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",, "Synthesis Report: Research Synthesis: Opportunities for Youth",,"Opportunities for Youth",,,,"Findings: Successful programs often involved a substantial time commitment from participating youth. Many successful programs involved a job placement component or job search assistance. Positive impacts tended to be realized in the short term and fade over time. More information is needed on the replicability of some programs.",,"Youth programs","Youth, Disconnected youth",,,, "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… "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… "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… "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, "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 "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… "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… "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_… "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… "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 "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… "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 "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… "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 "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… "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… "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-… "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… "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… "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… "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, "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… "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… "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, "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… "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, "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… "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-… "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, "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 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… "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, "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, "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… "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… "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… "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… "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… "Starting to succeed: The impact of CUNY Start on academic momentum","Webber (2018). Starting to succeed: The impact of CUNY Start on academic momentum. Retrieved from http://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2018/08/gateway_brief_final.pdf","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 CUNY Start program on community college students’ gateway course completion. The study used a nonexperimental design to compare the outcomes of students who participated in the CUNY Start program to a matched comparison group who did not participate in the program. Using program and institutional research data, the author conducted statistical models to examine differences between the groups. The study found that students participating in CUNY Start were significantly more likely to complete gateway courses than nonparticipating students. 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 CUNY Start, but other factors might also have contributed.","the CUNY Start Program","Community college education and other classroom training","Age, Other barriers",,"United States",2018,http://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2018/08/gatewa… "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/ "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… "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 "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… "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 "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… "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 "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, "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 "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… "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… "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… "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, "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 "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 "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… "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 "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… "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… "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… "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 "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 "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… "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… "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, "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-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 "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… "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… "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%… "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 "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, "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 "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… "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… "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 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… "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… "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… "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 "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, "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 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… "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… "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 "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, "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… "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 "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… "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, "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… "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… "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… "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 "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 "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, "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… "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 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… "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 "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, "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… "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 "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 "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… "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 "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… "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… "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… "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… "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, "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 "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… "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… "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… "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… "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… "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… "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 "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… "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, "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… "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 "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… "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… "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… "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 "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, "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… "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… "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 "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… "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 "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… "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… "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… "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-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… "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… "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… "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… "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… "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, "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-… "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… "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… "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… "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, "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… "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… "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, "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… "The effects of youth employment: Evidence from New York City lotteries.","Gelber, A., Isen, A., & Kessler, J. B. (2016). The effects of youth employment: Evidence from New York City lotteries. The Quarterly Journal of Economics, 131(1), 423-460.",,"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-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Summer Youth Employment Program (SYEP) on the employment rate, earnings, and college enrollment of New York City youth 14 to 21 years old. The authors compared the employment rate, earnings, and college enrollment of the treatment group, youth who won a random lottery for the SYEP program and chose to participate in it, with those of the control group, youth who applied to the program but were not randomly selected to participate. The study used data from the Internal Revenue Service to measure outcomes over a five-year period. The study found that, compared with earnings of the control group, the treatment group had significantly higher earnings in the year of participation in SYEP, but significantly lower earnings in the following three years. The treatment group also had a significantly higher probability of being employed in any job during the year of participation in SYEP and the first follow-up year compared with the employment probability of 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 SYEP program, and not to other factors.","Summer Youth Employment Program (SYEP)","Youth programs","Youth, Disconnected youth",,"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-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… "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… "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… "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 "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… "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… "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, "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… "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… "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, "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… "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… "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… "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… "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… "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… "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 "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… "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… "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… "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, "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… "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… "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 "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… "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… "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… "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 "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 "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… "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 "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 "Becoming adults: One year impact findings from the youth villages’ Transitional Living evaluation","Valentine, E.J., Skemer, M., & Courtney, M.E. (2015). Becoming adults: One year impact findings from the youth villages’ Transitional Living evaluation. New York: MDRC.","Opportunities for Youth","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-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Transitional Living program on education, earnings, and recidivism outcomes. The authors used a randomized controlled trial and estimated impacts by comparing the means of the treatment and control groups. Outcome data on education, earnings, and criminal involvement came from a 12-month survey conducted by the authors. The study found a statistically significant impact on earnings only. Youth in the treatment group earned an average $611 more than youth 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 Transitional Living, and not to other factors.","Transitional Living","Basic skills Other training and education Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2015,http://www.mdrc.org/sites/default/files/Becoming_Adults_FR.pdf "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 "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 impact of a randomly assigned time and place management initiative on work and retirement expectations.","Cahill, K. E., James, J. B., & Pitt-Catsouphes, M. (2015). The impact of a randomly assigned time and place management initiative on work and retirement expectations. Work, Aging and Retirement, 1(4), 350-368.","Older Workers","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Unfavorable impacts Employment","Summary: The study examined the impact of a time and place management (TPM) initiative at a medical provider on retirement expectations among workers ages 50 and older. The study was a randomized control trial and used a series of surveys and administrative data to estimate the impact. The study found that, when surveyed 12 months after randomization, employees in the treatment group were statistically significantly more likely to expect to directly exit their job as opposed to staying in their current job within the next five years. The quality of causal evidence presented in this report is moderate because the study was a randomized controlled trial with high attrition, but the authors did demonstrate that the treatment and control groups were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to TPM, but other factors might also have contributed.","Time and Placement Management (TPM)","Older workers' programs","Older worker","Health care and social assistance",,2015,https://hrs.isr.umich.edu/publications/biblio/8231 "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… "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 "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, "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… "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 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 "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 "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… "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 "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, "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 "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 "Does attending a STEM high school improve student performance? Evidence from New York City","Wiswall, M., Stiefel, L., Schwartz, A., & Boccardo, J. (2014). Does attending a STEM high school improve student performance? Evidence from New York City. Economics of Education Review, 40, 93-105.","Women in Science, Technology, Engineering, & Math (STEM)","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 New York City (NYC) STEM high schools on math and science test-taking behavior and scores. The study used regression analyses to compare outcomes for students who attended a STEM-focused high school with those who attended a regular public high school. The study used administrative data from the NYC Department of Education. The study found that young women attending STEM high schools in NYC were more likely to take various New York State Regents Examinations in math and science and to score higher on biology tests compared with young women who attended non-STEM public high schools. The quality of causal evidence presented in this study is low because the treatment and comparison groups were not equivalent on key measures at baseline. This means we are not confident that the estimated effects are attributable to STEM high schools; other factors are likely to have contributed.","New York City (NYC) STEM High Schools","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2014, "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, "Earnings and disability program participation of Youth Transition Demonstration Participants after 24 months","Hemmeter, J. (2014). Earnings and disability program participation of Youth Transition Demonstration Participants after 24 months. Social Security Bulletin, 74(1), 1–26.","Disability Employment Policy","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 Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: This study’s objective was to measure 24-month impacts for the six Youth Transition Demonstration (YTD) sites that used a randomized evaluation. YTD projects provided services to help youth with disabilities improve their education and employment outcomes and become more economically self-sufficient. Data were collected from the Master Earnings File (MEF), Supplemental Security Record (SSR), Master Beneficiary Record (MBR), and Numerical Identification System (Numident) file. The authors estimated program impacts on measures of paid employment and Social Security disability benefit receipt. The study found that, in three of the sites examined, YTD participants were more likely to have at least some earnings in the first calendar years after random assignment; this was also the case for three sites in the second calendar year after random assignment. However, YTD had no statistically significant impacts on average earnings during either calendar year. In four of the six sites, YTD participants were more likely to receive Supplemental Security Income (SSI) 24 months after random assignment. The quality of the causal evidence presented in this report is high because it is based on a well-implemented randomized controlled trial. This means we can be confident that the estimated impacts are attributable to YTD, and not other factors.","the Youth Transition Demonstration","Disability insurance Supplemental security income (SSI) Youth programs","Disability, Youth",,"United States",2014,http://www.ssa.gov/policy/docs/ssb/v74n1/v74n1p1.html "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 "The role of secondary school and community college collaborations to increase Latinas in engineering in a rural community","Starobin, S., & Bivens, G. (2014). The role of secondary school and community college collaborations to increase Latinas in engineering in a rural community. New Directions for Community Colleges, 2014(165), 17-23.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study described factors that might increase young Latinas’ enrollment in pre-engineering programs. The authors reviewed a case study of middle and high school Latina students in the rural Midwest who were participating in a national education pipeline program intended to facilitate a pathway to science, technology, engineering, and mathematics (STEM) degrees and careers. The authors recommended the following for recruiting and retaining rural Latina students in a pre-engineering program: (1) have a program leader with a similar background to students, including a knowledge of culture and language, to facilitate better connections with them; (2) familiarize students with the physical space of higher education institutions to reduce intimidation; and (3) interact with students’ families to facilitate family support.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, Hispanic of any race",,"United States",2014, "Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years","Drane, D., Micari, M., & Light, G. (2014). Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years. Educational Research & Evaluation, 20(3), 210-230.","Women in Science, Technology, Engineering, & Math (STEM)","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 Gateway Science Workshop (GSW) program at a university in the United States on course grades. Using administrative data on course grades from more than 20,000 students in biology, chemistry, physics, engineering, and math courses, the authors estimated regression models to determine the impact of the GSW program. The study found no significant relationship between GSW program participation and students’ grades for either gender. The quality of causal evidence presented in this report is low because the authors did not adequately adjust for existing differences between treatment and comparison students. This means we are not confident that the estimated effects are attributable to the GSW program. Other factors are likely to have contributed.","the Gateway Science Workshop Program","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2014, "Sustained gains: Year Up’s continued impacts on young adults’ earnings","Roder, A., & Elliott, M. (2014). Sustained gains: Year Up’s continued impacts on young adults’ earnings. New York: Economic Mobility Corporation.","Opportunities for Youth","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 Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the effect of the Year Up program on employment, earnings, and education outcomes. Year Up is an intensive, yearlong program that provides training and internships in financial operations and information technology for young adults from low-income urban communities. About 200 students in three cities were randomly assigned to the treatment group, which was eligible to participate in Year Up beginning in September 2007, or the control group, which was not eligible to participate in Year Up in 2007. Members of the control group were eligible to reapply to the program after 10 months, and many did. The authors compared the outcomes of the treatment and control groups using data collected through telephone interviews with participants four years after random assignment. The authors reported a positive, statistically significant impact of Year Up on earnings measured three years after random assignment, but these impacts did not extend to the fourth year after random assignment. Cumulatively, treatment group members earned $13,645 more than the control group over years 2 through 4 after random assignment, and they were more likely to have been employed in a field targeted by the program. The quality of the causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with high 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 Year Up, although other factors could also have contributed.","Year Up","Basic skills Other training and education Work based and other occupational training Youth programs","Youth, Black or African American, Hispanic of any race, Low-skilled, Low income",,"United States, Urban",2014,http://economicmobilitycorp.org/uploads/sustained-gains-economic-mobility-corp… "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 "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… "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, "Mentoring practices proven to broaden participation in STEM disciplines","Crumpton-Young, L., Elde, A., & Ambrose, K. (2014, June). Mentoring practices proven to broaden participation in STEM disciplines. Paper presented at 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study identified effective mentoring practices, mostly at postsecondary institutions, for women and minority students in science, technology, engineering, and mathematics (STEM) fields. The authors surveyed 25 randomly selected mentor programs or individuals who received a National Science Foundation award for being successful in mentoring students who are typically underrepresented (including women) in STEM. The survey asked award recipients to rate their performance on 22 mentoring practices using a scale ranging from not doing well to doing exceptionally well. The authors deemed those mentoring practices rated most highly as best practices. The study found that the highest-rated mentoring practices were being passionate about mentees and their development, creating opportunities for mentees, setting high expectations for mentees’ performance, providing needed support to mentees, and respecting mentees’ confidentiality. Conversely, the lowest-rated practices set the mentor in an authoritative light and included providing constant feedback to and having constant contact with mentees.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Black or African American, Asian, Hispanic of any race, Multiracial, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander",,"United States",2014,https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiM7t… "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 "Summer jobs reduce violence among disadvantaged youth","Heller, S. (2014). Summer jobs reduce violence among disadvantaged youth. Science, 346(6214), 1219-1223.","Opportunities for Youth","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 One Summer Plus, a summer jobs program for high school-age students, on educational and criminal justice outcomes. Students from 13 high schools were recruited to the program and randomly assigned to one of two treatment groups or a control group. Students in the jobs-only treatment group were offered 25 hours per week of paid employment; students in the jobs + SEL treatment group were offered 15 hours of paid employment and 10 hours of social-emotional learning (SEL) weekly. Students in the control group were excluded from the program but free to pursue other opportunities. The study found that students in the One Summer Plus program had significantly fewer arrests for violent crimes in the 16 months following random assignment, compared with students in the control group (5 arrests per 100 youth compared with 9 arrests per 100 youth, equivalent to a 43 percent reduction). There were no statistically significant impacts of the program on the other criminal justice or educational outcomes examined. The quality of causal evidence presented in this report is high because it was based on a well-conducted randomized controlled trial.","One Summer Plus","Other employment and reemployment Youth programs",Youth,,"United States, Urban",2014, "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… "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 "Impact of a 5-week collegiate-level residential STEM summer program on secondary school students (Research to practice)","Campbell, B., Robb, S., Abbott, S., & Mutunga, S. (2014). Impact of a 5-week collegiate-level residential STEM summer program on secondary school students (Research to practice). Proceedings of the 2014 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","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 participating in the Pennsylvania Governor’s School for the Sciences’ (PGSS) five-week residential program in summer 2013 on high school seniors’ attitudes toward and interest in science, technology, engineering, and math (STEM). Using surveys developed for the study, the authors compared the outcomes of students before and after participating in the PGSS program. The study found that female students had a significantly improved disposition toward technology and general science and a significantly higher interest in the specific fields of chemistry, computer science, and math at the end of the program, compared to the start of the program. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods before the intervention nor account for selection into the intervention. This means we are not confident that the estimated effects are attributable to the PGSS program; other factors are likely to have contributed.","the Pennsylvania Governor’s School for the Sciences (PGSS)","Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2014,https://peer.asee.org/impact-of-a-5-week-collegiate-level-residential-stem-summ… "The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: Results from a randomized experiment in Chicago","Cook, P., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J. Mayer, S., Pollack, H., & Steinberg, L. (2014). The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: Results from a randomized experiment in Chicago. Cambridge, MA: National Bureau of Economic Research.","Opportunities for Youth","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 Becoming a Man (BAM) program on youths’ academic outcomes, including grade point averages (GPAs), course failures, and achievement test scores. BAM provided mentoring and socialization activities to enhance cognitive, decision-making, and social skills. The study was a randomized controlled trial conducted in one high school on the south side of Chicago, Illinois, in 2012–2013. Eligible youth were randomly assigned to one of three conditions: (1) a treatment group receiving BAM only, in which individuals could participate in the BAM program; (2) a treatment group receiving BAM plus tutoring, in which individuals could participate in the BAM program and received daily tutoring in math; or (3) the control group, which could not participate in BAM but could access existing services at their school. The authors estimated regressions to measure the impact of the BAM program on academic achievement using administrative data from Chicago Public Schools. The study found that youth offered the opportunity to participate in BAM—either with or without supplemental tutoring—had significantly higher math achievement test scores than youth in the control group. In addition, youth in the BAM program group and the BAM plus tutoring program group had significantly higher math GPAs than members of the control group. The quality of causal evidence presented in this report is high for the GPA and course failures 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 BAM and/or the tutoring sessions, and not to other factors. The quality of causal evidence is moderate for the math and reading achievement 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 BAM and/or tutoring sessions, but other factors might also have contributed.","Becoming a Man","Mentoring Other training and education Youth programs Behavioral Interventions","Youth, Male, Low-skilled, Low income",,"United States, Urban",2014,http://www.nber.org/papers/w19862.pdf "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 "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, "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… "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 "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… "Community college men and women: A test of three widely held beliefs about who pursues computer science","Denner, J., Werner, L., O’Connor, L., & Glassman, J. (2014). Community college men and women: A test of three widely held beliefs about who pursues computer science. Community College Review, 42(4), 342-362.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine factors that affect motivation to pursue a computer and information sciences (CIS) degree, with the intention of informing strategies to increase the number of community college students, particularly females, who go on to enroll in a CIS degree program at a four-year university. Specific factors examined were programming and/or video-gaming experience; support from peers, instructors, mentors, and family members; and level and type of motivation to pursue a CIS degree. The authors administered a series of three (baseline and 6- and 18-month follow-up) surveys to students enrolled in an introductory programming class at one of 15 California community colleges and ran multiple linear regression models by gender to determine each of the three factors’ influence on the student’s plan to pursue a four-year CIS degree, comparing results for women versus men. The study found that female students, who were overall less likely to intend to pursue a four-year CIS degree, reported receiving significantly less encouragement from their peers to persist in computer science and spending less time playing computer games than male students. Predictors for women choosing to pursue a four-year CIS degree changed over time: strong immediate (baseline) predictors were interest in computer science, video gaming, and peer encouragement; a year after baseline, the strongest predictors were expectations for success and interest in solving problems.