of courses passed, equated credits earned in the program semester, and developmental course enrollment in the first postprogram semester. During the first academic year, Opening Doors students earned significantly more equated credits and made significantly more progress in required English courses than the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Opening Doors learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training","Adult, Low income",,"United States",2005,http://files.eric.ed.gov/fulltext/ED485506.pdf "Registered apprenticeship training in the U.S. construction industry","Glover, R. W., & Bilginsoy, C. (2005). Registered apprenticeship training in the U.S. construction industry. Education + Training, 47(4-5), 337-349.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Training-Low-No impacts Training","Summary: The study’s objective was to examine the impact of participation in building trades apprenticeship programs sponsored jointly by employers and unions on apprentices’ program completion rates. The authors compared the program completion rates of apprentices who participated in registered apprenticeship programs sponsored jointly by employers and labor unions with those who participated in programs sponsored unilaterally by employers. Data on apprentices’ characteristics, program participation, and completion came from the U.S. Department of Labor’s Registered Apprentices Information System and California State Apprenticeship Council databases. The authors’ analysis included apprentices in 31 states from 1996 to 2003. The study found that the completion rate for joint apprenticeships was higher than for nonjoint apprenticeships, but did not conduct any statistical tests of differences in completion rates. The quality of causal evidence presented in this report is low because the authors did not account for relevant pre-intervention characteristics in their analysis. This means we are not confident that the estimated effects are attributable to joint apprenticeship programs; other factors are likely to have contributed.",,"Registered apprenticeship Work based and other occupational training",Adult,Construction,"United States",2005, "Estimating the returns to community college schooling for displaced workers","Jacobson, L., LaLonde, R., & Sullivan, D. (2004). Estimating the returns to community college schooling for displaced workers. (IZA discussion paper no. 1018). Bonn, Germany: Institute for the Study of Labor.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages","Summary: The study’s objective was to examine the impact of taking community college courses on the earnings of displaced workers in Washington State. The authors matched data from unemployment insurance wage records to community college records and used regression models to compare the outcomes of displaced workers who earned community college credits with the outcomes of those who did not. The study found that long-term earnings among displaced workers increased 9 percent for men and 13 percent for women as a result of one year of community college, and that the effects were largest for those who took quantitative or vocational courses. The quality of causal evidence provided in this study is moderate. This means we are somewhat confident that the estimated effects are attributable to the community college course taking, but other factors might also have contributed.","the Study","Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2004,http://repec.iza.org/dp1017.pdf "Family Independence Initiative (FII): Follow-up study final report","Tao, F., & Alamprese, J. A. (2003). Family Independence Initiative (FII): Follow-up study final report. Retrieved from http://abtassociates.com/reports/2003/family-independence-initiative-%28fii%29-follow-up-stu.aspx.","Literacy, Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment Public benefits receipt-Low-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Family Independence Initiative (FII) on education, earnings, employment, and public benefit receipt outcomes of low-income adults. The authors used a pre-post study design to compare outcomes before and after participating in a work-focused family literacy program. The study found that program participation was associated with increased employment, earnings, and receipt of a high school diploma or GED, and a reduction in government cash assistance. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods before and after the intervention. This means we are not confident that the estimated effects are attributable to the Family Independence Initiative; other factors are likely to have contributed.","the Family Independence Initiative","Basic skills Other training and education","Adult, Low income",,"United States",2003,http://abtassociates.com/reports/2003/family-independence-initiative-%28fii%29-… "Improving basic skills: The effects of adult education in welfare-to-work programs","Bos, J. M., Scrivener, S., Snipes, J., Hamilton, G., Schwartz, C., & Walter, J. (2002). Improving basic skills: The effects of adult education in welfare-to-work programs. New York: Manpower Demonstration Research Corporation.","Literacy, Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Public benefits receipt-Low-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of both education- and employment-focused welfare-to-work programs on earnings and public benefit receipt. The study was a randomized controlled trial conducted in seven geographic areas. The authors randomly assigned welfare recipients to the treatment condition (an education-focused intervention or an employment-focused intervention) or the control group. The study sample included a subset of welfare recipients who lacked a high school diploma or GED. The study found that participation in the welfare-to-work programs significantly increased earnings and reduced public benefit receipt and that participation in the employment-focused programs had a greater impact on earnings. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with unknown attrition, and the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the effects are attributable the education-focused or employment-focused interventions; other factors are likely to have contributed.","the Education-Focused and Employment-Focused Interventions","Basic skills Other training and education","Adult, Low income",,"United States",2002,https://www.govinfo.gov/content/pkg/ERIC-ED464267/pdf/ERIC-ED464267.pdf "The returns to community college schooling for displaced workers.","Jacobson, L., LaLonde, R., & Sullivan, D. G. (2001). The returns to community college schooling for displaced workers. Retrieved from: https://files.eric.ed.gov/fulltext/ED481841.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Mod/high-No impacts Employment","Summary: The study's objective was to examine the impact of community college schooling on displaced workers’ earnings and employment outcomes. This summary focuses on the Washington State sample. The study used a nonexperimental design to compare the earnings and employment outcomes between displaced workers who completed community college schooling and displaced workers who did not receive such schooling. Using state unemployment insurance earnings records and community college transcripts, the authors conducted statistical models to examine the differences in outcomes between the groups. The study found that displaced workers who completed at least one community college course earned more than displaced workers who either did not enroll in community college courses or who enrolled but did not complete any courses. The study also found community college schooling to be associated with higher hourly wages and number of hours worked for both males and females and higher employment rates for females only. However, the authors did not provide tests of statistical significance. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design; this is the highest causal evidence rating possible for a nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to enrollment in community college, but other factors might also have contributed.",,"Employment and Training Services Training and Education Basic skills Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2001,https://files.eric.ed.gov/fulltext/ED481841.pdf "The returns to community college schooling for displaced workers","Jacobson, L., LaLonde, R., & Sullivan, D. G. (2001). The returns to community college schooling for displaced workers. Retrieved from: https://files.eric.ed.gov/fulltext/ED481841.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages","Summary: The study's objective was to examine the impact of the Displaced Workers Educational Training Program (DWETP) on earnings. This summary focuses on the Pittsburgh sample. The study used a nonexperimental design to compare the outcomes of displaced workers who completed community college courses as part of the DWETP and displaced workers who did not receive such schooling. Using state unemployment insurance earnings records and community college transcripts, the authors conducted statistical models to examine the differences in earnings between the groups. The study found that post-schooling earnings for both male and female participants in the DWETP were greater than their counterparts in the comparison group who did not participate in the program. However, the authors did not provide tests of statistical significance. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design; this is the highest causal evidence rating possible for a nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to enrollment in the DWETP, but other factors might also have contributed.","the Displaced Workers Educational Training Program (DWETP)","Employment and Training Services Training and Education Basic skills Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2001,https://files.eric.ed.gov/fulltext/ED481841.pdf "A mixed-method approach to evaluating learning communities for underprepared community college students: The Integrated Studies Communities at Parkland College","Moore, L.H. (2000). A mixed-method approach to evaluating learning communities for underprepared community college students: The Integrated Studies Communities at Parkland College (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9971142)","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 Integrated Studies Community (ISC) at Parkland College in Champaign, Illinois, on credit hours earned, course completion, and persistence during the 1998–1999 academic year. The study used a matched comparison group design to compare ISC participants with nonparticipants. Data sources included administrative data from Parkland College and interview and survey data. This study found that ISC students earned significantly more credit hours than comparison students. The quality of causal evidence presented in this report is low because the study did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to the ISC. Other factors are likely to have contributed.","the Integrated Studies Community (ISC) at Parkland College","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2000,http://files.eric.ed.gov/fulltext/ED457936.pdf "Follow-up on North Carolina community college cooperative education graduates: Additional education and salary gains","Johnson, L. R. (2000). Follow-up on North Carolina community college cooperative education graduates: Additional education and salary gains (Unpublished doctoral dissertation.). North Carolina State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study's objective was to examine the impact of cooperative education on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of graduates of a cooperative education program, graduates who did not participate in a cooperative education program that was offered at their college, and graduates who attended a school in which cooperative education was not offered. Using survey data, the author conducted statistical tests to examine the differences between the three groups 10 years after they graduated. The study found no statistically significant relationship between graduating from a cooperative education program and pursuing additional education, employment status, or earning a higher salary. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to cooperative education; other factors are likely to have contributed.","Cooperative Education","Employment and Training Services Training and Education Community college education and other classroom training","Adult, Low-skilled",,"United States",2000,https://archive.org/details/ERIC_ED458904 "The employment and training outcomes of a job training partnership act program in a community college setting","Carter, D. L. (1999). The employment and training outcomes of a job training partnership act program in a community college setting (Unpublished doctoral dissertation). University of Florida.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages","Summary: The study's objective was to examine the impact of a Job Training Partnership Act (JTPA) funded vocational training program at a community college in North Florida on earnings outcomes. The author used an interrupted time series design to compare outcomes of participants before and after they participated in the JTPA program. Data for the study were compiled from the community college's existing JTPA records. The study found that participation in JTPA funded training was significantly related to higher post-training wages. The quality of causal evidence presented in this report is low because the author did not observe outcomes for multiple periods before or after the program nor account for selection into the intervention. This means we are not confident that the estimated effects are attributable to the JTPA funded vocational training program; other factors are likely to have contributed.","Job Training Partnership Act","Employment and Training Services Training and Education Basic skills Capacity building programs Community college education and other classroom training","Youth, Adult, Other barriers, Dislocated or displaced worker, Low income",,"Rural, United States",1999, "An evaluation of an urban community college Single Parent and Displaced Homemaker Program (Doctoral dissertation)","Rice, L. M. (1999). An evaluation of an urban community college Single Parent and Displaced Homemaker Program (Doctoral dissertation). Old Dominion University. DOI: 10.25777/tqh7-3c76","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 Single Parent and Displaced Homemaker Program on education outcomes by students at an urban community college. The study used a nonexperimental design to compare the outcomes of program participants to those on the waiting list. Using data from the community college’s Students Information System, the author conducted statistical tests to examine the differences between groups. The study found that participation in the Single Parent and Displaced Homemaker Program was significantly related to increased retention rates and number of credits taken. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Single Parent and Displaced Homemaker Program; other factors are likely to have contributed.","the Single Parent and Displaced Homemaker Program","Employment and Training Services Training and Education Capacity building programs Community college education and other classroom training Other training and education","Adult, Other barriers, Female, Parent",,"Urban, United States",1999,https://digitalcommons.odu.edu/urbanservices_education_etds/50/ "Net impact evaluation of retraining under ESHB 1988.","Jacobson, L., & LaLonde, R. (1997). Net impact evaluation of retraining under ESHB 1988. Retrieved from https://files.eric.ed.gov/fulltext/ED413525.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages","Summary: The study's objective was to examine the impact of the Washington State Employment and Training Act of 1993 (ESHB 1988) on earnings. The study used a nonexperimental design to compare the earnings of displaced workers who received re-training to those who did not receive re-training. Using administrative data from Washington State's Employment Security Department and transcript data from the community colleges, the authors conducted statistical models to examine the differences between groups. The study found that participation in the re-training program increased long-term earnings; however, the authors did not provide a test of statistical significance. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design; this is the highest causal evidence rating possible for a nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Washington State Employment and Training Act of 1993 (ESHB 1988), but other factors might also have contributed.","Washington State Employment and Training Act of 1993 (ESHB 1988)","Employment and Training Services Training and Education Basic skills Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Low-skilled",,"United States",1997,https://files.eric.ed.gov/fulltext/ED413525.pdf "Lessons from the US unemployment insurance experiments","Meyer, B. (1995). Lessons from the US unemployment insurance experiments. Journal of Economic Literature, 33(1), 91-131.","Behavioral Insights","Study Type: Descriptive Analysis",,,"Summary: The article provided an overview of experimental evaluations of unemployment insurance (UI) reforms conducted from 1977 to 1992 in the United States. These reforms typically tried to improve the employment