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, 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 "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… "Substance Use Treatment and Reentry (STAR) program: Final evaluation report","Hunter, S. B., & Huang, C. Y. (2014). Substance Use Treatment and Reentry (STAR) program: Final evaluation report. Santa Monica, CA: RAND Corporation.",Reentry,"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 the Substance Use Treatment and Reentry (STAR) program on post-release employment and recidivism outcomes for justice-involved young adults in California. The authors used an interrupted time series design to compare the outcomes of justice-involved young adults before and after participating in the STAR program. They assessed the change in participants’ scores on the Center for Substance Abuse Treatment (CSAT) Government Performance Reporting Act assessments, which were administered at baseline and at 3, 6, and 12 months following program intake. The authors found statistically significant relationships between program participation and employment and recidivism outcomes. At six months after program intake, employment decreased by 26.7 percentage points but the number of participants who spent any time in a confined setting (jail, prison, juvenile hall) decreased by 11.5 percentage points. 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 on employment and recidivism are attributable to the program; other factors are likely to have contributed.","the Substance Use Treatment and Reentry (STAR) program","Substance abuse recovery Reentry","Youth, Justice-involved",,"United States",2014,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5051995/ "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 "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 "Distinctive and unique outreach programs: Promoting academic excellence and diversity","Monaco, P., & Morse, A. (2014). Distinctive and unique outreach programs: Promoting academic excellence and diversity. Proceedings of the 2014 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined a series of residential environmental engineering summer camps run by a southern technology university that were intended to stimulate interest in STEM fields, primarily for girls and underrepresented minority groups. Three different types of summer camps were offered for different populations: international mixed-gender Brazilian students, female-only, and local mixed-gender students. The authors reviewed qualitative data collected from 81 4th- through 12th-grade students participating in one of five summer camp sessions. These data included pre-session oral surveys; ongoing observations of class participation; and post-session group discussions, activity worksheets that asked for open-ended application of STEM theories to examples, and oral surveys. According to post-session discussions and surveys, across the five camp sessions, about 65 percent of camp participants, of whom 25 percent were females, expressed interest in pursuing a STEM major. The authors also reported that the females had higher levels of participation and engagement in female-only sessions compared with mixed-gender sessions.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2014,https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&… "Actions against poverty: The impact of career technical education","Rabren, K., Carpenter, J., Dunn, C., & Carney, J. (2014). Actions against poverty: The impact of career technical education. Career Development and Transition for Exceptional Individuals, 37(1), 29-39.","Low-Income Adults","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 participation in career or technical education (career tech) on post-high school employment for people with specific learning or intellectual disabilities who lived in relatively high-poverty areas. The authors estimated regression models comparing employment outcomes for youth who participated in career tech with those who did not, while controlling for differences in demographic characteristics. The study found that career tech participants were 0.235 times more likely than those in the comparison group to be employed when leaving high school. Career tech participants were also 0.064 times more likely to be employed at any point within the first year after high school (0.066 times for those who were unemployed upon leaving high school). These findings were statistically significant. The quality of causal evidence presented in this report is low because the study did not control for students’ degree of disadvantage. This means we are not confident that the estimated effects are attributable to career tech participation; other factors are likely to have contributed.","Career Tech","Other employment and reemployment Other training and education Youth programs","Youth, Disability, Other barriers",,"United States",2014, "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… "Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute Technical Report No. 13-029). [WIA Youth]","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. Retrieved from W.E. Upjohn Institute for Employment Research website: http://dx.doi.org/10.17848/tr13-029. [WIA Youth]","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 the Workforce Investment Act (WIA) Youth Program, held on community and technical college campuses, on the employment rate and earnings of low-income youth in Washington State. 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 and earnings between those who took part in the WIA Youth program relative to 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, WIA Youth participants had higher 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 the WIA Youth 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) Youth Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Youth programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Youth, Low-skilled, Low income",,"United States",2014,http://research.upjohn.org/cgi/viewcontent.cgi?article=1032&context=up_technica… "An outcome evaluation of an adult education and postsecondary alignment program: The Accelerate New Mexico experience","Rivera, M., Davis, M., Feldman, A., & Rachkowski, C. (2013). An outcome evaluation of an adult education and postsecondary alignment program: The Accelerate New Mexico experience. Problems and Perspectives in Management, 11(4), 105-120.","Women in Science, Technology, Engineering, & Math (STEM)","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 the Accelerate New Mexico Math Camp on outcomes for community college students, including women and minority students traditionally underrepresented in STEM. The study used course-administered assessments to compare the math competency and attitudes about math of students before and after participation in the Accelerate summer program. The authors found that students (both male and female) who participated in the Accelerate program had higher math competency and less anxiety about math after completing the program, compared with their competency and anxiety measured before enrollment in the program. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the Accelerate New Mexico Math Camp program; other factors are likely to have contributed.","the Accelerate New Mexico Math Camp","Science, Technology, Engineering, and Math (STEM) programs Community college education and other classroom training Youth programs","Youth, Other barriers, Female",,"United States",2013, "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, "Women in community colleges: Access to success","St. Rose, A., & Hill, C. (2013). Women in community colleges: Access to success. Washington, DC: American Association of University Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors described two programs partnering with California community colleges—the Mathematics, Engineering, Science Achievement Community College Program (MCCP) and the CalWomen Tech Program—that aim to encourage women to pursue careers in science, technology, engineering, and mathematics (STEM). The two initiatives approach this goal in different ways: MCCP prepares women to transfer from two- to four-year STEM degree programs, whereas CalWomen Tech encourages participation in non-traditional career and technical education programs in STEM, such as information technology and automotive repair. MCCP offers a wide array of academic, career, and social support services, from academic tutoring and advising to a cohort-based course progression. CalWomen Tech’s promotional materials target women, such as “women in technology” websites that highlight the employment and salary opportunities available to women who choose non-traditional career paths, and skill-building or “bridge” courses that lay the groundwork for more advanced study. In 2010, 38 percent of MCCP transfer students from two- to four-year degree programs were women. Of those transferring to programs in life sciences or mathematics, more than 50 percent were women. After partnering with CalWomen Tech, female enrollment in City College of San Francisco’s computer networking and information technology program increased from 19 percent in 2006 to 33 percent in 2008, with persistent enrollment rates through 2010. Similarly, CalWomen Tech helped Evergreen Valley College raise female retention in its automotive technology program from 58 percent to 88 percent over the course of two years.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2013,http://www.aauw.org/files/2013/05/women-in-community-colleges.pdf "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 "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… "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, "Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields","Wang, M., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 1-37","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This paper was a literature review of research about gender differences in STEM education levels and careers in the United States, including any evidence available for specific cultural, biological, and psychological theories for gender differences in STEM. The authors summarized evidence from existing studies, organized around three main types of influences on decision making: psychological (perceived self-competence, goals, and interests); socialization (societal and cultural beliefs that shape an individual’s belief and value systems); and biological (hormonal and genetic factors). The authors found evidence of psychological influences on women’s participation in STEM careers, including women preferring more people-oriented jobs than STEM careers typically provide, and women leaving more intensive STEM careers after having children because of their work–family preferences. In terms of socialization influences, the authors found evidence of the importance of school factors, including teachers’ instructional practices, the structure of schools or classrooms, and teachers’ abilities to forge positive relationships with students, in influencing female students’ interest and abilities in STEM fields. In addition, the study highlighted evidence that values, belief systems, and family support can influence girls’ interest and success in STEM fields. The study noted that other studies have found biological differences in terms of hormone production and brain organization between men and women, but that these differences have not conclusively been linked to any behavior or ability levels in men and women.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2013, "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, "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 "“Somebody who was on my side:” A qualitative examination of Youth Initiated Mentoring","Spencer, R., Tugenberg, T., Ocean, M., Schwartz, Sarah E., & Rhodes, J. (2013). “Somebody who was on my side:” A qualitative examination of Youth Initiated Mentoring. Youth & Society, 1-23.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report explored and described in detail the experiences of youth in a mentoring program known as Youth Initiated Mentoring. The youth were 16- to 18-year-old school dropouts who were a part of national study of the National Guard Youth ChalleNGe program. As part of Youth Initiated Mentoring, youth had to identify and recruit their own mentors, as opposed to a traditional mentoring process in which a program selects a mentor for the youth. The authors conducted retrospective qualitative interviews with a sample of 30 former ChalleNGe participants. To analyze the data, the authors used an iterative thematic approach to identify important themes. The analysis found that most participants selected mentors they knew from prior relationships or with whom they had similar background and/or experiences, such as family, family friends, and individuals connected with the school or in the community. Mentors encouraged youth to meet their goals, raised their self- esteem and confidence, and improved their relationships with others. Mentors were also viewed as important to youths’ completion of the ChalleNGe program.","Youth Initiated Mentoring in the National Guard Youth ChalleNGe","Mentoring Youth programs",Youth,,"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 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 "Gender equity issues in CTE and STEM education","Toglia, T. (2013). Gender equity issues in CTE and STEM education. TechDirections, 72, 14-18.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This article summarized current gender equity issues in career and technical education (CTE) as well as in STEM fields for high school and college students. Using findings from various other published studies, the author discussed the progression of the Carl D. Perkins Act of 1984, which required states to employ a sex equity coordinator to mitigate gender bias and stereotypes, over the past three decades, and how it has affected women’s involvement in nontraditional careers, such as electrical work and plumbing. The study also briefly summarized other gender equity trends in CTE and STEM fields, including why women choose to not work in CTE and STEM fields and how gender disparities in various industries can be detrimental to society at large. The author found that the Perkins Act and its various reauthorizations had aimed to improve female participation in nontraditional career fields, but lack of funds limited the legislation’s influence. The author also identified additional factors influencing women’s career choices—including gender-role socialization, socioeconomic status, parents’ education level and expectations for their daughters, and advice from guidance counselors—as perpetuating gender disparities in these fields. The author concluded that gender disparities in STEM and CTE careers can lead to an underdevelopment of human resources and capital at the societal level. The study concluded with a list of suggested strategies to counter existing gender inequities in CTE and STEM, including offering mentoring programs to provide female students with role models in CTE fields, removing gender-biased images or messaging from textbooks and other educational materials, increasing parental education on nontraditional career options for women, and training guidance counselors to address gender equity issues.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2013, "Attracting girls to civil engineering through hands-on activities that reveal the communal goals and values of the profession","Colvin, W., Lyden, S., & León de, l. B. (2013). Attracting girls to civil engineering through hands-on activities that reveal the communal goals and values of the profession. Leadership & Management in Engineering, 13(1), 35-41.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study determined the impact of a four-week series of civil engineering workshops on Australian middle school girls’ perceptions of engineers and the engineering profession. The goal of the workshops—which included hands-on activities and discussions of engineering theory, examples, and careers—was to familiarize girls with engineering and depict it as a profession in which communal goals are central, which research shows that women value more than men. The authors asked female students in grades 5 and 6 to draw and write about an engineer (the Draw an Engineer Test [DAET]) before and after they attended the workshops. The DAET was analyzed for the engineer’s characteristics, such as gender, work activity, and themes (for example, teamwork). The students also completed feedback forms at the end of the program. The authors found that by the end of the workshops, students were more likely to draw and describe engineers as women and happy as compared with the pre-program assessment in which the students often depicted engineers as car mechanics. Participants also referenced communal goals more frequently in the follow-up assessment. Participants reported in feedback forms a preference for hands-on activities over interactive discussions.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,International,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 "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 "Linking Youth Transition Support Services: Results from Two Demonstration Projects","Camacho, Christa B., & Hemmeter, Jeffrey. (2013). Linking Youth Transition Support Services: Results from Two Demonstration Projects. Social Security Bulletin, 73(1).","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary: This study explored the findings of a 2003–2009 evaluation of the Youth Transition Demonstration (YTD) program, which offered employment and self-sufficiency services and other support services to transition-age youth with disabilities. The study used a sample of youth ages 14 to 25 with disabilities, who were served by 2 of the 10 YTD projects in operation. It summarized the outcomes of 2 YTD projects and described the experiences of one youth from each of the 2 projects who successfully completed the program. The study found that youth who received enhanced transition services and used YTD waivers of Social Security Administration program rules had many YTD program successes; however, the project duration was too short to yield long-term findings. Although the outcomes reported in this article were not causal, they suggested that youth with disabilities can enter the workforce and achieve some self-sufficiency.",,"Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2013,http://www.ssa.gov/policy/docs/ssb/v73n1/v73n1p59.html "Youth Initiated Mentoring: Investigating a new approach to working with vulnerable adolescents","Schwartz, S., Rhodes, J., Spencer, R., & Grossman, J. (2013). Youth Initiated Mentoring: Investigating a new approach to working with vulnerable adolescents. American Journal of Community Psychology, 52, 155–169.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The study examined Youth Initiated Mentoring (YIM) within the context of the National Guard Youth ChalleNGe Program (NGYCP). Unlike a traditional mentoring program in which mentors are assigned to youth, under YIM, youth nominate their own mentors. The authors conducted a quantitative analysis using data from the 9-, 21- and 38-month follow-up surveys administered as part of a national evaluation of NGYCP, along with qualitative analysis of interviews with a subsample of NGYCP participants. The study found that YIM mentors included family friends, extended family members and godparents, school and extracurricular staff, and religious leaders. By the 38-month follow-up survey, 56 percent of youth reported still being in contact with their mentors. In addition, NGYCP youth who were in contact with their mentors at the 38-month follow-up showed significant benefits on a range of outcomes compared with the control group.","Youth Initiated Mentoring in the National Guard Youth ChalleNGe","Mentoring Youth programs","Youth, Disconnected youth",,"United States",2013, "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 "Preventing youth violence and dropout: A randomized field experiment (No. w19014)","Heller, S., Pollack, H. A., Ander, R., & Ludwig, J. (2013). Preventing youth violence and dropout: A randomized field experiment (No. w19014). Cambridge, MA: National Bureau of Economic Research.","Opportunities for Youth","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 Becoming a Man program on arrest and educational outcomes. The study was a randomized controlled trial. Eligible male youth from 18 public schools in disadvantaged neighborhoods were screened for eligibility. The 2,740 who met requirements were randomly assigned to one of three treatment groups or a control group. The study found that being offered the opportunity to participate in the program reduced violent crime arrests during the program year and improved schooling outcomes in both the program and follow-up years. 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 Becoming a Man program, and not to other factors.","Becoming a Man","Other training and education Safety Youth programs Behavioral Interventions","Youth, Disconnected youth, Male, Low income",,"United States, Urban",2013,http://faculty.chicagobooth.edu/workshops/AppliedEcon/past/pdf/jensludwigyouthv… "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 "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, "Trends in the Composition and Outcomes of Young Social Security Disability Awardees","Ben-Shalom, Yonatan, and Stapleton, David. (2013). Trends in the Composition and Outcomes of Young Social Security Disability Awardees. Michigan Retirement Research Center (MRRC) working paper, WP 2013-284. Retrieved from http://www.mrrc.isr.umich.edu/publications/papers/pdf/wp284.pdf.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary: A large share of new Social Security Disability (SSD) recipients—workers with disabilities and adult children with disabilities—are younger than 40. Better information on the backgrounds, impairments, personal characteristics, and employment outcomes of these recipients would help policymakers develop programs tailored to the needs and circumstances of various subgroups of such recipients. This study used administrative data on young SSD awardees first awarded benefits from 1996 to 2007 to examine trends in their composition and outcomes. Most of the data come from the 2009 version of the Disability Analysis File, a data file originally constructed to support analysis of the effects of the Ticket to Work program. The study found that the composition of young SSD awardees changed substantially during this period. It also found that young awardees differed from older SSD awardees along many dimensions other than age. The findings raised several important policy issues. Most important, policymakers have to consider other options for the support of youth and young adults with disabilities—options that do not discourage work while promoting dependence.",,"Disability insurance Supplemental security income (SSI)","Disability, Youth",,"United States",2013, "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… "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 "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, "An effective model for enhancing underrepresented minority participation and success in geoscience undergraduate research","Blake, R., Liou-Mark, J., & Chukuigwe, C. (2013). An effective model for enhancing underrepresented minority participation and success in geoscience undergraduate research. Journal of Geoscience Education, 61(4), 405-414.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This study described the implementation of the National Science Foundation Research Experiences for Undergraduates (REU) program at New York City College of Technology. This year-long program aimed to retain undergraduates in STEM disciplines and prepare them for STEM careers, especially for underrepresented minority groups, including women. The authors, as directors of the REU program, described each of its components, including research, minicourses, seminars and workshops, mentoring, support and networking opportunities, and presenting at and attending conferences. Outcomes were discussed in terms of post-program experiences and achievements, as well as quotes from program participants. Overall, the authors concluded that the program was successful in terms of demonstrated interest in, attendance in, or completion of a STEM graduate program; achievement in STEM publications; and attainment of STEM awards. These outcomes were complemented by five quotes from student participants who discussed how the program changed their academic lives.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2013, "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 "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/ "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 "Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and English","Leaper, C., Farkas, T., & Brown, C. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and English. Journal of Youth and Adolescence, 41(3), 268-282.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined factors that influence teenage girls’ academic motivation in math, science, and English. The authors analyzed survey data from 579 girls ages 13 to 18 years old in Georgia and California to estimate predictors of the girls’ academic motivation in math, science, and English. The survey asked about the youths’ (1) academic motivation for each subject; (2) grades in these subjects; (3) perceptions of support from family and peers in these subjects; (4) attitudes on gender identity, measured by perceived parental and peer pressure to conform with traditional gender roles, the degree to which the youth perceived themselves to be so-called typical girls, and youths’ level of contentedness with the gender expectations they face; (5) opinions on gender egalitarianism of specific tasks, such as making decisions for the family; and (6) exposure to feminism, as measured by whether the youth had heard of the women’s rights movement and feminism through media or conversations with family or friends, as well as whether the youth knew that their mothers, teachers, or classmates identified as feminists. The study found that the following factors were positively associated with the girls’ motivation in math and science: mother and peer support in these subjects, belief in gender equality, less pressure from parents to conform to gender norms, holding gender-egalitarian beliefs, and exposure to feminism ideas and/or feminists.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"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, "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, "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, "The effects of hands-on activities on middle school females’ spatial skills and interest in engineering and technology-based careers","Phelps, M. (2012). The effects of hands-on activities on middle school females’ spatial skills and interest in engineering and technology-based careers. Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","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 participating in technology-based three-dimensional hands-on activities on middle school girls’ interest in becoming an engineer or technologist. The activities took place at a 2006 Society of Women Engineers-sponsored event and included designing and constructing a vehicle and assembling an electrical circuit. The author conducted statistical analyses to compare self-reported career interests of girls who participated in the hands-on activities and those who did not, as measured by a program-administered survey. The study found that participation in the hands-on activities was positively related to increased interest in becoming an engineer or technologist. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the hands-on activities; other factors are likely to have contributed.","the Intervention","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female","Professional, scientific, and technical services","United States",2012,https://peer.asee.org/the-effects-of-hands-on-activities-on-middle-school-femal… "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… "The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time","Riegle-Crumb, C., King, B., Grodsky, E., & Muller, C. (2012). The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time. American Educational Research Journal, 49(6), 1048-1073.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study explored whether U.S. students’ prior achievement in math and science contributed to higher enrollment rates for men versus women in physical science and engineering degree programs in the 1980s, 1990s, and 2000s. The authors analyzed data from the High School and Beyond Study (1980s), the National Education Longitudinal Study (1990s), and the Educational Longitudinal Study (2000s) to determine whether gender was correlated with college major choice, after controlling for three different measures of prior academic achievement. The study found that female students were approximately 20 percentage points less likely to declare a science, technology, engineering, and mathematics (STEM) major than male students. However, prior achievement in math and science, as measured by GPA, average standardized test scores, and position along the test score distribution, did very little to explain this gender gap. The study found that girls’ higher performance in English versus math and science only somewhat accounted for the gender gap in college major choice. Factors such as ethnicity and socioeconomic status were more influential.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2012, "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, "The role of parents and teachers in the development of gender-related math attitudes","Gunderson, E., Ramirez, G., Levine, S., & Beilock, S. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 153-166.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study’s objective was to summarize existing literature and identify future areas for research related to the relationship between parents’ and teachers’ gender stereotypes in math and children’s mathematics performance and self-concept. The authors summarized the findings of recent studies that examined parents’, teachers’, and students’ math gender stereotypes, focusing on impressions of success—whether boys or girls had above-average ability in math or were likely to succeed in math—as well as reasons for that success, particularly natural ability and effort. The authors suggested three new directions for future research on this topic based on their review of the literature. First, research could investigate the links among parents’ and teachers’ math anxiety, self-efficacy, and teaching self-efficacy and their children’s or students’ attitudes. A second direction involved transmission of gender differences in theories of math intelligence—that is, whether mathematical ability is fixed or can improve through effort. Finally, research has shown that children identify with math gender stereotypes from a young age, but does not yet suggest a mechanism through which children acquire these stereotypes.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2012, "A cost-benefit analysis of the National Guard Youth ChalleNGe Program. Technical report.","Perez-Arce, F., Constant, L., Loughran, D., & Karoly, L. (2012). A cost-benefit analysis of the National Guard Youth ChalleNGe Program. Technical report. Santa Monica, CA: RAND.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report estimates the social return on investment of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Related reports examined impacts of the program at 10 sites measured at 9, 21, and 36 months. The authors used several types of data to determine the program’s costs and benefits. For costs, the data included program budgets and the March 2010 Current Population Survey. For benefits, the main data source was the impact estimates from the 36-month follow-up and data from the National Longitudinal Survey of Youth, 1979 cohort (NLSY79). The authors calculated the operating and opportunity costs of the program per admitted cadet and compared this to the lifetime benefits of being admitted to the program, including increased earnings, decreased dependence on social welfare, and decreased criminal activity. The study found that net benefits of the program, from the perspective of society as a whole, were $25,549 per admittee, a return on investment of 166 percent. The government incurred negative net benefits, largely due to covering the bulk of the operating costs, and the participants had substantial, positive net benefits.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2012, "Expanding Your Horizons: The impact of a one-day STEM conference on middle school girls’ and parents’ attitude toward STEM careers","Massi, L., Reilly, C., Johnson, D., & Castner, L. (2012). Expanding Your Horizons: The impact of a one-day STEM conference on middle school girls’ and parents’ attitude toward STEM careers. Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-No impacts Attitudes","Summary: The study’s objective was to estimate the effects of a one-day annual conference on middle school girls’ (grades 6–8) and their parents’ interest in and knowledge of science, technology, engineering, and mathematics (STEM). The goal of the conference, which was held at a large metropolitan, public university in central Florida, was to encourage young girls to consider STEM careers. The authors administered a single questionnaire to conference attendees that asked about attendees’ knowledge of and interest in STEM before and after the conference. The survey was included in backpacks distributed at the beginning of the day, and participants were reminded to complete it at the end of the day. Of the 214 middle school girls and 103 parent attendees, 80 percent of the girls and 37 percent of the parents turned in a completed survey. The authors did not conduct any statistical tests to measure changes in knowledge of and interest in STEM before and after participating in the conference. The quality of causal evidence presented in this report is low because the authors measured pre-intervention knowledge of and interest in STEM after participation in the intervention, which may be subject to recall bias. This means we are not confident that any estimated effects would be attributable to the Expanding Your Horizons (EYH) conference, but other factors are likely to have contributed. Further, the authors did not conduct statistical analysis to measure whether observed changes in outcomes were actually significant.","the Expanding Your Horizons (EYH) Conference","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2012,https://www.asee.org/public/conferences/8/papers/3204/download "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 "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 "Engineering students' beliefs about research: Sex differences, personality, and career plans","Woodcock, A., Graziano, W., Branch, S., Ngambeki, I., & Evangelou, D. (2012). Engineering students' beliefs about research: Sex differences, personality, and career plans. Journal of Engineering Education, 101 (3), 495-511.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors explored the relationships among male and female engineering major undergraduates’ perceptions of research and researchers, their intellectual orientation toward people versus objects, and their interest in pursuing engineering research careers. The authors administered an online study to second-year or higher undergraduate students in the engineering, life sciences, and psychology departments of a large research university in the midwestern United States. They used regression analysis to identify beliefs and personality traits that predict interest in engineering research careers for male and female students. The study found that having a “Thing Orientation”—a predisposition to focus on objects and their manipulation instead of a tendency to notice and identify with others’ emotions—significantly predicts research interest and has a greater association with research interest among female engineering students than among their male classmates. The authors also sought to discover the pathway through which Thing Orientation promotes interest in a research career by identifying associations between Thing Orientation and beliefs about research. For the female students in this sample, Thing Orientation was positively associated with the beliefs that research is innovative and transformative, requires repetitive lab work, and calls for creativity and collaboration. In turn, these beliefs affect female engineering students’ interest in research careers; the belief that research is innovative and transformative is positively associated with interest in a research career.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2012, "The Social Security Administration’s Youth Transition Demonstration projects: Interim report on West Virginia Youth Works","Fraker, T., Mamun, A., Manno, M., Martinez, J., Reed, D., Thompkins, A., & Wittenburg, D. (2012). The Social Security Administration’s Youth Transition Demonstration projects: Interim report on West Virginia Youth Works. Report submitted to the Social Security Administration. Washington, DC: Mathematica Policy Research.","Disability Employment Policy","Study Type: Implementation Analysis",,,"Summary: This report presented an interim implementation and impact analysis on the West Virginia Youth Works Youth Transition Demonstration (YTD) project. The program sought to help youth with disabilities ages 14 through 25 who lived in 19 specific West Virginia counties to maximize their economic self-sufficiency. The study examined implementation of Youth Works, focusing on major aspects of service delivery, including the background, local context, and service environment. It provided information on participants’ characteristics and satisfaction with the program. The authors conducted qualitative analysis of staff and participant interviews, including data collected from site visits, and descriptive quantitative analysis of participants’ baseline and follow-up survey data and service utilization data from a management information system. Overall, the study found that Youth Works faced some substantial challenges, but that all participants received some project services and most received at least one contact for each of the four types of service: benefits planning, employment, education, and case management. Study findings related to implementation challenges and solutions are potentially applicable to other current or future projects that provide employment-related services to youth with disabilities.","the Youth Transition Demonstration Projects, West Virginia Youth Works Program","Supplemental security income (SSI) Youth programs Vocational rehabilitation","Youth, Disability",,"United States",2012,http://www.mdrc.org/sites/default/files/WV%20YTD%20Report%2012-3-2012.pdf "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, "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… "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 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… "The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on West Virginia Youth Works","Fraker, T., Mamun, A., Manno, M., Martinez, J., Reed, D., Thompkins, A., & Wittenburg, D. (2012). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on West Virginia Youth Works. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","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-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to measure 12-month impacts of the West Virginia Youth Works project, one of six project sites of the larger Social Security Administration (SSA)-sponsored Youth Transition Demonstration (YTD) that used a randomized evaluation. Youth Works provided services to help youth with disabilities improve their education and employment outcomes and become more economically self-sufficient. Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and the Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt. The study found that Youth Works had positive impacts on employment, earnings, and total income after one year of implementation. There were no impacts on educational attainment and Social Security disability benefit receipt. The quality of causal evidence presented in the study is high for the education, employment, and SSA benefit receipt outcomes because they are based on a well-implemented randomized controlled trial with low attrition. However, the quality of causal evidence is moderate for earnings and total income because sample attrition for these outcomes was high.","the Youth Transition Demonstration Projects, West Virginia Youth Works Program","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2012,http://www.mathematica-mpr.com/~/media/publications/pdfs/disability/ytd_wv_inte… "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, "The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Broadened Horizons, Brighter Futures","Fraker, T., Honeycutt, T., Mamun, A., Manno, M., Martinez, J., O’Day, B., Reed, D., & Thompkins. A. (2012). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Broadened Horizons, Brighter Futures. Report submitted to the Social Security Administration. Washington, DC: Mathematica Policy Research.","Disability Employment Policy","Study Type: Implementation Analysis",,,"Summary: This report presented an interim implementation and impact analysis on the Broadened Horizons, Brighter Futures (BHBF) Youth Transition Demonstration (YTD) project. The program sought to help youth with disabilities ages 16 through 22 who received Supplemental Security Income and resided in Miami-Dade County maximize their self-sufficiency. The study examined implementation of BHBF, focusing on major aspects of service delivery, including the background, local context and service environment. It also provided information on participants’ characteristics and satisfaction with the program. The authors conducted qualitative analysis of staff and participant interviews, including data collected from site visits; and descriptive quantitative analysis of participants’ baseline and follow-up survey data and service utilization data from a management information system. The study found that participants began receiving services soon after enrollment. Some services were more challenging to implement than others, but all participants received some project services and most received at least one of the four major types of service: benefits planning, employment, education, and case management.  Study findings related to implementation challenges and solutions are potentially applicable to other current or future projects that provide employment-related services to youth with disabilities.","the Youth Transition Demonstration Projects, Broadended Horizons, Brighter Futures","Supplemental security income (SSI) Youth programs Vocational rehabilitation","Youth, Disability",,"United States",2012,http://www.mdrc.org/sites/default/files/interim_report_broadened_horizons.pdf "Women in industrial engineering: Stereotypes, persistence, and perspectives","Brawner, C., & Camacho, M. (2012). Women in industrial engineering: Stereotypes, persistence, and perspectives. Journal of Engineering Education, 101(2), 288-318.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This study explored why more women major in industrial engineering in college than other engineering fields. The authors tabulated quantitative data from eight colleges and universities in the southeastern region of the United States using data from the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). They also conducted focus groups with 20 female industrial engineering students and qualitatively analyzed the content of industrial engineering department websites at the eight MIDFIELD institutions. The study found that students transferred into an industrial engineering major program after taking several semesters of coursework in another field at the university. It found no evidence that women with weak academic records were more likely to choose industrial engineering over other engineering majors. Focus group participants felt that their department had a warm, familial atmosphere, and that the major provided a more general background in engineering, which could offer them more flexible job opportunities in a variety of related fields. This was consistent with departmental websites, which marketed themselves as having a strong sense of community and collegiality, and stressed the wide range of career opportunities available to their graduates as problem solvers for society and industry.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2012, "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 "Inspiring girls and their female after school educators to pursue computer science and other STEM careers","Koch, M., & Gorges, T. (2012). Inspiring girls and their female after school educators to pursue computer science and other STEM careers. International Journal of Gender, Science and Technology, 4(3), 294-312.","Women in Science, Technology, Engineering, & Math (STEM)","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 facilitating Build IT, an extracurricular information technology (IT) program for middle-school girls, on the facilitators’ interest in STEM education and careers. The authors also described outcomes for girls who participated in the facilitator-led program. The study relied on a survey administered to 31 program facilitators after they had been involved with the program for one year. The study found no statistically significant relationships between facilitating Build IT and interest in STEM education and careers. The quality of causal evidence presented in this report is low because the authors did not use a research design that supported causal inference or control for factors other than Build IT that could contribute to the observed outcomes.","Build IT","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Other barriers, Female",,"United States",2012, "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 "Exploring bias in math teachers’ perceptions of students’ ability by gender and race/ethnicity","Riegle-Crumb, C., & Humphries, M. (2012). Exploring bias in math teachers’ perceptions of students’ ability by gender and race/ethnicity. Gender & Society, 26(2), 290-322.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This study aimed to inform the literature on gender stereotypes in classrooms by studying whether teachers displayed bias by underestimating the ability of 10th-grade female and minority students in high school math classes, even after taking into account students’ grades and test scores. The study analyzed survey data from students and teachers across the United States who were part of the Educational Longitudinal Study of 2002, which followed 15,000 10th-grade students through college and into the labor force. The authors estimated multinomial logistic regression models to determine whether teachers were more likely to underestimate the academic ability of female, black, and Hispanic students compared to white male students, controlling for grade point average (GPA), test scores, and student, teacher, and school characteristics. Results were generated separately for students in low-level, average-level, and advanced-level high school math courses. The study found that in low-level and advanced-level math classes, teachers were less likely to say that the course was too easy for white female students as compared to white male students. In average-level math classes, teachers were both less likely to say that the course was too easy and more likely to say that it was too difficult for white female students, compared to white male students. These findings did not extend to minority female students nor to minority male students, who, after controlling for GPA and test scores, were just as likely to be rated by teachers as being in a course that was too easy or too difficult for them as white male students.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"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 "The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Broadened Horizons, Brighter Futures","Fraker, T., Honeycutt, T., Mamun, A., Manno, M., Martinez, J., O’Day, B., Reed, D., & Thompkins, A. (2012). The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Broadened Horizons, Brighter Futures. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","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-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: This study’s objective was to measure 12-month impacts of the Florida Broadened Horizons, Brighter Futures (BHBF) program, one of six project sites of the larger Youth Transition Demonstration (YTD) projects that used randomized evaluations.  The Social Security Administration (SSA) sponsored the evaluation. BHBF provided services to help youth with severe disabilities improve their employment outcomes and become more economically self-sufficient. Data were collected from baseline and 12-month follow-up surveys, the Ticket Research File (TRF), and Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt. The study found that BHBF had statistically significant impacts on employment and Social Security disability benefit receipt at the 12-month follow-up. There were no impacts on educational attainment or earnings. The quality of causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the effects estimated in the study are attributable solely to BHBF, and not to other factors.","the Youth Transition Demonstration Projects, Broadended Horizons, Brighter Futures","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2012,http://www.mathematica-mpr.com/~/media/publications/pdfs/disability/ytd_miami_i… "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, "Women, men, and academic performance in science and engineering: The gender difference in undergraduate grade point averages","Sonnert, G., & Fox, M. (2012). Women, men, and academic performance in science and engineering: The gender difference in undergraduate grade point averages. Journal of Higher Education, 83(1), 73-101.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study tested a hypothesis that women have higher undergraduate grade point averages (GPAs) than their male peers (referred to as a GPA advantage), and that the difference is most pronounced in STEM fields with fewer female students and fewer female faculty members. In addition, the authors tested a second hypothesis that women’s GPA advantage was driven by institution type, with larger advantages existing at institutions offering specific programs supporting women in science and engineering, compared with institutions without such programs. The authors used data from the Integrated Postsecondary Data System and from a survey of 499 university and college registrars in the United States to examine the academic performance of undergraduate students in biology, the physical sciences, and engineering from 1984 to 2000. They used regression models to compare the GPAs of male and female students over time both across and within the three fields, controlling for the percentage of female majors, degree recipients, and faculty within each field at each institution in a given year. The study found that women’s GPAs across the three fields were, on average, 0.1 points (on a 4.0-point scale) higher than men’s during the study period. The study also found that in the physical sciences field, the percentage of female degree recipients was significantly associated with women’s GPA advantage—when more women earned degrees in physical sciences, the GPA advantaged diminished; however, this finding did not hold in the biology or engineering fields. The study found that the strongest predictor of women’s GPA advantage across fields was the type of institution, with a larger advantage occurring at nonresearch institutions compared with research institutions. In addition, the study found that at nonresearch institutions with programs specifically supporting women in science and engineering, women’s GPA advantage was even larger.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2012, "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, "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 "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 "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 "Middle school girls’ perceptions of engineers before and after a female only summer enrichment program","Hirsch, L., Berliner-Heyman, S., Cano, R., Kimmel, H., & Carpinelli, J. (2011). Middle school girls’ perceptions of engineers before and after a female only summer enrichment program. Paper presented at the 2011 IEEE Frontiers in Education Conference.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: In a study performed over the course of a summer engineering program for 4th- through 8th-grade girls, the authors sought to determine whether participants’ attitudes toward engineering changed from the beginning to end of the program and whether traditional surveys fully captured participants’ growth over the course of such an experience. The authors administered two tests, the Middle School Attitude to Mathematics, Science and Engineering Survey (MATE) and the Draw an Engineer Test (DAET), to about 100 participants in a summer 2009 New Jersey Institute of Technology engineering program for 4th- to 8th-grade girls. The MATE comprises seven psychological subscales focused on students’ interest in various aspects of engineering, attitudes toward mathematics and science, problem-solving, knowledge of engineering, and perceptions of males’ and females’ relative competence in mathematics and science; the DAET prompts respondents to draw an engineer at work and summarize their drawing in a sentence. Participants took both tests before beginning and after completing the program. The study found that girls’ knowledge of engineering increased significantly; at the beginning of the study, fewer than half of the participants could name one or more kinds of engineers, but by the end of the program more than 85 percent of participants correctly identified at least one kind of engineer. Differences in pre- and post-program engineer drawings and descriptions suggested more nuanced changes in girls’ understanding of engineering. For example, the proportion of responses depicting engineers communicating with others more than doubled, from only 12 percent before the program to 30 percent afterward. The authors concluded that the DAET complements the MATE and warranted further study as a measure of children’s changing perceptions of science and scientists.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,http://fie-conference.org/fie2011/papers/1471.pdf "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 "Adolescent perspectives of the ecological impact of a summer youth employment program.","Grant, N. (2011). Adolescent perspectives of the ecological impact of a summer youth employment program. Doctoral dissertation. Wichita, KS: Wichita State University. Available at http://soar.wichita.edu/handle/10057/5056.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: Using personal stories of youth who participated in the Area IV Kansas Summer Youth Employment Program (SYEP), the author sought to describe the ecosystems of urban youth, their relationships with adults, and the impacts of their participation in SYEP. SYEP was a summer program funded as part of the American Recovery and Reinvestment Act of 2009. It provided disadvantaged youth with summer employment and job skills training over two summers. The author interviewed 10 participating youth and analyzed their personal stories using ecological systems theory and a social capital framework. The author also analyzed documents containing the youths’ demographic and employment records. The author concluded that programs such as SYEP helped disadvantaged youth to make networking connections, learn ways of interacting in the workplace, and open doors to job opportunities that historically have not been available to those with lower socioeconomic status.","Summer Youth Employment Programs (Area IV Kansas)","Basic skills Work based and other occupational training Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",2011,http://www.workforce-ks.com/modules/showdocument.aspx?documentid=2206 "Evaluation of the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care: Final Report","Courtney, M., Zinn, A., Johnson, H., and Malm, K. (2011). Evaluation of the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care: Final Report. OPRE Report #2011-14. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Opportunities for Youth","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 Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care (Outreach) on youths’ education, employment, earnings, and public benefit receipt. Using a randomized controlled trial design, the authors estimated the program’s impact by comparing survey responses and college records for youth randomly selected to receive the Outreach program with those of youth randomly assigned to the control group. The study found that the Outreach program significantly increased college enrollment and persistence. 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 Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care, and not to other factors.","the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care","Job search assistance and supportive services Other training and education Youth programs Behavioral Interventions","Youth, Disconnected youth",,"United States",2011,http://www.acf.hhs.gov/sites/default/files/opre/eval_mass.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 "Increasing saving behavior through age-progressed renderings of the future self","Hershfield, H., Goldstein, D., Sharpe, W., Fox, J., Yeykelis, L., Carstensen, L., & Bailenson, J. (2011). Increasing saving behavior through age-progressed renderings of the future self. Journal of Marketing Research, 48(SPL), S23–S37.","Behavioral Finance: Retirement","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-Favorable impacts Attitudes","Summary: The study’s objective was to determine whether contact with an age-progressed visual representation of the self led participants to allocate more money to savings for retirement. The authors presented four random assignment studies relying on varying degrees of contact with these age-progressed visual representations in an attempt to pinpoint their effect on retirement savings behavior and the mechanism through which such representations alter savings attitudes. In the four experiments discussed here, the authors collected data directly from participants by administering post-intervention surveys or collecting hypothetical asset allocation information. The study found that participants who saw age-progressed pictures of themselves chose to allocate a significantly higher proportion of hypothetical income to retirement compared to a control group; the participants in this study were drawn from a group of adults ages 18 to 35. Results were similar in three other experiments using undergraduate students. The quality of the causal evidence presented in this study is high. This means we are confident the differences in outcomes observed between treated and control groups resulted from the interventions tested, and not other factors.","Interactions with Age-Processed Visual Representation of the Self","Employer provided retirement benefits",Youth,,"United States",2011, "Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics","Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-208.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined existing empirical research on the challenges that minority women have faced in science, technology, engineering, and mathematics (STEM) disciplines at the undergraduate and graduate levels, emphasizing factors that promote or discourage retention and transition to employment or further study. The authors analyzed 116 empirical studies conducted from 1970 to 2008 that examine aspects of the academic and career experiences of minority women in STEM disciplines, identifying the findings of each study and synthesizing these features to pinpoint trends and opportunities for further investigation. The authors summarized the studies’ conclusions regarding the effects of academic climate, enrichment programs, self-confidence, and relationships with faculty, peers, and family on minority women’s persistence in undergraduate STEM majors, highlighting lack of recognition from peers and faculty members and complex family expectations and dynamics as factors that hinder them from completing STEM degrees. At the graduate level, many of the same influences, particularly family expectations and fraught relationships with peers and professors, present challenges for minority women in STEM disciplines. Academic and social transitions from minority-serving institutions to predominantly white institutions and the financial demands of graduate study also represent cross-cutting obstacles.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2011, "Professional role confidence and gendered persistence in engineering","Cech, E., Rubineau, B., Silbey, S., & Seron, C. (2011). Professional role confidence and gendered persistence in engineering. American Sociological Review, 76(5), 641-666.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined the actual and intended persistence in the engineering field of 288 students entering engineering programs in 2003 at the Massachusetts Institute of Technology, the University of Massachusetts at Amherst, the Franklin W. Olin College of Engineering, and Smith College. The authors estimated regression models using data from a longitudinal survey conducted online, which followed the same students from freshman to senior year, to analyze factors significantly associated with (1) the students’ intentions to stay in the engineering field in five years and (2) the students’ actual persistence in the field over the course of the survey period. The study found that male students were more likely to stay in their engineering major over the course of the study, as well as to stay in the engineering field at higher rates than the female students. However, the study found no significant association between plans for a family and women leaving the engineering major. Likewise, the study did not find a significant association between self-assessment of math skills and persistence in the engineering field for women. The authors generated a measure of professional role confidence, which included both an assessment of one’s own expertise and skills needed for engineering jobs and a self-assessment of how well the engineering field fits the individual’s career plans. The study found that the professional role confidence measure was significantly associated with persistence in the engineering field. The professional role confidence measure varied significantly by gender, however, with men having higher confidence measures; the authors suggested that professional role confidence might help explain the differing persistence levels between men and women in engineering.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2011, "STEM development: A study of 6th-12th grade girls’ interest and confidence in mathematics and science (Doctoral dissertation, Iowa State University)","Heaverlo, C. (2011). STEM development: A study of 6th-12th grade girls’ interest and confidence in mathematics and science (Doctoral dissertation, Iowa State University). Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1035&context=etd","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study’s objective was to determine whether middle and high school girls’ levels of interest and confidence in science and mathematics differed and to identify factors that promote their interest and confidence in these subjects. The author administered a survey to the 6th–12th grade attendees of the three April 2009 sessions of Iowa State University’s Taking the Road Less Traveled Career Conference. The author performed descriptive statistical analyses. The study found that middle and high school girls’ interest and confidence in science and mathematics did not differ. Teacher influence was a statistically significant predictor of all four outcomes examined—math interest, science interest, math confidence, and science confidence. In particular, math teacher influence predicted math interest and confidence, and science teacher influence predicted science interest and confidence. The availability of extracurricular science, technology, engineering, and mathematics activities also predicted math interest and confidence.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1035&context=etd "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 "The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Transition WORKS","Fraker, T., Black, A., Mamun, A., Manno, M., Martinez, J., O’Day, B., O’Toole, M., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Transition WORKS. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: This study’s objective was to measure 12-month impacts of the Transition WORKS, one of six project sites of the larger Social Security Administration (SSA)–sponsored Youth Transition Demonstration (YTD) projects that used a randomized evaluation.  Transition WORKS provided services to help youth with severe disabilities improve their education and employment outcomes and become more economically self-sufficient. Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt.  The study found that Transition WORKS did not achieve any statistically significant impacts on paid employment, educational attainment, or Social Security disability benefit during the 12-month follow-up period. The quality of causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the effects estimated in the study would be attributable solely to Transition WORKS, and not to other factors.","the Youth Transition Demonstration Projects, Transition WORKS","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,http://www.ssa.gov/disabilityresearch/documents/Erie%20Final%20Interim%20Report… "STEM learning in afterschool: An analysis of impact and outcomes","Afterschool Alliance. (2011). STEM learning in afterschool: An analysis of impact and outcomes. Washington, DC.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study presented findings from a review of after-school programs in the United States focused on improving science, technology, engineering, and mathematics (STEM) skills and increasing access to STEM careers for youth in grades K–12. The study’s objective was to identify common strategies that STEM-focused after-school programs used and summarize the programs’ results. The authors collected evaluation reports of STEM-focused after-school programs through evaluation database searches and direct requests to the programs. The programs reviewed served K–12 students and implemented a wide range of programming, including robotics competitions, mentoring, internships, science experiments, and design projects. The evaluations of these programs used a variety of analytic methods, including comparison of pre- and post-program surveys, focus groups discussions, and tests; tracking of program alumni; and surveys of parents and program staff. The study found that all STEM after-school programs studied reportedly had some benefit for program participants. The authors classified the observed benefits into three categories: improved attitudes toward STEM fields and careers, increased STEM knowledge and skills, and higher likelihood of graduation and pursuing a STEM career. The authors described the programs that had a positive outcome in each of those categories along with the specific results described in the program’s evaluation report.