prospects of beneficiaries and reduce UI costs. The author reviewed 10 randomized controlled trials of UI reforms—4 cash bonus experiments and 6 job-search experiments—and provided a comparative analysis on how these reforms affected average weeks of UI benefits paid, UI program costs, and recipients’ earnings, when available. The cash bonus experiments offered a cash payment to participants who quickly found and kept a job for an indicated length of time, although the details varied greatly across experiments. Job-search assistance reforms also varied but typically involved changes in the way job-search programs were implemented in terms of services offered and reporting and participation requirements. The review found that some cash bonus reforms reduced the average number of weeks participants spent on UI by a statistically significant margin, compared with the control group. The review also found that some job-search assistance reforms reduced participants’ average number of weeks on UI and increased average quarterly earnings compared with the control group; however, not all findings for all reforms were statistically significant.",,"Disability insurance Job search assistance and supportive services","Adult, Dislocated or displaced worker, Unemployed",,"United States",1995, "Expressive writing and coping with job loss","Spera, S., Buhrfeind, E., & Pennebaker, J. (1994). Expressive writing and coping with job loss. Academy of Management Journal, 37(3), 722-733.","Behavioral Insights","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of expressive writing activities on the reemployment of people who had recently lost their jobs. The authors randomly assigned 41 people who had recently been laid off to either a treatment group, which was instructed to write daily about their feelings on their job loss, or to a control group, which was instructed to write about their plans for the day, but not about their feelings. Another 22 participants were assigned (non-randomly) to a comparison group that did not participate in a writing activity. The authors compared outcomes for the three study groups collected from administrative records and four surveys. The study found that participants who wrote about their feelings and attitudes about being laid off were more likely to find employment eight months after the program than those who wrote about other topics and those who did no writing activities. The quality of causal evidence presented in this report is high for comparisons between the treatment group and the writing control group because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to expressive writing, and not to other factors. However, the quality of causal evidence is moderate for comparisons between the treatment group and the non-writing comparison group because there was non-random assignment to this group. This means we are somewhat confident that the estimated effects are attributable to expressive writing, but other factors might also have contributed.",,"Behavioral Interventions","Unemployed, Adult",,"United States",1994, "Coordinated studies programs: Their effect on student involvement at a community college","Tinto, V., & Russo, P. (1994). Coordinated studies programs: Their effect on student involvement at a community college. Community College Review, 22(2), 16-25.","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 coordinated studies programs (CSPs) on students’ persistence in college. The authors used administrative data to compare reenrollment rates between a treatment group of students enrolled in CSP classes and a comparison group of students enrolled in humanities and social science classes. The study found that the spring reenrollment rate for CSP students was 84 percent, significantly higher than the 81 percent rate for comparison students. The fall reenrollment rate for CSP students was 67 percent, significantly higher than the 52 percent rate for comparison students. The quality of causal evidence presented in this report is low because the authors did not control for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to CSPs. Other factors are likely to have contributed.","Coordinated Studies Programs","Community college education and other classroom training",Adult,,"United States",1994, "Some new historical evidence on the impact of affirmative action: Detroit, 1972","Hyclak, T., Taylor, L., & Stewart, J. (1992). Some new historical evidence on the impact of affirmative action: Detroit, 1972. The Review of Black Political Economy, 21(2), 81-98.","Employer Compliance","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the effect of federal affirmative action reporting requirements on Detroit firms’ hiring of minorities into managerial positions in 1972. The authors compared the probability that minority candidates applied to and were hired for managerial positions at firms that were and were not subject to affirmative action reporting requirements. The sample comprised 99 Detroit firms that fully responded to the 1972 Detroit Area Study survey. The study found that firms subject to affirmative action reporting requirements were significantly more likely to hire African American males than firms not subject to the requirements. The quality of causal evidence presented in this report is low because the authors did not adequately control for existing differences between firms that were and were not subject to affirmative action reporting requirements. This means we are not confident that the estimated effects are attributable to affirmative action reporting requirements. Other factors are likely to have contributed.","the Civil Rights Act of 1964 and Affirmative Action reporting requirements","Affirmative action Civil Rights Act of 1964 Equal Employment Opportunity Act of 1972","Adult, Black or African American",,"United States",1992,