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2011,http://www.afterschoolalliance.org/STEM-Afterschool-Outcomes.pdf "Programs for undergraduate women in science and engineering: Issues, problems, and solutions","Fox, M., Sonnert, G., & Nikiforova, I. (2011). Programs for undergraduate women in science and engineering: Issues, problems, and solutions. Gender & Society, 25(5), 589-615.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors summarized the goals, concerns, and activities of undergraduate programs for women in science and engineering. They focused on whether the programs considered individual-level concerns, such as self-esteem and academic ability, or structural barriers, such as faculty, campus, and administrative attitudes toward women, as the primary obstacles facing women in these fields. In 2002, the authors surveyed the directors of undergraduate programs for women in science and engineering, obtaining 38 responses out of 48 programs nationwide. They analyzed the survey responses by translating rating scales into mean scores and comparing those means using paired sample t-tests. The study found that directors of undergraduate programs for women in science and engineering generally conceived of the central problem facing their students as structural rather than individual. The activities these programs provided, however, focused predominantly on shoring up individual skills and self-confidence—for instance through social gatherings and links to support services—rather than addressing the structural issues they viewed as paramount.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011, "Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity","Riegle-Crumb, C., & King, B. (2011). Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity. Educational Researcher, 39(9), 656-664.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine differences in students’ likelihood of majoring in a science, technology, engineering, and mathematics (STEM) field, based on gender and ethnicity. The study used statistical methods to estimate the likelihood of majoring in the physical sciences or engineering, or in the biological sciences, versus non-STEM fields. The authors also examined this likelihood for traditionally underrepresented groups (white, black, and Hispanic women and black and Hispanic men) compared to white men. The analyses controlled for student socioeconomic factors, delayed college entry, academic preparation, and attitudes toward math. Data sources included students’ high school transcripts and surveys conducted through the Educational Longitudinal Study of 2002. The study found that white and Hispanic women were less likely to major in the physical sciences or engineering, versus a non-STEM major, than white men. Black women were also less likely to major in a physical science or engineering field than white men, but the gap was slightly smaller. In contrast to the large gender gaps evident in the choice of physical science and engineering majors, there were no differences between the gender/ethnicity groups in the likelihood of majoring in a biological sciences field compared to a non-STEM field. The study found that academic preparation and attitudes toward math rarely explained why men were more likely to choose a STEM major than women.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male, White, Black or African American, Hispanic of any race",,"United States",2011, "The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s project","Fraker, T., Black, A., Broadus, J., Mamun, A., Manno, M., Martinez, J., McRoberts, R., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s project. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","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-Favorable impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: This study’s objective was to measure 12-month impacts of the City University of New York (CUNY) Youth Transition Demonstration Project (YTDP) in the Bronx, one of six project sites of the larger Social Security Administration (SSA)-sponsored YTD projects that used a randomized evaluation.  CUNY YTDP provided services to help youth with severe disabilities improve their employment outcomes and become more economically self-sufficient. Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and the Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt. The study found that CUNY YTDP had positive and statistically significant impacts on employment during the 12-month follow-up period. The study found no statistically significant impacts on earnings, educational attainment, total income, or Social Security disability benefit receipt. The quality of causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the estimated effects are attributable to CUNY YTDP, and not to other factors.","the Youth Transition Demonstration Projects, The City University of New York","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,http://www.ssa.gov/disabilityresearch/documents/CUNY%20Final%20Interim%20Report… "Arguing separate but equal: A study of argumentation in public single-sex science classes in the United States","Glasser, H. (2011). Arguing separate but equal: A study of argumentation in public single-sex science classes in the United States. International Journal of Gender, Science and Technology, 3(1), 70-92.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: In a study performed at a public coeducational middle school during the 2007–2008 school year, the author sought to determine whether students in single-sex science classes learned “the same science” by experiencing the same instructional approaches and earning the same grades as those in mixed-gender classes. The author attended both the boys’ and girls’ science classes, and collected data from audio and video recordings, reviews of students’ work, and interviews with students and teachers. He analyzed these data using a variety of coding schemes, with particular emphasis on argumentation, defined for the purpose of the study as a whole-class scientific discussion involving the teacher that contained both a challenge and a defense. He also examined more than seven hours of video recordings from each class section and counted the instances of argumentation occurring in each class. Finally, the author reviewed students’ grades in the course. Although argumentation was not a primary feature of either boys’ or girls’ science classes, with no more than five instances of argumentation per hour of instruction in either case, the author found that boys’ science classes contained more than three times as many instances of argumentation than did girls’ classes. Over the sample lessons considered in this study, the boys produced 22 instances of argumentation, compared with only 7 in the girls’ class. There were no differences in students’ grades by gender.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2011, "After-school programs for high school students: An evaluation of after-school matters.","Hirsch, B., Hedges, L., Stawicki, J., & Mekinda, M. (2011). After-school programs for high school students: An evaluation of after-school matters. Evanston, IL: Northwestern University.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The report’s objective was to evaluate the impact of the After School Matters (ASM) apprenticeship program on academic outcomes in high school and on the likelihood of being hired for a summer or permanent entry-level position in the labor market. For this evaluation, 535 students from 10 high schools in Chicago were randomly assigned to the treatment group, which could enroll in ASM, or the control group, which could not. Outcome data were derived from high school records from both semesters of the academic year of study participation and a mock job interview at the end of the spring semester of the same year. The study reported no statistically significant impacts of participation in ASM on high school grade point average (GPA), number of classes failed, school absences, or likelihood of being hired for a permanent or summer entry-level position. The quality of the causal evidence presented in this report is high for all academic outcomes. This means we are confident that estimated impacts for these outcomes would be solely attributable to ASM, and not other factors. For the likelihood of employment outcomes, the quality of evidence is moderate. This means we have confidence that the effects estimated in this study would be attributable at least in part to the ASM program, though other factors could also have contributed.","After School Matters","Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States, Urban",2011, "The role of living–learning programs in women’s plans to attend graduate school in STEM fields","Szelényi, K., & Inkelas, K. (2011). The role of living–learning programs in women’s plans to attend graduate school in STEM fields. Research in Higher Education, 52(4), 349-369.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts Attitudes","Summary: The study’s objective was to assess the impact of participating in a female-only STEM living-learning program on undergraduate female STEM majors’ intentions to pursue graduate studies in a STEM field. The authors conducted regression analysis using data from the 2004–2007 National Study of Living Learning Programs (NSLLP) to determine if women who participated in female-only STEM living-learning programs were more likely than women in other living arrangements to express plans to attend graduate school in a STEM field. The study found that the female undergraduate STEM majors living in a female-only STEM living-learning community were more likely to have plans to attend graduate school in a STEM field than female STEM majors living in coeducational STEM living-learning communities, non-STEM living-learning communities, or traditional residence halls. The quality of causal evidence presented in this report is low because the authors’ analysis did not account for important individual characteristics related to the outcome that could differ across groups. This means we are not confident that the estimated effects are attributable to female-only STEM living-learning programs. Other factors are likely to have contributed.","STEM Living-Learning Programs","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011, "WomenLEAD: Leadership development for female faculty in business and engineering","Hodges, J., Pearson, A., & Reese, D. (2011). WomenLEAD: Leadership development for female faculty in business and engineering. International Journal of Gender, Science and Technology, 3(2), 331-337.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study’s main objective was to describe and promote the implementation of WomenLEAD, a program offered at a business and engineering college to foster leadership development in female faculty by providing advice and support. WomenLEAD consisted of eight sessions focused on challenges faced by female faculty for advancement, such as work-life balance, gender biases, and communication differences. At the end of the program, the authors, who created and implemented the WomenLEAD program, administered a participant survey to elicit participants’ feedback on the degree to which each of the sessions influenced participants’ awareness and understanding of issues relevant to their leadership development. The participants’ survey suggested that WomenLEAD increased women’s awareness and understanding of issues covered in each session, such as communicating with power, career challenges, and leadership qualities. Comments on the survey indicated appreciation for the support network of women the program created. The program intends to continue this networking through continued formal and informal gatherings and to expand it to female faculty at other colleges.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011, "Who wants to have a career in science or math? Exploring adolescents’ future aspirations by gender and race/ethnicity","Riegle-Crumb, C., Moore, C., & Ramos-Wada, A. (2011). Who wants to have a career in science or math? Exploring adolescents’ future aspirations by gender and race/ethnicity. Science Education, 95(3), 458-476.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine whether different gender and racial/ethnic subgroups of 8th-grade students in the United States varied in their aspirations of pursuing a career in science or math. The study further sought to observe how students’ attitudes toward and achievement in science and math helped explain any disparities in career aspirations by gender and race/ethnicity. The authors conducted a regression analysis that estimated the likelihood of different gender and race/ethnicity subgroups stating that they “would like a job that involves using science/math,” controlling for their attitudes toward and achievement in science/math. Career aspirations for groups traditionally underrepresented in science, technology, engineering, and mathematics—including white, black, and Hispanic girls and black and Hispanic boys—were compared to those of white boys. The study used data from the 2003 Trends in International Mathematics and Science Study, specifically looking at a nationally representative sample of 8th-grade students in the United States. In the primary analysis of science aspirations, no female and/or racial minorities had a statistically different likelihood of aspiring to a career in science than white boys. Black boys had comparable career aspirations to white boys even before controlling for any other factors, and Hispanic and white boys were similar after controlling for socioeconomic factors. Both white and Hispanic girls had similar career aspirations to white boys after controlling for enjoyment of science. In the primary analysis of math aspirations, all female subgroups were significantly less likely to aspire to a math career than white boys, even after controlling for general school attitudes, test scores, enjoyment in the subject, and belief in their own math ability. Black and Hispanic boys were as likely as white boys to be interested in pursuing a career in math before controlling for any of those factors.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Youth, Other barriers, Female, Male",,"United States",2011, "Are the predictors of women’s persistence in STEM painting the full picture? A series of comparative case studies","Hughes, R. (2011). Are the predictors of women’s persistence in STEM painting the full picture? A series of comparative case studies. International Journal of Gender, Science and Technology, 3(3), 548-570.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine the experiences of several female science and engineering majors within the literature context on predictive factors of persistence in STEM majors and careers. The study focused on the roles of parental support and education level, academic preparation, and perceptions of the STEM culture in influencing the career trajectories of female undergraduates at a United States university in 2009–2010. The author conducted two interviews each with five women in their fourth year of college who had chosen to major in a STEM field. The first interview collected the participant’s life history, with a focus on factors and moments leading to the decision to pursue a STEM major. The second interview, conducted several months later, recorded whether the participant’s career plans had changed. The study found that the participants’ experiences did not always align with what the literature predicted, and that complex factors contributed to a woman’s decision to stay in or leave a STEM major. Although all the women who stayed in a STEM field described the use of coping strategies for persisting in a male-dominated field, these strategies differed among participants. Those who chose to leave their STEM major did not necessarily do so because of a lack of academic preparation, parental support, or competence, but rather seemed to share a feeling that they did not identify with the peers in their STEM field, who they described as “uptight,” “nerdy,” and lacking a life outside of the classroom.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011, "Surprising possibilities imagined and realized through information technology: Encouraging high school girls’ interests in information technology","Forssen, A., Lauriski-Karriker, T., Harriger, A., & Moskal, B. (2011). Surprising possibilities imagined and realized through information technology: Encouraging high school girls’ interests in information technology. Journal of STEM Education: Innovations and Research, 12(5-6), 46-57.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined the overall and gender-specific impact of the Surprising Possibilities Imagined and Realized through Information Technology (SPIRIT) program on high school students’ attitudes toward information technology (IT), with special focus on increasing female students’ confidence and abilities in using technology. The SPIRIT program, which took place during two weeks in summer 2009 at a large Midwestern university, had female and male students use a three-dimensional programming environment called Alice to create animations for storytelling. Participants also completed other hands-on activities and heard presentations from professionals on the use of IT in their jobs. The authors administered 20-item baseline and follow-up surveys to students on general attitudes toward and gender stereotypes in IT and compared responses before and after the SPIRIT program. Of the76 students who attended the program, 74 participated in the study. Because the program aimed to increase girls’ interests in IT, the study sample was 70 percent female. The study found that, after attending the SPIRIT program, female students demonstrated no change in general attitudes toward IT, but showed a significant reduction in believing the gender stereotype that women do not perform as well as men in IT. In looking at emergent themes of open-ended survey responses, the authors found that women’s attitudes toward the characteristics of a person with a career in IT changed from a focus on the person’s skills or intelligence before participation in SPIRIT to a more diverse description of characteristics after participation in the program. Similarly, female students provided a more expansive set of example IT careers after participation in SPIRIT. The authors did not conduct statistical tests on these differences.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011, "STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM)","Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [one of three studies described in a single report]","Women in Science, Technology, Engineering, & Math (STEM)","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 having a professor and teaching assistant (TA) of the same gender on introductory calculus students’ attitudes toward math, compared with English. The study used computerized tasks to measure attitudes toward math and collected the expected course grade and actual course performance of female students with a female professor and TA pair (a female teaching pair), compared with those of female students with a male professor and TA pair (a male teaching pair) at both the start and end of the semester. The study found that female students with a female teaching pair identified more with math and expected a higher course grade than those with a male teaching pair. Female students with a male teaching pair had more negative attitudes toward math, compared with English, than female students with a female teaching pair. The quality of causal evidence presented in this report is low because the authors did not demonstrate comparability of treatment and control groups before the intervention. This means we are not confident that the estimated effects are attributable to having a female teaching pair; other factors are likely to have contributed.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2011, "Understanding the factors affecting degree completion of doctoral women in the science and engineering fields","Ampaw, F., & Jaeger, A. (2011). Understanding the factors affecting degree completion of doctoral women in the science and engineering fields. New Directions for Institutional Research, 152, 59-73.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This study aimed to determine if student characteristics; financial aid receipt; and labor market conditions (such as unemployment, weekly wages, and professors’ salary) predicted doctoral degree completion in science, engineering, or math differently for men and women. Following students enrolled in a doctoral program at an academic institution in the southeastern United States, the study used data from the institution in which study participants were enrolled, Bureau of Labor Statistics data on unemployment and weekly earnings, and expected earnings information from the National Faculty Salary Survey by Discipline and Rank in Four Year Colleges and Universities. Nonlinear regression models were used to estimate the effects on doctoral degree completion. The study found that 9 percent more males than females in the study completed their doctoral degree, although women tended to be younger at the start of their degree. International students, but not minority students overall, were more likely to complete their degree than white domestic students. Regarding financial aid, students who held research assistantships were 67 percent more likely to finish their degree than students without an assistantship, but males were much more likely to acquire an assistantship than females. Regarding labor market conditions, students were more likely to complete a degree in fields with high unemployment and higher expected earnings.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs Preventing discrimination","Youth, Female, Male",,"United States",2011, "Staying on course: Three-year results of the National Guard Youth ChalleNGe Evaluation.","Millenky, M., Bloom, D., Muller-Ravett, S., & Broadus, J. (2011). Staying on course: Three-year results of the National Guard Youth ChalleNGe Evaluation. New York: MDRC.","Opportunities for Youth","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 Training-Mod/high-Favorable impacts Training","Summary: This report presents results from a three-year follow-up study of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Earlier reports examined outcomes at 9 and 21 months. The program’s effectiveness was evaluated using a randomized controlled trial conducted in 10 states. This report examined the effects of the program on participants’ educational attainment, earnings, employment, and other outcomes measured through a survey conducted about three years after participants entered the study. The study found statistically significant, positive impacts of the ChalleNGe program on employment, earnings, education, and training outcomes measured after three years. The quality of causal evidence presented in this study is high because it is a well-conducted randomized controlled trial. This means we have confidence that the effects estimated in this study are attributable to the National Guard Youth ChalleNGe program.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2011,http://www.mdrc.org/sites/default/files/full_510.pdf "How to recruit women and girls to the science, technology, engineering, and math (STEM) classroom","Milgram, D. (2011). How to recruit women and girls to the science, technology, engineering, and math (STEM) classroom. Technology and Engineering Teacher, 71(3), 4-11.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to suggest successful strategies for increasing the number of women and girls in STEM classes. The author used studies of other programs and lessons learned from personal experience to inform a set of suggested strategies for improving the recruitment of women and girls into STEM classes. The author suggested that women and girls benefit from seeing female role models in STEM, receiving positive encouraging messages, and being assured that women in STEM can maintain a work/life balance. The author also described specific strategies that schools and programs should implement to improve recruitment of females, including reaching out to counselors and communicating the program’s emphasis on recruiting females, personally encouraging female students, developing outreach materials that display females and that incorporate the color pink, and taking into account how females’ perceptions of and motivations toward STEM differ from those of males.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011, "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, "Analysis of Associations between Contemporaneous Job Corps Performance Measures and Impact Estimates from National Corps Study.","Fortson, J., & Schochet, P. (2011). Analysis of Associations between Contemporaneous Job Corps Performance Measures and Impact Estimates from National Corps Study. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: An analysis for the National Job Corps Study found no relationship between estimated impacts on participants and Job Corps center aggregate performance measures. This study sought to determine whether adjusting the performance measures to account for characteristics of students attending the centers would yield performance measures that predict estimated impacts. Job Corps is a national vocationally focused education and training program for disadvantaged youth between ages 16 and 24. The authors used data from multiple sources, particularly the National Job Corps study. They conducted quantitative analysis of survey data to compute center-level impacts and regression analysis to compute adjusted center-level performance measures. The analysis found that, although the performance measures adjusted for individual and local area characteristics had a modest impact on the relative performance rankings of the centers, they did not predict participant impacts more accurately than the unadjusted performance measures.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2011,http://www.mathematica-mpr.com/publications/pdfs/labor/jobcorps_performance.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 "A promising start: Initial impacts of Year Up on low-income young adults’ careers.","Roder, A., & Elliott, M. (2011). A promising start: Initial impacts of Year Up on low-income young adults' careers. Economic Mobility Corporation.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Mixed impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: This report presents preliminary findings for the impacts of the Year Up program, which provides technical skills training and internships to low-income adults ages 18 to 24. The authors randomly assigned eligible applicants to either be invited to participate in the program immediately (treatment group) or gain entry after 10 months (control group). They compared the outcomes of treatment and control group members for approximately two years after random assignment. The authors reported many statistically significant and positive impacts of the program in the second year after random assignment. These included impacts on annual earnings and hourly wages. The quality of causal evidence is low because the randomized controlled trial had high attrition and the study did not show that the groups being compared were equivalent prior to the program. This means we are not confident that the estimated effects are attributable to Year Up. Other factors are likely to have contributed.","Year Up","Mentoring Work based and other occupational training Youth programs","Youth, Low income","Finance and insurance","United States, Urban",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).","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, "Beyond a summer work experience: The Recovery Act 2009 Post-Summer Youth Employment Initiative.","Holcomb, P., Ziegler, J., & Laird, E. (2011). Beyond a summer work experience: The Recovery Act 2009 Post-Summer Youth Employment Initiative. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: Funded by the American Recovery and Reinvestment Act of 2009, the Summer Youth Employment Initiative (SYEI) aimed to reverse the steep decline in youth employment during the recession by providing employment opportunities for youth in the summer of 2009. The 2009 Post-SYEI allowed states and local workforce investment areas to provide extended work experiences to older disconnected youth ages 18 to 24 from October 2009 through March 2010. The authors conducted in-depth site visits to eight selected study sites and analyzed the data using qualitative methods. The authors reported that the study sites effectively built upon the implementation of the SYEI by using the same service delivery structure and extending the work experiences of those youth who had already participated in the summer program. The longer time frame for the work experiences was seen as a benefit by participants and employers. Post-SYEI programs also focused on ensuring the alignment between participants’ interests and their work experiences. The authors recommended three considerations for the design of similar policies targeting older out-of-school youth in the future: allowing sufficient time to design such programs, because the needs of older out-of-school youth differ from those of younger youth who are traditionally served by these types of programs; supporting a year-round, not only summer, work experience; and incorporating a transition strategy from the work experience into future opportunities.","Summer Youth Employment Initiative (SYEI)","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",2011,http://wdr.doleta.gov/research/FullText_Documents/ETAOP_201_03.pdf "Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence","Espinosa, L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-240.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine how undergraduate women of color’s precollege characteristics and college experiences and the characteristics of their undergraduate institutions affected their persistence in STEM majors throughout college compared with white women. The author used data from the Higher Education Research Institute Cooperative Institutional Research Program at the University of California, Los Angeles, to model whether college experiences mediated some of the effect of precollege characteristics and institutional settings on persistence in STEM majors, as hypothesized. Survey data were collected when students entered college in 2004 and again in the spring of 2008, during students’ fourth year of college. The study included a sample of 1,250 women of color and 891 white women at four-year colleges and universities across the United States who were first-time, full-time students. Results were estimated separately for women of color and white women. The study found that both white women and women of color persisted in STEM at a rate of 57 percent from the time they stated an intent to major in STEM at college entrance to the spring semester of their fourth year, and that high school grade point average was a significant predictor of persistence for both groups. As hypothesized, college experiences had a significant effect on the persistence of women of color in STEM: those who found satisfaction with their curriculum, engaged in peer discussion on course content outside the classroom, joined a major-related club, tutored another student, participated in research programs, and intended to major in engineering were more likely to persist in a STEM major; the same factors were significant for white women, with the exception of joining a major-related club. In addition, women of color who attended a private college and an institution with a higher percentage of students majoring in STEM were more likely to stay in a STEM major; the opposite was true for women of color who attended a highly selective institution. For white women, these institutional factors were not significant predictors of persistence in STEM.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2011, "The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s Project","Fraker, T., Black, A., Broadus, J., Mamun, A., Manno, M., Martinez, J., McRoberts, R., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s Project. Report submitted to the Social Security Administration. Washington, DC: Mathematica Policy Research.","Disability Employment Policy","Study Type: Implementation Analysis",,,"Summary: This report presents an interim implementation and impact analysis on the City University of New York (CUNY) Youth Transition Demonstration Project (YTDP). The program sought to maximize economic self-sufficiency and independence for youth disability insurance beneficiaries by improving their employment and educational opportunities. The program targeted youth ages 14 through 18 who received Supplemental Security Income (SSI) and resided in Bronx County. The study examined implementation of YTDP at two CUNY campuses, focusing on major aspects of service delivery, including the background, local context, and service environment of YTDP. It also provided information on beneficiaries’ characteristics and satisfaction with the program. The study used qualitative analysis of staff and beneficiary interviews, including data collected from site visits; and descriptive quantitative analysis of beneficiaries’ baseline and follow-up survey data and service utilization data from a management information system. The study found that youth beneficiaries had access to all of the services in the conceptual framework. Many began receiving individualized services before participating in structured workshops. However, education-related and person-centered services were among the less-intensive service offerings. Study findings related to implementation challenges and solutions are potentially applicable to other current or future projects that provide employment-related services to youth with disabilities.","the Youth Transition Demonstration Projects, The City University of New York","Supplemental security income (SSI) Youth programs Vocational rehabilitation","Youth, Disability",,"United States",2011,http://www.mdrc.org/sites/default/files/full_579.pdf "Statistics anxiety and science attitudes: Age, gender, and ethnicity factors","Bui, N.H., & Alfaro, M.A. (2011). Statistics anxiety and science attitudes: Age, gender, and ethnicity factors. College Student Journal, 45(3), 573-585.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined relationships between statistics anxiety and attitudes about science in an introductory psychology statistics course in a small private Western university. Authors administered a demographic questionnaire (10 items), the Statistics Anxiety Rating Scale (STARS; 51 items), and the Test of Science-Related Attitudes measure (TOSRA; 70 items). They also ran t-tests and analyses of variance to assess differences across gender or ethnic groups and used Pearson’s correlation to examine relationships between statistics anxiety scales and science attitudes. The study found that younger students (ages 18 to 24 versus those 25 and older) had more negative attitudes about the social implications and enjoyment of science; there were no differences across gender or ethnic groups in the STARS or TOSRA measures. Six of seven scales of the TOSRA were negatively correlated with at least one STARS scale, suggesting that more positive science attitudes are associated with lower statistics anxiety.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2011, "A pilot study connecting youth with emotional or behavioral difficulties to summer work experiences.","Carter, E.W., Trainor, A.A., Ditchman, N., & Owens, L. (2011). A pilot study connecting youth with emotional or behavioral difficulties to summer work experiences. Career Development for Exceptional Individuals, 34(2), 95-106. doi:10.1177/0885728810395745","Job Search Assistance, Opportunities for Youth","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 providing summer employment support on the employment of youth with emotional and behavioral difficulties. The authors used a randomized controlled trial to assign eligible youth with emotional and behavioral difficulties (63 in total) to either the treatment group, which received additional support finding and retaining summer employment, or the control group, which did not receive any additional support. The authors used data from telephone interviews with youth or parents to measure outcomes. The study found that, compared with youth randomly assigned to the control group, youth offered support finding and retaining summer employment were 27 percentage points more likely to be employed at the end of the summer. The quality of causal evidence presented in this report is low because attrition was high 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 summer employment support; other factors are likely to have contributed.","a Package of Employment Services for Youth","Job search assistance and supportive services Other employment and reemployment","Youth, Other barriers",,"United States",2011, "Living-learning programs for women in STEM","Inkelas, K. (2011). Living-learning programs for women in STEM. New Directions for Institutional Research 152, 27-37.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study’s objective was to review the evidence of the effects of living-learning programs (LLPs)—shared residences at postsecondary institutions designed to bridge in- and out-of-class learning and establish tight-knit communities—on academic and other outcomes for women in STEM disciplines. The author reviewed studies that compared the short- and long-term academic outcomes of female STEM majors who participated in LLPs, particularly women-only STEM LLPs, to male and female STEM majors who did not participate in such programs. Many of these studies relied on the 2007 National Study of Living-Learning Programs, which encompassed programs at more than 50 U.S. colleges and universities and represented the responses of 22,519 students; other university-specific studies from Michigan State University, the University of Wisconsin-Madison, and the University of Michigan were included. The study found that participants in a women-only STEM LLPs were more likely to attend graduate school in a STEM field than were female STEM majors who participated in coeducational STEM LLPs, non-STEM LLPs, or no LLP, by 35, 31, and 29 percent, respectively. Participants in a women-only STEM LLP at the University of Michigan were more likely to persist in STEM majors than were male or female nonparticipants with similar academic interests and achievement.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011, "Inquiry-based science and technology enrichment program: Green earth enhanced with inquiry and technology","Kim, H. (2011). Inquiry-based science and technology enrichment program: Green earth enhanced with inquiry and technology. Journal of Science Education & Technology, 20(6), 803-814.","Women in Science, Technology, Engineering, & Math (STEM)","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 the Inquiry-based Science and Technology Enrichment Program (InSTEP)—a week-long, half-day summer science curriculum for female 8th-grade students—on participants’ interest and confidence in studying science. The author used a survey to compare students’ attitudes about science before and after participating in InSTEP. The author found that among the female 8th-grade students who chose to enroll in InSTEP, interest in science increased, gender stereotypes about science and scientists were undermined, and overall attitudes toward science improved by the end of the program. There were no significant differences in students’ anxiety about taking science courses. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to InSTEP; other factors are likely to have contributed.","Inquiry-based Science and Technology Enrichment Program (InSTEP)","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011, "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 "Youth Corps emerging practices for education and employment. Prepared for the Corporation for National and Community Service","Gan, K., Jastrzab, J., Jefferson, A., Schneider, G., & Schlager, C. (2011). Youth Corps emerging practices for education and employment. Prepared for the Corporation for National and Community Service. Cambridge, MA: Abt Associates Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This study examined emerging practices used by Youth Corps sites to enhance their participants’ educational and employment opportunities. Youth Corps is a program that engages youth ages 16 to 25 in a combination of community service, workforce development, and education. It is designed to have a positive impact on both its participants and their communities. The authors gathered and analyzed data from interviews with the executive directors of four Youth Corps sites, along with site visits to those sites. Although the studied sites varied, the authors found that all shared a set of common principles that led to increased educational and employment opportunities for its members. These included an understanding of the local labor market in which the corps operated, in order to enhance employment opportunities, and building partnerships with outside community resources. The authors provided a tool kit for youth education and employment service providers that highlights lessons learned; other practitioners can use this information, as can those interested in developing similar initiatives.","Youth Corps Programs","Community college education and other classroom training Job search assistance and supportive services Other training and education Youth programs","Youth, Low-skilled, Low income",,"United States",2011,http://www.nationalservice.gov/pdf/emerging_practices_youthcorps.pdf "STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM)","Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [one of three studies described in a single report]","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Low-Unfavorable impacts Attitudes","Summary: The study’s objective was to examine the impact of reading a paragraph-long biography of a female engineer on female engineering majors’ implicit and explicit attitudes toward math and English, their self-efficacy in engineering, their identification with the engineers in the assigned text, and their intention to pursue a career in engineering. The study used computerized tasks to measure outcomes for female students who read a paragraph-long biography of a female engineer compared with those of female students who read either (1) biographies of male engineers or (2) a description of engineering innovations with no mention of the engineer’s gender. The study found that attitudes of female students who read the female biography did not favor math over English or vice versa, whereas those who read the male biography or the description of engineering innovations demonstrated negative implicit attitudes toward math and a preference for English over math. 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 reading a paragraph-long biography about female engineers, and not to other factors.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011, "Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM?","Cheryan, S., Siy, J., Vichayapai, M., Drury, B. & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science, 2(6), 656-664.","Women in Science, Technology, Engineering, & Math (STEM)","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 interacting with an upper-level college role model on female students’ beliefs that they could succeed as a computer science major. The study used a randomized controlled trial to assign female students majoring in a discipline other than computer science to meet with one of four different types of upper-level students who varied by gender and whether they embodied perceived stereotypes of computer science majors. The authors administered a questionnaire to estimate impacts of the different intervention conditions. The study found that women who interacted with a stereotypical computer science role model believed they would be less successful as a computer science major compared with women who interacted with a nonstereotypical computer science role model and with women who did not interact with a role model. The quality of causal evidence provided in this study is low because the study had high attrition and the authors did not demonstrate baseline equivalence between the samples or include adequate controls to ensure the resulting groups were similar on all relevant characteristics. This means we are not confident that the effects estimated in this study are attributable to role model interaction; other factors are likely to have contributed.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011, "The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Colorado Youth WINS","Fraker, T., Baird, P., Black, A., Mamun, A., Manno, M., Martinez, J., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Colorado Youth WINS. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: This study’s objective was to measure 12-month impacts of the Colorado Youth Work Incentive Network of Supports (WINS) project, sponsored by the Social Security Administration (SSA), one of six project sites of the larger Youth Transition Demonstration (YTD) projects that used a randomized evaluation. Youth WINS provided services to help youth with disabilities improve their education and employment outcomes and become more economically self-sufficient and less reliant on disability benefits. Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and the Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt. The study found that Youth WINS did not achieve any statistically significant impacts on the outcomes examined during the 12-month follow-up period. The quality of causal evidence in this study is high because it was a well-conducted randomized controlled trial. This means we are confident that the estimated effects are attributable to Colorado Youth WINS and not to other factors.","the Youth Transition Demonstration Projects, Colorado Youth WINS Program","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,https://www.socialsecurity.gov/disabilityresearch/documents/CO%20Final%20Interi… "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 "Person-centered planning in a transition program for Bronx youth with disabilities","Croke, Erin E., & Thompson, Ashleigh B. (2011). Person-centered planning in a transition program for Bronx youth with disabilities. Children and Youth Services Review. DOI:10.1016/j.childyouth.2010.11.025.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary: This report used qualitative and quantitative methods to explore findings of a 2003–2010 Youth Transition Demonstration (YTD) project. YTD offered a series of interventions, including Social Security Administration benefits counseling, education and employment assistance, and person-centered planning (PCP) to transition-age youth with disabilities. The study found that the PCP component was linked to improved educational and employment outcomes for youth. The study also found that although 65 percent of youth enrolled in the project participated in at least one PCP session, youth from lower-income families were less likely to participate in PCP, as were youth with mood disorders. Youth focused on relationships, personal strengths, and goals during these sessions, which proved an important part of their transition process. The study also described the intervention and made recommendations for the future use of PCP.",,"Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011, "National evaluation of Youth Corps: Findings at follow-Up","Price, C., Williams, J., Simpson, L., Jastrzab, J., & Markovitz, C. (2011). National evaluation of Youth Corps: Findings at follow-up. Cambridge, MA: Abt Associates, Inc.","Opportunities for Youth","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 Employment-Mod/high-No impacts Employment Training-Mod/high-No impacts Training","Summary: The study’s objective was to examine the impact of Youth Corps, a diverse set of programs that offer educational services, employment and training, and community service activities to young adults. The programs’ effectiveness was evaluated using a randomized controlled trial conducted at 21 Youth Corps program sites. The study found a statistically significant positive impact on participants’ annual income 18 months after random assignment. There was no evidence of statistically significant impacts on employment, education, or training 30 months after random assignment, which was the primary follow-up period examined in the study. The quality of causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with high 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 Youth Corps, although other factors could also have contributed.","Youth Corps Programs","Job search assistance and supportive services Other training and education Youth programs",Youth,,"United States",2011,http://www.nationalservice.gov/pdf/nat_eval_youthcorps_impactreport.pdf "STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM)","Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [one of three studies described in a single report]","Women in Science, Technology, Engineering, & Math (STEM)","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 the impact of interacting with a male or female upperclass student majoring in math and psychology (hereafter referred to as a male or female peer expert) on female undergraduate STEM majors’ attitudes toward math and performance on a math test. The study used computerized tasks and students’ self-reported attitudes to compare performance in and attitudes toward math of female undergraduate students who interacted with a female peer expert and those who interacted with a male peer expert. The study found that female students who interacted with a male peer expert exhibited negative implicit attitudes toward math compared with English, whereas female students who interacted with a female peer expert had the same attitudes toward math and English. Female students who interacted with a female peer expert attempted more problems on the math test than those who interacted with a male peer expert. The quality of causal evidence presented in this report is high, as it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to interacting with a female peer expert, and not to other factors.",,"Science, Technology, Engineering, and Math (STEM) programs Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2011, "What predicts middle school girls’ interest in computing?","Denner, J. (2011). What predicts middle school girls’ interest in computing? International Journal of Gender, Science and Technology, 3(1), 54-69.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This paper analyzed white and Latina middle school girls’ interest in and knowledge of careers in computer science following their participation in a voluntary after-school and summer school program in central California. The author administered a survey to 140 program participants and conducted stepwise multiple regressions to identify factors that significantly affected the girls’ interest in computing classes and careers. The author also ran secondary analyses to address possible indirect or mediating influences on the girls’ interest in computing classes and careers. The study found that three factors significantly predicted girls’ interest in computing classes and careers: (1) a youth’s level of technological curiosity, (2) perceived support from school peers and teachers to pursue computing classes and degrees, and (3) feelings that computers were relevant to her life. The study also found that although perceived parental support and gender stereotypes did not directly predict the girls’ interest in computing classes and careers, these factors did indirectly predict girls’ interest in computing.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, White, Hispanic of any race",,"United States",2011, "Why so few? Women in science, technology, engineering, and mathematics","Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, D.C.: American Association of University Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This publication summarized the obstacles facing girls and women who wish to pursue academic or professional careers in STEM fields and highlighted solutions to these challenges at the secondary, postsecondary, and professional levels. The authors presented scholars’ investigations into issues surrounding gender differences in interest, retention, or careers in STEM, drawing on both interviews with the profiled scholars and their published studies. The paper concluded that bias and stereotypes, whether implicit or explicit, hindered girls’ development in STEM. According to the paper, promoting the idea that intelligence is not fixed and innate but can expand through hard work, dubbed the growth mindset, combats the notion that boys are inherently better at math and science than girls and encourages girls to persevere. Further, women in academic and industry STEM positions continued to suffer from bias and stereotypes, which can manifest themselves through unsupportive atmospheres or distorted perceptions of female employees’ competence. Clear standards for advancement can counteract some of these tendencies.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Youth, Female",,"United States",2010,http://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engine… "Making the transition: Interim results of the National Guard Youth ChalleNGe program evaluation","Millenky, M., Bloom, D., & Dillon, C. (2010). Making the transition: Interim results of the National Guard Youth ChalleNGe program evaluation. New York: MDRC.","Opportunities for Youth","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 Training-Mod/high-Favorable impacts Training","Summary: This report presents results from a 21-month follow-up study of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Related reports examine outcomes at 9 months and 3 years post-intervention. The program’s effectiveness was evaluated using a randomized controlled trial conducted in 10 states. This report examined the effects of the program on participants’ educational attainment, earnings, employment, and other outcomes measured through a survey conducted about 21 months after participants entered the study. The study found statistically significant, positive impacts of the ChalleNGe program on earnings, education, and training outcomes measured after 21 months. The quality of causal evidence presented in this study is high because it is a well-implemented randomized controlled trial. This means we are confident that the effects estimated in this study are attributable to the National Guard Youth ChalleNGe program, and not to other factors.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2010,http://www.mdrc.org/sites/default/files/full_434.pdf "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 "Youth Transition Demonstration Project, City University of New York, Bronx, NY, Final Report.","The City University of New York. (2010). Youth Transition Demonstration Project, City University of New York, Bronx, NY, Final Report. New York: City University of New York.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary: This report described the Youth Transition Demonstration project implemented by the City University of New York. The project enrolled 400 youth ages 15 to 18 in the Bronx who had disabilities and were receiving Social Security Administration (SSA) benefits. The main components of the project were (1) a Saturday college program for youth and their parents, (2) provision of counseling on SSA benefits, (3) person-centered life and employment planning, (4) summer and after-school jobs, and (5) referrals to other services. The report described participants’ receipt of SSA benefits, employment and education outcomes, participants’ use of benefit advisement, and agency partnerships formed to implement the project.",,"Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2010,http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&ua… "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 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… "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… "Climate for retention to graduation: A mixed methods investigation of student perceptions of engineering departments and programs","Wao, H., Lee, R., & Borman, K. (2010). Climate for retention to graduation: A mixed methods investigation of student perceptions of engineering departments and programs. Journal of Women and Minorities in Science and Engineering, 16(4), 293-317.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to determine what characteristics of a college department (referred to as the climate) were conducive to retaining women and underrepresented minorities enrolled in an engineering program through graduation. The study took place at four engineering programs in Florida universities during the 2007–2008 academic year. The authors administered a Likert scale survey to a convenience sample of undergraduate students enrolled in engineering programs that measured nine aspects of the department’s climate (for example, faculty involvement or support, diversity, and student integration with department) as well as the student’s intent to leave the program. The authors then used regression analysis to determine which of the nine aspects of climate predicted a student’s intent to leave the program. In-person interviews and six focus groups supplemented survey findings. The study found that the aspects of college department climate predictive of a student’s intent to leave the program were institutional support (or the level of support and services provided by the institution to help students succeed), social and academic fit (or how well the student felt he or she was a part of the department), and personal agency and peer support (or one’s own involvement in the learning process and a peer atmosphere that encouraged success). There were no statistically significant differences in findings by gender or ethnicity, although interview and focus group data point toward complexities in how women and minorities experienced climate, suggesting that they might be more inclined than majority groups to rely on social support and fit than institutional support.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2010, "Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career","Amelink, C., & Creamer, E. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. Journal of Engineering Education, 99(1), 81-92.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors investigated aspects of the undergraduate college environment associated with satisfaction with engineering as a major and students’ intent to pursue a career in engineering in the next 10 years, emphasizing gender differences. The authors designed a comprehensive survey comprising sections on demographic information, factors affecting career choice, self-reported scientific ability, classroom experience, academic community, curricular and extracurricular engagement, and family and academic background. Participating institutions administered the survey to undergraduate engineering majors. After collecting the data, the authors examined correlations between a set of student, faculty, and general factors and satisfaction with the decision to major in engineering or intent to work as an engineer in 10 years. Although male and female students were equally likely to express satisfaction with their decision to major in engineering, significantly and substantially fewer female students expected to work in an engineering career in 10 years than male students. Similar factors were associated with male and female students’ intent to pursue a career in engineering. Perceptions of faculty engagement with students struck a notable contrast; higher levels of agreement with the statement “in general, engineering professors care about student learning” were significantly and positively correlated with female students’ interest in long-term engineering careers, but the correlation with male students’ career intent was not significant.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2010, "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 "Anne Arundel County juvenile treatment court outcome and cost evaluation","Mackin, J., Lucas, L., Waller, M., Carey, S., & Finigan, M. (2010). Anne Arundel County juvenile treatment court outcome and cost evaluation. Portland OR: NPC Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study’s objective was to examine the impact of a juvenile treatment court in Anne Arundel County, Maryland, on recidivism. The authors used a nonexperimental design, matching youth who participated in the juvenile treatment court with similar court-involved youth who did not participate in the juvenile treatment court. The authors used administrative data to compare the mean number of juvenile rearrests for the study groups over a two-year follow-up period. The study found that 53 percent of the treatment court group, compared with 73 percent of the comparison group, had a juvenile rearrest within 24 months. The study also found differences of a similar magnitude at three intermediate follow-ups (6-, 12-, and 18-month follow-ups). 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 juvenile treatment court, but other factors might also have contributed.","Anne Arundel Juvenile Treatment Court","Other training and education Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2010,http://www.courts.state.md.us/opsc/dtc/pdfs/evaluationsreports/annearundelcount… "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 "Women in the academy: Female leadership in STEM education and the evolution of a mentoring web","Gorman, S., Durmowicz, M., Roskes, E., & Slattery, S. (2010). Women in the academy: Female leadership in STEM education and the evolution of a mentoring web. Forum on Public Policy Online, 2010(2), 1-21.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors described the Stevenson University School of the Sciences in Maryland as an example of an academic institution that deviated widely from the norm of female under-representation in STEM departments, not only among enrolled students but among faculty members and departmental leadership. They proposed several institutional mechanisms for this unusual success, including mentoring programs for several groups: academic leadership, faculty seeking promotion, new faculty, and students. At the time of publication, two School of the Sciences faculty members had applied for promotion under the Faculty Mentoring and Evaluation Committee system, a formalized mentoring structure through which each faculty member received support and professional guidance from a mentor group comprising the mentee’s department chair and at least two faculty peers, one from outside the department. Both faculty members were successful. Preliminary assessments of student mentoring programs that paired freshman biology or chemistry majors with upper-class students in their department suggest that participation augmented both mentors’ and mentees’ sense of community, support, and encouragement. In some cases, the program also promoted retention in the discipline.",,"Youth programs Mentoring Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2010, "A Scholarship Model for Student Recruitment and Retention in STEM Disciplines","Yelamarthi, K., & Mawasha, R. (2010). A Scholarship Model for Student Recruitment and Retention in STEM Disciplines. Journal of STEM Education, 11(5 & 6), 25–32.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: This paper evaluated the effects of the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program at Wright State University (WSU) on educational outcomes. The study used academic records from the university to compare educational outcomes of CSEMS participants and nonparticipants of similar background at the undergraduate and graduate levels. The study found that undergraduate program participants were more likely than traditional undergraduate students to secure a grade point average higher than 2.7. The quality of causal evidence presented in this study is low. This means we are not confident that the estimated effects are attributable to the CSEMS program. Other factors are likely to have contributed.","the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2010, "The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry","Mesch, B. D. (2010). The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry. (Doctoral dissertation). Retrieved from ProQuest. Accession No. 872556263. [Graduate sample]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study examined the relationship between participation in extracurricular food service employment during culinary arts training and two eligible outcomes: students’ post-graduation employment in food service and the proportion of culinary arts courses students successfully completed. The author investigated similar research questions in another study of current culinary arts students, the profile of which is available [here]. The study used a nonexperimental design to compare the employment and educational outcomes of culinary arts graduates of one school who took part in extracurricular foodservice employment during their degree program with culinary arts graduates from the school who did not. Data for the study came from a survey of program graduates administered by the author and student records maintained by the school. The study found a statistically significant relationship between students’ participation in extracurricular food service employment during culinary school and postgraduation employment in the foodservice industry. 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 food service work experience; other factors are likely to have contributed.","the voluntary extracurricular employment in food service","Other training and education",Youth,"Accommodation and food services","United States",2010,https://search.proquest.com/openview/2bcb106f1d3cc1b9ccb7ffbe42547a1a/1?pq-orig… "Reinvesting in America’s youth: Lessons from the 2009 Recovery Act Summer Youth Employment Initiative.","Bellotti, J., Rosenberg, L., Sattar, S., Esposito, A., & Ziegler, J. (2010). Reinvesting in America’s youth: Lessons from the 2009 Recovery Act Summer Youth Employment Initiative. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: The research examines the implementation of the Summer Youth Employment Initiative (SYEI). Funded by the American Recovery and Reinvestment Act of 2009, SYEI aimed to reverse the steep decline in youth employment during the recession by providing employment opportunities for youth in the summer of 2009. Through the initiative, youth were placed in summer work experiences with local employers and their wages were paid with Recovery Act funds. The work experiences were fairly flexible, but had to be age appropriate and lead to youth meeting work readiness goals. The authors analyzed state performance data through December 31, 2009, and data from in-depth site visits to 20 selected sites during July and August 2009. The authors reported that it took a large effort to get the program up and running in such a short amount of time (about four months). Some sites reported having to make compromises along the way, given the quick time frame, but all reported satisfaction with their accomplishments. The initiative was implemented successfully in all the studied sites, with all sites able to recruit a sufficient number of participants and place them in employment. Youth participants and the employers interviewed were very positive about the initative. Although the implementation of SYEI was considered a success, it was not without some initial challenges, including handling the large volume of applicants and determining their eligibility, reaching older youth ages 22 to 24 and veterans and their spouses, and appropriately matching youth to employers.","Summer Youth Employment Initiative (SYEI)","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",2010,http://files.eric.ed.gov/fulltext/ED510398.pdf "Reducing the gender achievement gap in college science: A classroom study of values affirmation","Miyake, A., Kost-Smith, L., Finkelstein, N., Pollock, S., Cohen, G., & Ito, T. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330 (6008), 1234–1237.","Women in Science, Technology, Engineering, & Math (STEM)","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 effect of values affirmation on female students’ performance in an introductory college physics course. Students in the course were randomly assigned to either a treatment group, in which they completed a writing exercise affirming their personal values, or a control group, in which they described values that might be important to others. The authors collected exam scores and course grades for students in both study groups. The study found that, although male students’ exam scores remained higher than female students’ scores, the gender gap was significantly smaller for students in the values affirmation group than for students in the control group. The quality of causal evidence presented in this report is low because it was a randomized controlled trial with high attrition that did not control for background characteristics likely to have affected the outcomes of interest. This means we are not confident that the estimated effects are attributable to values affirmation; other factors are likely to have contributed.","Values Affirmation","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2010, "Persistence of women and minorities in STEM field majors: Is it the school that matters?","Griffith, A. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters? Economics of Education Review, 29, 911-922.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined institutional and student factors that had the greatest effect on students’ decisions to persist in STEM majors, emphasizing factors promoting STEM degree completion for female and minority students. The author analyzed STEM persistence to the fourth year of undergraduate study in two data sets: the 1988 National Education Longitudinal Study and the 1999 National Longitudinal Survey of Freshmen (NLSF). In each data set, the author separately examined factors that predicted STEM degree completion for male, female, minority, and nonminority students who indicated at matriculation that they intended to pursue STEM majors. Students’ academic backgrounds were most likely to predict persistence in STEM. For both women and minorities in both data sets, a higher ratio of first-year STEM grade point average to total first-year grade point average was associated with a statistically significantly higher probability of completing a STEM degree. For minority students in the NLSF sample, taking more STEM Advanced Placement courses in high school also promoted persistence in postsecondary STEM study. No institutional factors were statistically significant predictors of STEM degree completion for either women or minorities.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2010, "Framing Social Security Reform: Behavioral responses to changes in the full retirement age","Behaghel, L., & Blau, D. M. (2010) Framing Social Security Reform: Behavioral responses to changes in the full retirement age. (IZA Discussion Paper No. 5310). Bonn, Germany: IZA.","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 to the Full Retirement Age (FRA) on labor force exit, Old Age and Survivor’s Insurance (OASI) claims, and retirement. The study uses a statistical model and the data from the Health and Retirement Study (HRS) to compare outcomes of people in birth cohorts who were affected by the change in FRA with those of a comparison group of people who were not. The study found that the change in the FRA was associated with significant increases in the likelihood of claiming OASI and exiting the labor force at the new, later full retirement age. 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 change in FRA, but other factors might also have contributed.","changes to the Full Retirement Age (FRA)","Older workers' programs Other employment and reemployment","Older worker",,"United States",2010,https://www.aeaweb.org/articles?id=10.1257/pol.4.4.41 "Reentry experiences of confined juvenile offenders: Characteristics, service receipt and outcomes of juvenile male participants in the SVORI multi-site evaluation. The multi-site evaluation of the Serious and Violent Offender Reentry Initiative.","Hawkins, S., Lattimore, P., Dawes, D., & Visher, C. (2010). Reentry experiences of confined juvenile offenders: Characteristics, service receipt and outcomes of juvenile male participants in the SVORI multi-site evaluation. The multi-site evaluation of the Serious and Violent Offender Reentry Initiative. NCJ 230423. Research Triangle Park, NC: RTI.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study examined the impact of the Serious and Violent Offender Reentry Initiative (SVORI) on employment, education, and recidivism among juvenile incarcerated males. The study used propensity scores to match participants in SVORI to nonparticipants who were similar on observed characteristics. The study used data from interviews collected at multiple time points through 15 months after release. The study found that SVORI participants were more likely than nonparticipants to be enrolled in school 3 months post-release (68 and 52 percent, respectively) and were more likely than nonparticipants to have a job with benefits 15 months post-release (69 and 40 percent, respectively). 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 SVORI program, but other factors might also have contributed.","Serious and Violent Offender Reentry Initiative (SVORI)","Other employment and reemployment Other health and safety Reentry Substance abuse recovery Youth programs","Youth, Justice-involved, Disconnected youth, Male",,"United States",2010,https://www.ncjrs.gov/pdffiles1/nij/grants/230423.pdf "Longer-term impacts of mentoring, educational services, and learning incentives: Evidence from a randomized trial in the United States","Rodríguez-Planas, N. (2012). Longer-term impacts of mentoring, educational services, and learning incentives: Evidence from a randomized trial in the United States. American Economic Journal: Applied Economics, 4(4):121–139.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains Training-Mod/high-No impacts Training","Summary: The report’s objective was to evaluate the long-term impacts of the Quantum Opportunity Program (QOP)—which included case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on high school completion and postsecondary education. About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members at three follow-up periods to collect information on postsecondary educational attainment and labor market outcomes. The report found few statistically significant impacts on the educational and employment-related outcomes examined. The quality of the causal evidence presented in this report for the analysis of the third follow-up period is high because it is based on a well-conducted randomized controlled trial. This means we are confident that any impacts observed would be attributable to the QOP, not to other factors. However, the quality of causal evidence for the analyses of the other two follow-up periods is low.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2010, "The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry","Mesch, B. D. (2010). The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry. (Doctoral dissertation). Retrieved from ProQuest. Accession No. 872556263. [Current student sample]","Apprenticeship and Work-Based Training","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 examined the relationship between participation in extracurricular food service employment during culinary arts training and the proportion of culinary arts courses students successfully completed. The author investigated similar research questions in another study of culinary arts graduates, the profile of which is available [here]. The study used a nonexperimental design to compare culinary arts students at one school who took part in extracurricular food service employment during their program with culinary arts students at the school who did not. Data for the study came from a survey of current students administered by the author and student records maintained by the school. The study did not find a statistically significant relationship between a students’ participation in extracurricular food service employment during culinary school and the percentage of culinary arts courses successfully completed. 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 food service work experience; other factors are likely to have contributed.","the voluntary extracurricular employment in food service","Other training and education",Youth,"Accommodation and food services","United States",2010,https://search.proquest.com/openview/2bcb106f1d3cc1b9ccb7ffbe42547a1a/1?pq-orig… "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, "Change the gender composition of high school computing courses (case study 2): Attracting females and minority students through targeted recruiting","Cohoon, J.M. (2010). Change the gender composition of high school computing courses (case study 2): Attracting females and minority students through targeted recruiting. Boulder, CO: National Center for Women & Information Technology.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to describe several critical components to targeted recruitment for information technology courses, with a particular focus on the recruitment of girls and women. The author described the strategies used by one high school computer science teacher to increase the enrollment of girls in his Advanced Placement Computer Science course. The author then suggested several components that are necessary for any targeted recruitment strategy to be successful. The study recommended having a strategic recruiting plan that outlined the goal, partners, evaluation plan, and materials of the recruiting effort. The goal should be specific and quantifiable, and partnerships should be based on existing contacts who work with the target audience. The recruitment message should focus on the interests and concerns of the target audience, and should be conveyed in multiple ways and delivered through a credible source. The study summarized these recommendations in a recruiting quick list.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2010,http://www.ncwit.org/sites/default/files/resources/changegendercompositionhighs… "Baltimore County Juvenile Drug Court outcome and cost evaluation","Mackin, J., Lucas, L., Lambarth, C., Herrera, T., Waller, M., Carey, S., & Finigan, M. (2010). Baltimore County Juvenile Drug Court outcome and cost evaluation. Portland, OR: NPC Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study examined the impact of participation in the Baltimore County Juvenile Drug Court on drug use and recidivism. The authors used a nonexperimental design, matching youth who participated in the juvenile drug court with a comparison group of similar youth who were eligible to participate in juvenile drug court, but instead participated in the traditional juvenile justice system. The authors used administrative data to compare the mean number of juvenile rearrests over a two-year follow-up period. The study found that drug court participants had significantly fewer juvenile rearrests, both overall and specifically for drug charges, than comparison youth. 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 Baltimore County Juvenile Drug Court, but other factors might also have contributed.","the Baltimore County Juvenile Drug Court","Substance abuse recovery Youth programs","Youth, Disability, Disconnected youth",,"United States",2010,http://www.ndcrc.org/sites/default/files/baltimore_co_juv_dc_outcome-cost_0110… "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 "St. Mary’s County juvenile drug court outcome and cost evaluation","Mackin, J., Lucas, L., Lambarth, C., Waller, M., Herrera, A., Carey, S., & Finigan, M. (2010). St. Mary’s County juvenile drug court outcome and cost evaluation. Portland, OR: NPC Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study’s objective was to examine the impact of participation in a juvenile drug court program in St. Mary’s County, Oregon, on recidivism. The study used administrative data from the departments of Juvenile Services, Public Safety and Correctional Services, and Health and Mental Hygiene to compare outcomes of youth who participated in juvenile drug court with outcomes from a group of similar, drug court-eligible youth who did not participate. The study found no statistically significant effects on recidivism, including total number of rearrests, rearrests for drug charges, and rearrest rates over a two-year period. 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 participation in the juvenile drug court, but other factors might also have contributed. However, the study did not find any statistically significant effects.","St. Mary's County Juvenile Drug Court","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2010,http://www.courts.state.md.us/opsc/dtc/pdfs/evaluationsreports/stmaryscountyjuv… "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… "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, "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/ "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… "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 "Youth work and learn at Our Piece of the Pie (OPP): Findings of the formative evaluation of Connecticut's youth development model","Britner, P., Buch, R., Colon, R., Milan, S., Singer, M., & Snow, S. (2009). Youth work and learn at Our Piece of the Pie (OPP): Findings of the formative evaluation of Connecticut's youth development model. Storrs, CT: Center for Health, Intervention and Prevention, University of Connecticut.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report describes the work of Our Piece of the Pie (OPP), an organization that gives young people in Hartford, CT, access to a range of services, including academic assistance, vocational training, and guidance from caring adults trained to provide mentorship and other support. The study aimed to gather information on the characteristics of the youth served by OPP, their participation in program activities, and the progress they made in reaching academic and employment goals. The evaluation team conducted direct observations of intervention activities, interviews with program staff and participants, and surveys of participating youth. It also drew on program data collected by OPP. The study found that most participants spent a considerable amount of time with their mentors each week, with some also taking advantage of career advancement and educational preparation services. Although participating youth were making progress on their goals at the time of the evaluation, particularly in achieving educational milestones, the authors suggested that the program could benefit by strengthening participant-mentor relationships, adapting programming for special populations, and improving the quality of program data.","Our Piece of the Pie (OPP)","Job search assistance and supportive services Youth programs Mentoring Other training and education Work based and other occupational training","Youth, Disconnected youth",,"United States",2009, "Reengaging high school dropouts: Early results of the National Guard Youth ChalleNGe program evaluation.","Bloom, D., Gardenhire-Crooks, A., & Mandsager, C. (2009). Reengaging high school dropouts: Early results of the National Guard Youth ChalleNGe program evaluation. New York: MDRC.","Opportunities for Youth","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-Favorable impacts Employment Training-Mod/high-Favorable impacts Training","Summary: This report presents results from a 9-month follow-up study of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Related reports examine outcomes at 21 months and 3 years post-intervention. The program’s effectiveness was evaluated using a randomized controlled trial conducted in 10 states. This report examined the effects of the program on participants’ educational attainment, earnings, employment, and other outcomes measured through a survey conducted about 9 months after participants entered the study. The study found statistically significant, positive impacts of the ChalleNGe program on employment, education, and training outcomes measured after 9 months. The quality of causal evidence presented in this study is high because it is a well-implemented randomized controlled trial. This means we are confident that the effects estimated in this study are attributable to the National Guard Youth ChalleNGe program, and not to other factors.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2009,http://www.mdrc.org/publication/reengaging-high-school-dropouts/file-full "Supporting young women to enter engineering: Long-term effects of a middle school engineering outreach program for girls","Demetry, C., Hubelbank, J., Blaisdell, S., Sontgerath, S., Nicholson, M.E., Rosenthal, E., & Quinn, P. (2009). Supporting young women to enter engineering: Long-term effects of a middle school engineering outreach program for girls. Journal of Women and Minorities in Science and Engineering 15, 119-142.","Women in Science, Technology, Engineering, & Math (STEM)","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 long-term impact of Camp Reach, a summer engineering enrichment program for middle school girls, on enrollment in STEM courses in high school and college. Admission to Camp Reach was determined through a lottery of girls who applied to the program and met eligibility requirements. Six to seven years later, the authors administered a survey to 109 girls who had been admitted to the program and 107 girls who had not. Many girls in the control group attended other, similar programs. The study found that members of the control group who had attended other summer science or engineering programs at Worcester Polytechnic Institute (WPI) were significantly more likely to have taken high school calculus than were members of the Camp Reach Partial group. There were no statistically significant differences on taking physics, computer science, other science and engineering courses, or planning to major in engineering in high school. The quality of causal evidence presented in this report is low because the authors adjusted the research sample after random assignment and did not include adequate controls to ensure that the resulting groups were similar on all relevant attributes. This means we are not confident that the estimated effects were attributable to Camp Reach; other factors are likely to have contributed.","Camp Reach","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2009, "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, "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… "The links between parent behaviors and boys’ and girls’ science achievement beliefs","Bhanot, R.T., & Jovanovic, J. (2009). The links between parent behaviors and boys’ and girls’ science achievement beliefs. Applied Developmental Science, 13(1), 42-59.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine the relationship between parents’ and middle school students’ perceptions of science education and whether that relationship varied based on the gender of the parent or child. Specifically, the study looked at links between parents’ attitudes toward science and participation in their children’s science education and the child’s opinion of the utility of science (called science task-value) and perception of his or her own science ability. The study, conducted in four school districts in Illinois, used student survey data collected at the start and end of the school year and parent survey data collected in the middle of the school year. The authors analyzed changes in students’ perceptions from the beginning to end of the year, by gender, as well as differences in parents’ perceptions and behavior by the gender of the child and parent. The authors also conducted a series of regression analyses by gender to determine the relationship between parents’ involvement in their children’s science education and their children’s end-of-year perceptions. The study found that boys had higher perceptions of their own science ability at the end of the school year than girls, though there was no difference in actual performance. Compared with parents of girls, parents of boys also had higher perceptions of the child’s science ability and of the value of science and were more likely to encourage an interest in science. There were some positive correlations between parents’ beliefs and actions and girls’ perceptions of science; however, some actions taken by mothers were found to be negatively correlated with boys’ perceptions of their science ability and their task-value beliefs about science. Even after controlling for mothers’ behaviors, mothers’ perceptions of their children’s science ability was a significant predictor of the children’s perceptions of their own ability. The study found that the links between fathers’ actions and children’s perceptions did not vary by the child’s gender.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Parent",,"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 "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… "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, "Evaluation of the YouthBuild Youth Offender Grants","Abrazaldo, W., Adefuin, J., Henderson-Frakes, J., Lea, C., Leufgen, J., Lewis-Charp, H., … Wiegand, A. (2009). Evaluation of the YouthBuild Youth Offender Grants. Oakland, CA: SPR Associates.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report summarizes the findings of an implementation and outcomes analysis of Young Offender grants. These grants, which were awarded to 30 YouthBuild USA sites in 2004 and 2005, were to provide academic instruction, vocational training, leadership opportunities, and counseling and other support services to young offenders. The objective was to understand how YouthBuild programming for young offenders was designed and implemented; identify the strategies and approaches associated with positive outcomes; and gain insight into the contextual factors influencing program implementation and participant performance. The authors collected and analyzed qualitative information gathered during two rounds of site visits—which included interviews with program staff, instructors and trainers, grantee partners, employers, and program participants—and quantitative management information systems data.  The implementation analysis found that the extent to which Young Offender grantees implemented the YouthBuild model varied, though all attempted to adhere to the model. In general, grantees had mature organizational structures and were able to form partnerships with workforce development agencies and the juvenile justice system. Young offenders tended to have better educational, employment, and social outcomes in grantee sites where teachers invested time in getting to know them on a personal level, the teacher-to-student ratio was low, academic work and vocational training were linked, and leadership opportunities were available.",Youthbuild,"Youth programs Other training and education Work based and other occupational training","Youth, Justice-involved, Low-skilled, Low income",,"United States",2009,http://wdr.doleta.gov/research/FullText_Documents/Evaluation%20of%20the%20Youth… "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 "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 "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 "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, "Return on investment analysis of a selected set of workforce system programs in Indiana. [WIA Youth]","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 Youth]",,"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 Workforce Investment Act (WIA) Youth Program on the employment and earnings of low-income youths in Indiana State. 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 youth who took part in the WIA Youth Program relative to youth who participated in the WorkOne program. The study found no statistically significant relationships between WIA Youth Program participants and 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 would not be confident that any estimated effects are attributable to the WIA Youth Program; however, the study did not find statistically significant effects. 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) Youth Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs Youth programs",Youth,,"United States",2009,http://www.indianachamber.com/images/media/studies/ROIanalysisWorkforceDevelopm… "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 "MS Model Youth Transition Innovation; Youth Transition Process Demonstration Grant Final Summary","Doyle, Rebecca, Horton, Patty, Ladner, Lisa, & Mississippi Department of Rehabilitation Services (2009). MS Model Youth Transition Innovation; Youth Transition Process Demonstration Grant Final Summary.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary: The Mississippi Model Youth Transition Innovation (MYTI) project assisted young people with severe disabilities to become involved in the working community through targeted, school-to-work transition interventions. It exposed students and their families to the concept that all students were employable, then provided employment and benefits information, preparation, and support services tailored to four age ranges of (10–13, 14–18, 19–21, and 22–25 years of age). MYTI served 210 youths ages 10 to 25with significant disabilities, such as mental retardation, developmental disabilities, deafness, blindness, severe emotional disturbances, or multiple disabilities. There was no comparison group. Services included work experience, employment and job planning and support, One-Stop Career Center assistance, and individualized development accounts. Descriptive analyses suggested potential lessons from the project, such as the importance of helping students formulate a vision of work at a young age, and of helping students and their families understand whether and how work affects Social Security benefits.",,"Disability insurance Supplemental security income (SSI) Vocational rehabilitation Supported employment or other employment supports","Youth, Disability",,"United States",2009,http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&ua… "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, "An Evaluation of the Latino Coalition’s Reclamando Nuestro Futuro (Reclaiming our Future) Program","Monsma, S., & Smidt, C. (2009). An Evaluation of the Latino Coalition’s Reclamando Nuestro Futuro (Reclaiming our Future) Program. Paul Henry Institute for the Study of Christianity and Politics,","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report presents an implementation analysis of the Latino Coalition’s Reclamando Nuestro Futuro (RNF) program. The program provided skills training, case management, and follow-up services to at risk youth and those with previous criminal justice experience between the ages of 14 and 21. The study examined RNF programs in 19 sites, focusing on program organization, sub-grantee characteristics, and participant characteristics and outcomes. The study utilized management information system (MIS) data, staff interviews, site visits, participant focus groups, and interviews with community partners. The program was successful in reaching and retaining minority youth and those with previous criminal justice experience, largely because program subgrantees were located in and matched the neighborhoods they served, and had staff members who seemed similar to, and accessible to, their target population. The Latino Coalition, the intermediary organization, played a critical role in the program’s success by establishing a robust organizational and oversight structure and providing capacity-building assistance to the relatively new and small faith-based and community organizations delivering program services.","Reclamando Nuestro Futuro (Reclaiming Our Future)","Basic skills Community college education and other classroom training Job search assistance and supportive services Mentoring Substance abuse recovery Work based and other occupational training Youth programs","Youth, Justice-involved, Hispanic of any race",,"United States",2009,http://wdr.doleta.gov/research/FullText_Documents/An%20Evaluation%20of%20the%20… "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 "Bring them back, move them forward: Case studies of programs preparing out-of-school youths for further education and careers.","Buschmann, R., & Haimson, J. (2008). Bring them back, move them forward: Case studies of programs preparing out-of-school youths for further education and careers. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This study examined the work of six dropout recovery programs to explore how similar programs might more effectively prepare youth for postsecondary education and employment. It focused on the key services the programs provided to school dropouts, challenges related to implementing program activities, and strategies to address and resolve these challenges. The researchers conducted one- to two-day visits to each program site, during which they interviewed principals or program directors, instructors, counselors, records administrators, and participating students. They also gathered individual participants’ record data and aggregate reports of key outcomes. The study found that incoming participants’ academic ability varied greatly and that large class sizes sometimes limited the extent to which teachers could adapt their lessons to meet diverse needs. Program staff tried to develop relationships with participants and help them resolve personal problems, but found it difficult to address the most serious problems. Some participants had positive short-term outcomes such as enrolling in education or finding a job. The authors suggested that similar programs might want to consider collecting more cost data for planning purposes, track participants’ progress on educational and employment goals after program completion, and conduct rigorous impact studies to understand how individual program features influence their participants’ outcomes.","Dropout Programs","Job search assistance and supportive services Youth programs Community college education and other classroom training Other training and education",Youth,,"United States",2008,http://www.mathematica-mpr.com/publications/pdfs/bringback_moveforward.pdf "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… "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, "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 "An experimental evaluation of teen courts","Stickle, W., Connell, N., Wilson, D., & Gottfredson, D. (2008). An experimental evaluation of teen courts. Journal of Experimental Criminology, 4(2), 137-163.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study’s objective was to examine the impact of participation in a teen court on youth offenders’ rates of recidivism. The study was a randomized controlled trial in which eligible youth were randomly assigned to either the treatment group, which participated in a teen court, or to the control group, which participated in the traditional juvenile justice system. The authors compared outcomes for the two groups using administrative data. The study reported no differences in recidivism outcomes for teen court youth and those in the traditional juvenile justice system. The quality of causal evidence presented in this report is moderate for some outcomes and low for other outcomes. This means we have little confidence that any estimated effects would be attributable to the teen court program. However, the study did not find statistically significant effects.","Teen Court","Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2008, "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… "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/ "Evaluation of the Suffolk County juvenile treatment court: Process and impact findings","Kralstein, D. (2008). Evaluation of the Suffolk County juvenile treatment court: Process and impact findings. New York: Center for Court Innovation.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study’s objective was to examine the impact of Suffolk County’s juvenile drug court on recidivism. The study used propensity scores based on state and county administrative records to match juveniles who participated in the drug court to similar juveniles in the year before the introduction of the drug court. The author used regression analysis to estimate the relationship between participation in the juvenile drug court and the number and rate of arrests 18 and 24 months following the initial petition. The study found no statistically significant relationship between the juvenile drug court and recidivism. The quality of causal evidence presented in this report is low because the study did not account for other changes that could have taken place at the same time as the introduction of the drug court and affected juvenile recidivism. This means we are not confident that any estimated effects would be attributable to the juvenile drug court, and not other factors. However, the study found no statistically significant effects.","Suffolk County’s Juvenile Drug Court","Reentry Substance abuse recovery Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2008,http://www.courtinnovation.org/sites/default/files/Suffolk_JTC.pdf "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, "Evaluation of the Boys & Girls Clubs of America Targeted Re-Entry Initiative","Barton, W., Jarjoura, G., & Rosay, A. (2008). Evaluation of the Boys & Girls Clubs of America Targeted Re-Entry Initiative. Indianapolis: Indiana University School of Social Work, and Anchorage: Justice Center, University of Alaska Anchorage.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study’s objective was to examine the impact of the Boys & Girls Clubs of America’s Targeted Re-Entry Initiative on youth’s recidivism. The authors used administrative data to match Initiative participants to a comparison group of nonparticipants released from the same rehabilitation facilities. The authors compared recidivism rates among program participants and the comparison group. The authors reported a statistically significant relationship between participation in the Targeted Re-Entry Initiative and higher rates of re-arrest at one of the three sites studied, and no statistically significant correlations at the other two sites. The quality of causal evidence presented in this report is low because the authors did not include sufficient controls for pre-existing differences between the study groups in their analysis. This means we are not confident that the estimated effects are attributable to the Boys & Girls Clubs of America Targeted Re-Entry Initiative; other factors are likely to have contributed.","the Boys & Girls Clubs of America Targeted Re-Entry Initiative","Basic skills Health Job search assistance and supportive services Other training and education Reentry Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2008,http://justice.uaa.alaska.edu/research/2000/0411.targeted_reentry/0411.05.targe… "McNeil Education, Training and Evaluation (2008). Process evaluation of the Demand-Side Youth Offender Demonstration Project (Phase II).","McNeil Education, Training and Evaluation (2008). Process evaluation of the Demand-Side Youth Offender Demonstration Project (Phase II). Chapel Hill, NC: McNeil Education.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of being matched to employment through the Demand-Side Youth Offender Demonstration Project (DSYODP) Phase I on youths’ average weekly earnings. The study compared the wages of employed youth who were matched to employment through DSYODP with the wages of employed youth who were eligible for the DSYODP but had secured employment through other means. The study found that average weekly wages of youth matched to employment through DSYODP were significantly higher than wages of youth who secured employment through other means. 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 DSYODP; however, other factors might also have contributed.","Demand-Side Youth Offender Demonstration Project (DSYODP)","Job search assistance and supportive services Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2008,https://wdr.doleta.gov/research/FullText_Documents/Process%20Evaluation%20of%20… "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 "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, "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 "Career Academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood.","Kemple, J., & Willner, C. (2008). Career Academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood. New York: MDRC.","Career Academies","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-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The report’s objective was to evaluate the impact of Career Academies on labor market participation and educational attainment over the eight years following scheduled high school graduation. Earlier reports presented impact findings over a shorter period. Career Academies are schools within schools that are organized around one occupation or industry. Employer partners help design the curriculum and provide work-based learning experiences for students. The effectiveness of Career Academies was evaluated using a randomized controlled trial conducted in nine high schools located in or near urban school districts. The evaluation included approximately 2,000 students. The study reported statistically significant, positive impacts on average monthly earnings, average hours worked per week, and average hourly wages over the eight years following scheduled high school graduation. However, there were no statistically significant differences in educational attainment of the two groups. The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that the estimated impacts are attributable solely to Career Academies, not other factors.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2008,http://www.mdrc.org/sites/default/files/full_50.pdf "The impact of reentry services on juvenile offenders’ recidivism","Bouffard, J., & Bergseth, K. (2008). The impact of reentry services on juvenile offenders’ recidivism. Youth Violence and Juvenile Justice, 6(3), 295-318.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study examined the impact of structured after-care and reentry services for justice-involved youth on their recidivism rates. The study used a nonexperimental design to compare youth who received reentry services to a comparison group of youth who received traditional services in a neighboring county. Data came from the local juvenile court databases, probation and transitional coordinator files, and electronic records used by case managers to track client contacts. The study found that there were no statistically significant differences between study groups in time to first reoffense or in number of criminal contacts with the justice system. The quality of causal evidence presented in this report is low because all treated youth were in one county and all comparison youth were in another. This means we are not confident that the estimated effects are attributable to the after-care and reentry program; other factors are likely to have contributed.","After-care and Reentry Services","Mentoring Reentry Youth programs","Youth, Justice-involved, Disconnected youth",,"United States, Rural",2008, "Youth Opportunity grant initiative: process evaluation final report","Bruno, L., & Pistorino, C. (2007). Youth Opportunity grant initiative: process evaluation final report. Washington, DC: Decision Information Resources, Inc.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report summarized the results of the final round of the process evaluation of the Youth Opportunity (YO) grant initiative. The YO program offered educational, employment, leadership enhancement, and other support services to all youth ages 14 to 21 in targeted high-poverty areas across the country in order to boost their high school graduation, college enrollment, and employment rates. The study assessed program implementation and examined strengths and weaknesses of the YO model by gathering information on services provided, program outcomes, and implementation challenges and best practices at 25 sites. It drew on management information systems (MIS) data; group interviews with program administrators, line staff, and youth participants; and past process evaluation reports. Projects were successful in enrolling a large number of participants and nearly 40 percent of those enrolled received a long-term placement. Projects eventually succeeded in establishing YO centers but faced challenges in launching and running the centers, delivering comprehensive and integrated youth development services, sustaining long-term youth engagement, and developing partnerships for sustainability.","Youth Opportunity Grant Initiative","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2007, "Long-term effects of a middle school engineering outreach program for girls: A controlled study.","Hubelbank, J., Demetry, C., Nicholson, S., Blaisdell, S., Quinn, P., Rosenthal, E., & Sontgerath, S. (2007). Long-term effects of a middle school engineering outreach program for girls: A controlled study. In Proceedings, American Society for Engineering Education Annual Conference & Exhibition.","Women in Science, Technology, Engineering, & Math (STEM)","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 long-term impact of Camp Reach, a summer engineering enrichment program for middle school girls, on enrollment in STEM courses in high school and college. Admission to Camp Reach was determined through a lottery of girls who applied to the program and met eligibility requirements. Six to seven years later, the authors administered a survey to 88 girls who had been admitted to the program and 41 girls who had not. The study found that Camp Reach attendees were significantly more likely to have taken computer science and other science or engineering courses in high school than those who did not attend. The quality of causal evidence presented in this report is low because the authors adjusted the research sample after random assignment and did not include adequate controls to ensure that the resulting groups were similar on all relevant attributes. This means we are not confident that the estimated effects are attributable to Camp Reach; other factors are likely to have contributed.","Camp Reach","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2007,https://www.wpi.edu/Images/CMS/News/1106_LONG_TERM_EFFECTS_OF_A_MIDDLE_SCHOOL_E… "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… "The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University","Peterfreund, A., Rath, K., Xenos, S., & Bayliss, F. (2007). The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University. Journal of College Student Retention: Research, Theory & Practice, 9(4), 487-503.","Women in Science, Technology, Engineering, & Math (STEM)","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 Supplemental Instruction in college science, technology, engineering, and mathematics (STEM) courses on the course grades earned at San Francisco State University. The study compares outcomes for students who enrolled in a Supplemental Instruction class paired with a STEM course to those who enrolled only in the STEM course. The study used administrative records for students who enrolled in at least one STEM course that offered optional Supplemental Instruction from fall 1992 to spring 2005. When analyzing outcomes within gender, the authors did not conduct any statistical testing to estimate differences in the STEM course grades of students who participated in Supplemental Instruction and those who did not. The quality of causal evidence presented in this study is low because the study does not adequately control for baseline measures. Although the study did not conduct statistical testing to estimate differences, the low evidence rating means that we would not be confident that any estimated effects would be attributable to Supplemental Instruction; other factors are likely to have contributed.","Supplemental Instruction","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"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 "The effects of an experimental intensive juvenile probation program on self-reported delinquency and drug use","Lane, J., Turner, S., Fain, T., & Sehgal, A. (2007). The effects of an experimental intensive juvenile probation program on self-reported delinquency and drug use. Journal of Experimental Criminology, 3(3), 201-219.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence",,"Summary: The study’s objective was to examine the impact of the South Oxnard Challenge Project (SOCP), an alternative juvenile probation program, on delinquency and drug use. The study was a randomized controlled trial. Eligible youth were randomly assigned to either a treatment group, which could participate in SOCP, or a control group, which had routine juvenile probation. The study found that significantly more SOCP youth than youth in the control group reported committing a violent crime in the 12 months after starting probation (67.6 versus 55.6 percent). However, SOCP youth indicated they used ecstasy/MDMA less frequently than control youth in the past 30 days (1.8 versus 4.2 days). 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 SOCP, and not to other factors.","South Oxnard Challenge Project (SOCP)","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2007, "Reentry services: An evaluation of a pilot project in Clay County, MN","Bergseth, K., & McDonald, T. (2007). Reentry services: An evaluation of a pilot project in Clay County, MN. Fargo, ND: North Dakota State University, Department of Criminal Justice and Political Science.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study’s objective was to examine the impact of the Reentry Services Project (RSP) on juvenile recidivism. The authors estimated regression models comparing the number of criminal and official contacts with police or the courts, pulled from an electronic Court Services Tracking System, between RSP and comparison group members, controlling for differences in demographics and number of prior charges. The study found that RSP group members had significantly fewer official and criminal contacts than the comparison group one year after release from out-of-home placement. The quality of causal evidence presented in this report is low because the program was implemented in only one county and there was no variation in the implementation of the program over time. This means we are not confident that the estimated effects are attributable to the RSP; other factors are likely to have contributed.","the Reentry Services Project (RSP)","Health Job search assistance and supportive services Reentry Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2007,http://www.claycountycollaborative.org/projects/RSP%20Final%20Report%202007.pdf "Youth Opportunity Grant Initiative: Impact and synthesis report","Jackson, R., Dixon, R., McCoy, A., Pistorino, C., Zador, P., Thomas, C., … Bruno, L. (2007). Youth Opportunity Grant Initiative: Impact and synthesis report. Houston, TX: Decision Information Resources, Inc.","Opportunities for Youth","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: This report’s objective was to examine the effectiveness of the Youth Opportunity (YO) Grant Initiative, which sought to improve job prospects and education outcomes for youth in high-poverty areas by providing them with a mix of 15 youth development activities. Companion reports describe the initiative’s implementation. The initiative’s effectiveness was evaluated using two separate comparison group designs. In general, the study found positive and statistically significant relationships between the YO initiative and educational enrollment outcomes. However, there were few statistically significant effects on employment-related outcomes and educational attainment. The quality of the causal evidence presented in this study is low. This means we are not confident that the estimated impacts were caused by the YO Grant Initiative, and not other factors.","Youth Opportunity Grant Initiative","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 Youth programs","Youth, Low-skilled, Low income",,"United States",2007,http://wdr.doleta.gov/research/FullText_Documents/YO%20Impact%20and%20Synthesis… "YO! participants’ employment and earnings","Callahan Consultants, Inc. (n.d.). YO! participants’ employment and earnings. Ellicott City, MD: Author.","Opportunities for Youth","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 determine the effect of the YO! Baltimore initiative, which included a diverse set of programs offering comprehensive educational, employment preparation, support, and leadership development services to youth ages 14 to 21. The authors compared employment and earnings outcomes for participants and nonparticipants in YO! Baltimore. The study found that participants had increased earnings and employment after enrollment. The quality of the causal evidence presented in this study is low. This means we are not confident that the effects estimated in this study are attributable to the YO! Baltimore program.","YO! Baltimore","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs",Youth,,"United States, Urban",2007,http://www.yobaltimore.org/documents/Impact/impact_employment_earnings.pdf "Effects of learning about gender discrimination on adolescent girls’ attitudes toward and interest in science","Weisgram, E., & Bigler, R. (2007). Effects of learning about gender discrimination on adolescent girls’ attitudes toward and interest in science. Psychology of Women Quarterly, 31, 262-269.","Women in Science, Technology, Engineering, & Math (STEM)","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 the impact of learning about gender discrimination in the sciences on girls’ attitudes toward and interest in science. The study included middle school girls who attended a conference designed to improve their attitudes toward and interest in science. Participants were randomly assigned to the treatment condition, which included standard conference sessions on science careers and a session on gender discrimination in the sciences, or to the control group that attended only the standard sessions. The authors administered pre- and post-conference surveys to measure the impact of the intervention. The study found significant increases in reported science self-efficacy and science utility value among the girls in the treatment condition, whereas girls in the control condition experienced a decrease in egalitarian attitudes toward science. The quality of causal evidence provided in this study is high because it was a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the intervention and not to other factors.",,"Preventing discrimination Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"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, "Increasing retention of women engineering students","Sullivan, K., & Davis, R. (2007). Increasing retention of women engineering students. American Society for Engineering Education. Proceedings of the 2007 American Society for Engineering Education Annual Conference and Meeting. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-No impacts Attitudes Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine how participating in a study-designed program called the Jornada Intervention affected undergraduate female engineering students’ attitudes toward and persistence in studying engineering. Program activities included receiving a handheld computer and an invitation to participate in meetings to share experiences using the computer and suggestions for improving the user’s experience. The study used a comparison group design to compare outcomes for the treatment group with those of women who enrolled in engineering in adjacent years. Data sources included an attitudinal survey administered for the first analysis and administrative records to measure students’ graduation rates for the second analysis. In the first analysis, the study found no significant differences in attitudes toward engineering between the treatment and comparison groups. For the second analysis, though results were not presented and methods were not described, the authors reported that they uncovered significant differences in persistence between the treatment and comparison groups. They noted that program participants were significantly more likely to graduate in engineering than both (1) women from the same year who did not participate in the program and (2) women who enrolled in engineering in adjacent years. The quality of causal evidence presented in this report is low because it does not include control variables to adjust for differences between treatment and comparison groups. This means we are not confident that the estimated effects are attributable to the intervention; other factors are likely to have contributed.","Jornada Intervention","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2007, "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, "Harford County juvenile drug court performance evaluation: Final report","Crumpton, D., Carey, S., Mackin, J., Finigan, M., Pukstas, K., Weller, J., and Brekhus, J. (2006). Harford County juvenile drug court performance evaluation: Final report. Portland, Oregon. NPC Research, 1-104.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study’s objective was to examine the impact of the Harford County (Maryland) Juvenile Drug Court on recidivism. The authors used administrative records to estimate the impact of the drug court by comparing the outcomes of youth who participated in the drug court with those of similar youth who did not. The study found that drug court participants had significantly fewer rearrests (36 percent fewer) and fewer days (59 percent fewer) on probation than youth who were eligible for the program but did not participate. Participants spent fewer days in secure and community detention in the first year after program entry than youth in the comparison group. However, the study found no significant effects on the number of adjudication hearings, days in residential treatment, or days in a group home. 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 Harford County Juvenile Drug Court, but other factors might also have contributed.","Harford County Juvenile Drug Court","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2006,http://npcresearch.com/wp-content/uploads/HCJDC_Process_Outcome-Cost-FINAL-repo… "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… "Juvenile drug court: Enhancing outcomes by integrating evidence-based treatments.","Henggeler, S., Halliday-Boykins, C., Cunningham, P., Randall, J., Shapiro, S., & Chapman, J. (2006). Juvenile drug court: Enhancing outcomes by integrating evidence-based treatments. Journal of Consulting and Clinical Psychology, 74(1), 42-54.","Opportunities for Youth","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 marginal impacts of three layered treatments—drug court hearings, substance abuse therapy, and contingency management counseling—on criminal justice outcomes and positive drug screens among youth in Charleston, South Carolina, diagnosed with substance abuse or dependence. The authors randomly assigned eligible youth to one of three treatment groups—drug court, drug court with multisystemic therapy, or drug court with multisystemic therapy enhanced by contingency management—or to a control group that received typical family court services. The study found no statistically significant differences between the groups on measures of recidivism after one year. However, the study found that participants in the treatment groups reported committing fewer delinquent acts than those in the control groups. Effects on drug screens were mixed. The quality of causal evidence presented in this report is high for recidivism outcomes because they are based on a well-implemented randomized controlled trial but moderate for self-reported delinquency and drug screen outcomes because they had high attrition and the authors demonstrated that the groups being compared had similar baseline characteristics.","the Treatments","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2006, "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/… "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. [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 Quantum Opportunity Program demonstration: Final impacts","Schirm, A., Stuart, E., & McKie, A. (2006). The Quantum Opportunity Program demonstration: Final impacts. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","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 Employer benefits receipt-Mod/high-No impacts Employer benefits receipt","Summary: The report’s objective was to evaluate the impact of the Quantum Opportunity Program (QOP)—which included case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on educational attainment and labor market participation nine years after program enrollment. Earlier reports presented impact findings over a shorter follow-up period.  About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members about nine years after program enrollment (six years after their scheduled graduation from high school) to collect information on education and labor market outcomes. The study reported no statistically significant impacts of participation in QOP on postsecondary educational attainment, likelihood of employment, or earnings for the full sample. The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that estimated impacts would be solely attributable to QOP, and not other factors.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2006,http://www.mathematica-mpr.com/~/media/publications/PDFs/QOPfinalimpacts.pdf "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… "Measuring recidivism in a juvenile drug court: Systematic outcome study of a juvenile drug court using historical information","Pitts, W. (2006). Measuring recidivism in a juvenile drug court: Systematic outcome study of a juvenile drug court using historical information. The Southwest Journal of Criminal Justice, 3(1), 17-34.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary: The study’s objective was to evaluate the effect of participating in a juvenile drug court in Farmington, New Mexico, on recidivism. The author used historical data from official court records to compare the recidivism outcomes of youth who participated in the drug court with a comparison group of drug court-eligible youth who did not become drug court clients. The study found that participation in the juvenile drug court program was associated with lower overall recidivism 16 months or later after completion of the program. The quality of causal evidence presented in this report is low because the analysis did not include controls for existing differences between the study groups. This means we are not confident that the estimated effects are attributable to the drug court; other factors likely contributed.","the Juvenile Drug Court Program","Substance abuse recovery Youth programs","Youth, Justice-involved",,"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 Youth]","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 Youth]","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 the Workforce Investment Act (WIA) Youth program on the employment rate and earnings of low-income youth. 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 WIA Youth 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, WIA Youth program participants had lower employment, with mixed findings for earnings. 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 WIA Youth 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) Youth Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Youth programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Youth, Low income",,"United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica… "Recidivism findings for the Juvenile Rehabilitation Administration’s mentoring program: Final report","Drake, E. (2006). Recidivism findings for the Juvenile Rehabilitation Administration’s mentoring program: Final report. Olympia, WA: Washington State Institute for Public Policy.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study’s objective was to examine the impact of the Washington State Juvenile Rehabilitation Administration’s mentoring program on recidivism. The author estimated the effect of the mentoring program using administrative data to compare outcomes among youth released from a juvenile rehabilitation facility who applied to participate in the program with the outcomes of similar youth who did not apply. The study did not find any statistically significant effects of the mentoring program on recidivism. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that any estimated effects would be attributable to the Washington State Juvenile Rehabilitation Administration’s mentoring program, but other factors might also have contributed. However, the study did not find statistically significant effects.","the Juvenile Rehabilitation Administration’s Mentoring Program","Mentoring Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2006,http://www.wsipp.wa.gov/ReportFile/947/Wsipp_Recidivism-Findings-for-the-Juveni… "An examination of the delivery of literacy services at Job Corps Centers.","KPMG (2006). An examination of the delivery of literacy services at Job Corps Centers. Washington, DC: U.S. Department of Labor, Office of Job Corps.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: The purpose of the study was to identify areas in which Job Corps can improve its delivery of literacy services. Job Corps is a national program that provides youth with job training skills while they pursue a high school diploma or general equivalency diploma (GED). It also provides career counseling and job placement services following completion of the job training component. The authors primarily analyzed qualitative data collected from site visits to six Job Corps sites across the United States. The visits included interviews with key staff and observations of Job Corps classes. The authors also conducted descriptive quantitative analyses of administrative participant and survey data. The authors made recommendations for improvements in the delivery of literacy services in the following areas: employing certified teaching staff on government pay scales so that they can compete with public school teachers in terms of compensation and benefits; providing additional resources, such as special education instructors, psychologists, and counselors, to allow instructors to devote more time to their classes; and building partnerships and relationships with other educational institutions and the community.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2006,http://wdr.doleta.gov/research/FullText_Documents/Job%20Corps%20Literacy%20Repo… "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… "National Job Corps study and longer-term follow-up study: Impact and benefit-cost findings using survey and summary earnings records data","Schochet, P., Burghardt, J., & McConnell, S. (2006). National Job Corps study and longer-term follow-up study: Impact and benefit-cost findings using survey and summary earnings records data. Washington, DC: Employment and Training Administration, U.S. Department of Labor.","Opportunities for Youth","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-No impacts Education and skills gains","Summary: The National Job Corps Study included several reports, including this longer-term impact report. The report’s objective was to examine the impact of the Job Corps program on participants’ long-term earnings, employment, and other outcomes. Job Corps offered intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. Its effectiveness was evaluated using a randomized controlled trial conducted in 48 states and the District of Columbia. The study found a number of statistically significant, positive impacts of Job Corps on earnings and employment in the first four follow-up years. However, there were no significant differences between the youth who were offered Job Corps and the control group on employment rate or earnings in the fifth through ninth follow-up years, as measured by administrative data. 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 effects estimated in the study are solely attributable to Job Corps, and not to other factors.","Job Corps","Job search assistance and supportive services Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2006,https://www.mathematica-mpr.com/-/media/publications/pdfs/jobcorpimpactbenefit… "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, "Learning from the Youth Opportunity experience: Building delivery capacity in distressed communities","Harris, L. (2006). Learning from the Youth Opportunity experience: Building delivery capacity in distressed communities. Washington, DC: Center for Law and Social Policy.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This study explored the successes and challenges of implementing Youth Opportunity grants, which were awarded to 36 low-income communities in May 2000 to address high unemployment, low graduation rates, and endemic violence and crime among youth ages 14 to 21. The authors administered to 22 Youth Opportunity grantees a survey that gathered information on how the program engaged community leaders, connected different systems providing youth services, rolled out comprehensive programming, and collaborated with businesses. The researchers also conducted focus groups at several sites. The study found that Youth Opportunity grants had a high level of success in recruiting disadvantaged and out-of-school youth, boosting their enrollment in educational support programs, and placing participants in jobs and internships. The grants also improved the long-term capacity of these communities to serve low-income youth by enhancing youth workers’ skills and expertise and encouraging collaboration across different systems involved in youth development. Grantees faced challenges in setting up large-scale, complex initiatives in the allotted time, locating local funding, and ensuring that employers had reasonable expectations of program participants. The study recommended a lengthier planning phase and more closely engaging local and state officials and business representatives in the program.","Youth Opportunity Grant Initiative","Youth programs Other training and education Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2006,http://files.eric.ed.gov/fulltext/ED490191.pdf "Implementation and outcome evaluation of the Intensive Aftercare Program: Final report","Wiebush, R., Wagner, D., McNulty, B., Wang, Y., & Le, T. (2005). Implementation and outcome evaluation of the Intensive Aftercare Program: Final report. National Council on Crime and Delinquency. Washington, DC: U.S. Department of Justice, Office of Justice Programs.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary: The study’s objective was to measure the impact of participation in an Intensive Aftercare Program (IAP) for high-risk youth from juvenile justice facility placements on recidivism. The authors used a random assignment design and multivariate regression analysis to estimate impacts on aggregate recidivism scores, the sum of all subsequent offenses, weighted by severity. Data for the study were collected from standardized forms, surveys, risk assessment tests, and state agency and police records. The study found no statistically significant effects of the program on participants’ aggregate recidivism scores. The quality of causal evidence presented in this report is moderate for some outcomes and low for other outcomes. This means we have little confidence that any estimated effects would be attributable to the IAP. However, the study found few statistically significant effects.","the Intensive Aftercare Program (IAP)","Reentry Youth programs","Youth, Justice-involved, Disconnected youth, Male",,"United States",2005,http://files.eric.ed.gov/fulltext/ED484683.pdf "Barriers to employment for out-of-school youth: Evidence from a sample of recent CET applicants.","Miller, C., & Porter, K. (2005). Barriers to employment for out-of-school youth: Evidence from a sample of recent CET applicants. MDRC working paper. New York: MDRC.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report describes the associations between barriers to employment and employment outcomes of a sample of applicants in the Center for Employment Training (CET) replication sites. The CET program provided an intensive, short-term job training program for economically disadvantaged out-of-school youth that was designed to mirror the workplace. The overall impact of CET on youths’ employment outcomes is described in a different report (see CLEAR profile of Miller et al. 2005). This report described whether three barriers to employment—(1) lack of a high school diploma or general education development (GED) certificate, (2) childbearing, and (3) arrests—were associated with lower employment rates, and whether lower employment rates stemmed from employment instability or a longer length of time needed to find a job. The authors used data from the 54-month survey of CET applicants from the impact evaluation. For that evaluation, eligible youth were randomly assigned to receive CET services or to the control group, which was ineligible for CET services. The authors found that youth who did not finish high school or obtain a GED were less successful in the labor market than those who received a high school credential. Wages for dropouts were lower on average and dropouts worked less than high school graduates and GED recipients. Among male dropouts, job instability contributed to low average employment rates; for female dropouts, both job instability and longer spells of unemployment contributed to low employment rates. Having children at study entry was not associated with poorer employment outcomes for males or females. However, young men who had arrest records faced substantial challenges in finding jobs and were more likely to work in lower quality jobs in the retail or service industries than those without arrest records.","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2005,http://www.mdrc.org/sites/default/files/full_24.pdf "Youth Opportunity grants: Lessons can be learned from program, but Labor needs to make data available.","Bellis, D. D., & General, A. O. (2005). Youth Opportunity grants: Lessons can be learned from program, but Labor needs to make data available. Washington, DC: Government Accountability Office.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report from the Government Accountability Office (GAO) summarizes the findings of a descriptive study of Youth Opportunity Grants. The 36 grants issued under this program, which began in 2000 and continued for five years, aimed to expand opportunities for at-risk youth in low-income areas by providing a variety of support services. The study explored how the grants were implemented, key barriers faced during implementation, and perceptions of the outcomes of the program and its impact on participating youth and their communities. To answer its research questions, the GAO conducted a survey with 36 Youth Opportunity Grant program directors and seven site visits. The site visits included interviews with program managers and staff, youth participants, and community members; facilities tours; observations of program activities; and collection of management information systems data. The study found that grantees adopted a variety of approaches to recruiting and serving at-risk youth, often responding to conditions in their local labor markets. However, many faced challenges in rolling out the program within the set time frames; addressing drug use, violence and unemployment in their communities; and adapting their services for youth struggling at school or with problems at home. Many program participants graduated from high school, enrolled in college, or joined the workforce after receiving Youth Opportunity Grant services. The GAO recommended that the Department of Labor complete the impact analysis of the Youth Opportunity Grant program and release all related reports and data.","Youth Opportunity Grant Initiative","Youth programs Other training and education Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2005, "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 "Youth Opportunity Grant Initiative: Ethnographic evaluation final report.","Lewis-Charp, H., Soukamneuth, S. & Goger, A.(2005). Youth Opportunity Grant Initiative: Ethnographic evaluation final report. Houston, TX: Decision Information Resources, Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The study aimed to understand the characteristics of communities participating in the Youth Opportunity (YO) grant initiative. It also sought to examine perceptions of whether the YO program had been implemented well and had enhanced the communities. Funded by the U.S. Department of Labor in 2000, the YO initiative looked to transform distressed neighborhoods by engaging youth in positive and productive activities and relationships. Programs were to provide education, employment, support, and leadership development services to youth ages 14 to 21 in high-poverty urban, rural, and Native American communities. The authors performed an ethnographic analysis based on site profiles for 35 YO communites. They also used U.S. Census data to further understand the characteristics of the communities. The authors described the social and economic trends of the 35 sites at length, focusing on the persistent and systemic obstacles facing the communities, including population decline, housing stress, and high rates of teen pregnancy. Participating communities had high rates of poverty and few quality jobs available.  The authors did not find a consensus about how well the YO initiative had been implemented in the communities. However, most community members, including participating youth, did strongly agree that YO programming benefited youth.","Youth Opportunity Grant Initiative","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2005, "Teaching strategies designed to change the undergraduate experience for college women learning chemistry","Khan, S. (2005). Teaching strategies designed to change the undergraduate experience for college women learning chemistry. Journal of Women and Minorities in Science and Engineering 11, 365-387.","Women in Science, Technology, Engineering, & Math (STEM)","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 three teaching innovations—a contract, confidence-building exercises, and encouragement to apply for science internships—on performance in an Organic Chemistry II course at an all-female college. The author compared the final exam scores, final grades, and internship acceptance rates of students enrolled in the course that included these interventions to outcomes for students who had taken the course without these interventions in the three prior years. All courses were taught by the same professor and used the same syllabus. The study identified no statistically significant relationships between the three teaching innovations and students’ outcomes. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the teaching innovations; other factors are likely to have contributed.","Innovative Teaching for Women in STEM","Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2005, "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, "4 schools for WIE","Erkut, S., Marx, F., & Wellesley College Center for Research on Women. (2005). 4 schools for WIE. Evaluation report. Wellesley, MA: Wellesley Centers for Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Mixed impacts Attitudes","Summary: The study’s objective was to determine the effect of the 4 Schools for Women in Engineering (WIE) strategy on 8th-grade students’ attitudes toward STEM careers. The strategy involved forming teams of mostly female engineering professors, students, and practitioners to train middle school teachers on engineering and gender-inclusive teaching methods and to serve as in-class role models for students. The authors administered a study-designed survey at the beginning and end of the school year to a single cohort of students to measure changes in outcomes following implementation of the intervention. The authors estimated program impacts using regression models and paired t-tests. The study found that students’ attitudes toward science improved after the intervention, but attitudes toward engineering worsened. There was no change in students’ attitudes toward math. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the 4 Schools for WIE strategy; other factors are likely to have contributed.","4 Schools for Women in Engineering","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2005,http://files.eric.ed.gov/fulltext/ED500754.pdf "Study of Hispanics in Job Corps: 2004-2005","Garcia, Y. Study of Hispanics in Job Corps: 2004–2005. Washington, DC: HMA Associates, 2007.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report aimed to explore in greater detail the findings of the National Job Corps Study, an impact study whose final report was published in 2001. Specifically, the authors sought to understand why Hispanic youth did not experience positive impacts on employment outcomes similar to the rest of the study population. Job Corps offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth. The authors reviewed data on Hispanic youth from the National Job Corps Study, program data, and data from a survey administered in 2004 to Hispanic youth in Job Corps centers. They also conducted site visits to four Job Corps centers, where they interviewed program staff and current and former participants. The study found that Hispanic youth performed well in the Job Corps program, but did not fully leverage the training they received. Many took the first job they were offered in order to start supporting their family immediately instead of expanding their employment search to include more lucrative long-term options. They also limited their search to places of employment where they felt poor English language skills would not constrain them.","Job Corps","Job search assistance and supportive services Youth programs Other training and education Work based and other occupational training","Youth, Hispanic of any race, Low-skilled, Low income",,"United States",2005,http://wdr.doleta.gov/research/FullText_Documents/Hispanic%20Job%20Corps%202004… "More than robots: An evaluation of the FIRST robotics competition participant and institutional impacts","Melchior, A., Cohen, F., Cutter, T., & Leavitt, T. (2005). More than robots: An evaluation of the FIRST robotics competition participant and institutional impacts. Waltham, MA: Brandeis University Center for Youth and Communities Heller School for Social Policy and Management.","Women in Science, Technology, Engineering, & Math (STEM)","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 FIRST Robotics Competition (FRC) on participants’ education and career outcomes. The FRC was a six-week competition in which teams of high school male and female students (with the help of mentors) used a set of standard parts to build a robot. Students showcased these robots by competing against teams from other high schools. The authors used propensity-score matching to create treatment and comparison groups and conducted an analysis of retrospective survey data to measure education and career outcomes of FRC participants who graduated from the program from 1999 to 2003. They administered a researcher-designed survey to students in the treatment group in 2004 and collected data from a national survey—the Beginning Postsecondary Student Survey (BPSS)—to measure outcomes for the comparison group, who began college in 1995-1996. The study found that a higher percentage of female FRC participants majored in engineering compared with females in the comparison group. The quality of causal evidence presented in this report is low because the authors did not demonstrate equivalency of the treatment and comparison groups on all required measures. This means we are not confident that the estimated effects are attributable to the FRC; other factors are likely to have contributed.","FIRST Robotics Competition","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female, Male",,"United States",2005,http://www.techfire225.com/uploads/6/3/7/1/6371896/first_study.pdf "An experimental study of the Los Angeles County repeat offender program: Its implementation and evaluation","Zhang, S.X., & Zhang, L. (2005). An experimental study of the Los Angeles County repeat offender program: Its implementation and evaluation. Criminology and Public Policy, 4(2):205–236.","Opportunities for Youth","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 examined the impact of the Los Angeles County Repeat Offender Prevention Program (ROPP) on youths’ recidivism and educational outcomes. The authors randomly assigned eligible youth to either the treatment group that received ROPP or a control group that received standard probation services. Using data from the Los Angeles Unified School District and probation records, the authors compared the educational outcomes and average recidivism rates of the two groups. The study found that ROPP had some early positive impacts on educational outcomes, but many of these gains faded after the first six months of the program. The study also found initial improvements (reductions) in recidivism for the treatment group during the first six months. There were no statistically significant effects of participation in the program on violations of probation. The quality of causal evidence presented in this report is moderate because it was based on a randomized controlled trial with high attrition that sufficiently accounted for other relevant factors. This means we are somewhat confident that the estimated effects are attributable to the Los Angeles County ROPP, but other factors might also have contributed.","The Los Angeles County Repeat Offender Prevention Program (ROPP)","Other training and education Youth programs","Youth, Justice-involved",,"United States",2005, "The challenge of repeating success in a changing world: Final report on the Center for Employment Training replication sites","Miller, C., Bos, J., Porter, K., Tseng, F., & Abe, Y. (2005). The challenge of repeating success in a changing world: Final report on the Center for Employment Training replication sites. New York: MDRC.","Opportunities for Youth","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-Mixed impacts Employment Training-Mod/high-Favorable impacts Training","Summary: This report’s objective was to examine the effectiveness of the Center for Employment Training (CET) model. Under this model, local employers help design training programs and provide them in a work-like environment to economically disadvantaged youth who are not in school or employed. A separate report examined CET implementation. The effectiveness of the CET model in improving employment, earnings, and participation in education and training programs was evaluated using a randomized controlled trial (RCT) conducted in 12 sites in seven states. The study found few statistically significant impacts on outcomes measured over a 54-month follow-up period. 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 the CET program. However, other factors not accounted for in the study might also have contributed to the estimated effect.","the Center for Employment Training (CET) Replication","Basic skills Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2005,http://www.mdrc.org/sites/default/files/full_530.pdf "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 "Evaluating an experimental intensive juvenile probation program: Supervision and official outcomes","Lane, J., Turner, S., Fain, T., & Sehgal, A. (2005). Evaluating an experimental intensive juvenile probation program: Supervision and official outcomes. Crime & Delinquency, 51(1), 26-52.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence",,"Summary: The study’s objective was to examine the impact of the South Oxnard Challenge Project (SOCP), an alternative juvenile probation program, on recidivism outcomes. The study was a randomized controlled trial. The authors used administrative data from the program and probation records to compare the outcomes of youth randomly assigned to the SOCP with those of youth randomly assigned to a control group that received standard probation services. The study found no statistically significant effects of SOCP on arrests or referrals to probation, convictions, or incarceration. 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 would be confident that any estimated effects would be attributable to SOCP and not to other factors. However, the study did not find statistically significant effects.","South Oxnard Challenge Project (SOCP)","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"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 "Career Academies: Impacts on labor market outcomes and educational attainment","Kemple, J. (2004). Career Academies: Impacts on labor market outcomes and educational attainment. New York: MDRC.","Career Academies","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-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The report’s objective was to evaluate the impact of Career Academies on labor market and educational outcomes four years after participants’ scheduled high school graduation. Earlier reports presented impact findings over a shorter time horizon, and a subsequent report presents impact findings over a longer period (eight years). For this evaluation, about 2,000 9th-grade students were randomly assigned to the treatment group, which could enroll in a Career Academy, or the control group, which continued to participate in general education. The study team administered a survey to treatment and control group members 48 months after their scheduled graduation from high school. The study reported statistically significant, positive impacts on average monthly earnings, average hours worked per week, and average hourly wages over the four years following scheduled high school graduation. There were no statistically significant differences in educational attainment of the two groups. The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that the estimated impacts are attributable solely to Career Academies, not other factors.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2004,http://www.mdrc.org/sites/default/files/full_49.pdf "The Quantum Opportunity Program Demonstration: Initial post-intervention impacts","Schirm, A., & Rodriguez-Planas, N. (2004). The Quantum Opportunity Program Demonstration: Initial post-intervention impacts. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Unfavorable impacts Employment","Summary: The report’s objective was to evaluate the impact of the Quantum Opportunity Program (QOP)—which includes case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on educational attainment and labor market participation approximately seven years after program enrollment. Other reports presented impact findings from different time periods. About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or to the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members about seven years after program enrollment (three years after their scheduled graduation from high school) to collect information on postsecondary educational attainment and labor market outcomes. Participation in QOP had no statistically significant impact on most measures of postsecondary attainment and employment. The exceptions were that participation increased enrollment in college or vocational/technical school, an apprenticeship, or the military by 10 percentage points. It decreased the likelihood of working at least 35 hours at a main job by 11 percentage points. The quality of the causal evidence presented in this report is low. This means we do not have confidence that the estimated effects are attributable to QOP; other factors likely contributed.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2004,http://www.doleta.gov/reports/searcheta/occ/papers/June_04_QOP_report.pdf "Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences","Hahn, A., Leavitt, T., Horvat, E., & Davis, J. (2004). Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences. Somerville, MA: Brandeis University Heller School for Social Policy and Management and Temple University College of Education.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report summarizes YouthBuild participants’ experiences after program completion. YouthBuild was founded in 1991 and offers academic instruction and construction training to economically disadvantaged youth who use those skills to build affordable housing for low-income households. The authors collected information on what students go on to do after YouthBuild by conducting in-depth interviews with 57 graduates and a detailed survey of 882 graduates. YouthBuild graduates who were interviewed had a very positive view of the program; they appreciated that staff set high expectations for them while acting as their substitute families and providing a caring environment. They also enjoyed the construction work, which enabled them to see tangible results of their efforts. Many expressed the need for additional career- or education-related programming after the period of full-time participation in YouthBuild. Seventy-five percent of the graduates who were surveyed were either working or engaged in postsecondary studies at the time of the survey, and similar percentages were free of government support and participating in at least one community activity. Like the interview findings, many survey respondents expressed a need for further career- or education-related programming.",Youthbuild,"Youth programs Other training and education Work based and other occupational training","Youth, Low income",Construction,"United States",2004, "Enriching summer work: An evaluation of the Summer Career Exploration Program.","McClanahan, W., Sipe, C., & Smith, T. (2004). Enriching summer work: An evaluation of the Summer Career Exploration Program. Philadelphia, PA: Public/Private Ventures.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The evaluation’s objective was to examine the effects of the Summer Career Exploration Program (SCEP) on short-term earnings, employment, and other outcomes. SCEP offers youth job-related counseling, places them in career-related jobs, and supports them through mentoring. The report also describes program implementation and ways of improving SCEP. The program’s effectiveness was evaluated using a randomized control ed trial.  The study found statistically significant, positive impacts of SCEP on participants’ employment and earnings over the summer that the evaluation occurred; however, these were not sustained over the one-year follow-up period.  The quality of the causal evidence presented in this study is high for most outcomes and moderate for the remaining outcomes examined. For the outcomes with high causal evidence, this means we are confident that the estimated impacts are attributable to SCEP, and not other factors. For those with moderate causal evidence, other factors besides SCEP might have contributed to the estimated effects.","Summer Career Exploration Program","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2004,http://www.cityofmadison.com/dpced/communitydevelopment/funding/documents/AreaI… "Do scientists help people? Beliefs about scientists and the influence of pro-social context on girls’ attitudes toward physics","Yanowitz, K. (2004). Do scientists help people? Beliefs about scientists and the influence of pro-social context on girls’ attitudes toward physics. Journal of Women and Minorities in Science and Engineering, 10(4), 393-399.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-No impacts Attitudes","Summary: The study’s objective was to examine the impact of reading a passage featuring a pro-social context on careers in physics on female students’ interest in science. The authors randomly assigned 88 5th- and 6th-grade girls to four conditions. In the treatment condition, participants read a story describing a female physicist who entered that profession to benefit society. Participants assigned to the control conditions read different stories. After reading these stories, the participants responded to a short survey asking how much they liked the story and how interested they were in becoming physicists. The study found no relationship between the treatment story and participants’ interest in becoming physicists. The quality of causal evidence presented in this study is high because it was based on a well-implemented randomized controlled trial. This means we would be confident that any estimated effects would be attributable to the scientists’ stories and not to other factors. However, the study did not find statistically significant effects.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2004, "The Quantum Opportunity Program Demonstration: Short-term impacts","Schirm, A., Rodriguez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunity Program Demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The report’s objective was to evaluate the impact of the Quantum Opportunity Program (QOP)—which includes case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on educational attainment and labor market participation approximately five years after program enrollment. Other studies examine longer-term impacts. About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members about five years after program enrollment (one year after their scheduled graduation from high school) to collect information on high school and postsecondary educational attainment and labor market outcomes. QOP increased the likelihood that students earned a high school diploma one year after their scheduled graduation by 7 percentage points. No other employment or educational attainment outcomes were statistically significant. The quality of the causal evidence presented in this report is low. This means we do not have confidence that the estimated effects are attributable to QOP; other factors likely contributed.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2003,http://www.doleta.gov/reports/papers/QOP_short_term_impacts.pdf "Student enrollment in high school AP sciences and calculus: how does it correlate with STEM careers?","Robinson, M. (2003). Student enrollment in high school AP sciences and calculus: how does it correlate with STEM careers? Bulletin of Science, Technology & Society, 23, 265–273.","Women in Science, Technology, Engineering, & Math (STEM)","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 differences in the intended choice of college science, technology, engineering, and mathematics (STEM) majors between females and males enrolled in high school advanced placement (AP) science and calculus courses. The study used survey data from eight high schools to examine the percentage of AP students who chose a STEM field as their intended college major. The authors compared outcomes for minority and nonminority males and females. The study found that among students taking AP science or calculus classes, males were generally more likely than females to plan to choose a college major in engineering but less likely to plan to choose a college major in medicine. The quality of causal evidence presented in this study is low. This means we are not confident that the estimated effects are attributable to AP courses. Other factors are likely to have contributed.","the Advanced Placement (AP) Program","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female, Male",,"United States",2003, "Alleviating women’s mathematics stereotype threat through salience of group achievements","McIntyre, R., Paulson, R., & Lord, C. (2003). Alleviating women’s mathematics stereotype threat through salience of group achievements. Journal of Experimental Social Psychology, 39, 83-90.","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 alleviating women’s stereotype threat—that is, the idea that men outperform women in mathematics—on women’s subsequent performance on a difficult mathematics test. The study contained two experiments in which participants were randomly assigned to either a treatment condition, which received an intervention to alleviate women’s stereotype threat, or a control condition, which did not receive the intervention. The primary outcome of interest was an adjusted score for a study-administered mathematics test consisting of difficult questions from the Graduate Record Examination (GRE), an entry test for graduate school. The study found that women in the treatment group scored 2.0 to 2.5 points higher on the math test than women in the control condition. These results were statistically significant. The quality of causal evidence presented in this study is high because it was a well-conducted randomized controlled trial. This means that we are confident that the estimated effects are attributable to the intervention, and not to other factors.",,"Preventing discrimination Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2003, "National Job Corps Study: Findings using administrative earnings records data","Schochet, P., McConnell, S., & Burghardt, J. (2003). National Job Corps Study: Findings using administrative earnings records data. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","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-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Training-Mod/high-No impacts Training","Summary: The study’s objective was to estimate the impact on long-term earnings and employment of the Job Corps program, which offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. The program’s effectiveness was evaluated using a randomized controlled trial conducted in 48 states and the District of Columbia. The study found statistically significant, positive impacts of Job Corps on participants’ earnings within the first three years and employment within the first four years of follow-up, but no impacts of Job Corps on these outcomes in the fifth and sixth years. The quality of the causal evidence presented in this study is high. This means we are confident that the Job Corps program—not other factors—caused the estimated impacts. ","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2003,http://www.mathematica-mpr.com/publications/pdfs/jobcorpsadmin.pdf "Evaluation of the Youthbuild Program.","Mitchell, M., Jenkins, D., Nguyen, D., Lerman, A., & DeBerry, M. (2003). Evaluation of the Youthbuild Program. Report submitted to U.S. Department of Housing and Urban Development, Office of Policy Research and Development Division. Chicago: The Counselors of Real Estate.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report presents an implementation analysis of the Youthbuild program. The program provided hands-on construction training, educational experiences, leadership training, and counseling and other support to youth ages 16 to 24 who had very low incomes (or resided in very low-income households) and had dropped out of high school. The study examined Youthbuild programs in 20 sites, focusing on program design, grantees’ characteristics, changes in program participants’ outcomes, and costs of operation. The study used program documentation, staff interviews, site visits, participant interviews, and a literature review of other workforce development programs targeting at-risk youth. The program was successful in enrolling and graduating more participants, and working on more housing units, than planned. More participants held jobs and a high school diploma or general equivalency degree (GED) at program exit than entry. However, many grantees faced implementation challenges. The authors noted that study results should not be interpreted as generalizable to all Youthbuild program sites because studied sites were only those that received a second round of funding.",Youthbuild,"Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2003,http://www.huduser.org/Publications/PDF/YouthBuild.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-… "Working with disadvantaged youth: Thirty-month findings from the evaluation of the Center for Employment Training replication sites","Miller, C., Bos, J., Porter, K., Tseng, M., Doolittle, F., Tanguage, D., & Vencill, M. (2003). Working with disadvantaged youth: Thirty-month findings from the evaluation of the Center for Employment Training replication sites. New York: MDRC.","Opportunities for Youth","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 Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: This report’s objective was to examine the effectiveness of the Center for Employment Training (CET) model. Under this model, local employers helped to design training programs and provide them in a work-like environment to economically disadvantaged youth who were not in school or employed. The effectiveness of the CET model in improving employment, earnings, and participation in education and training programs was evaluated using a randomized controlled trial (RCT) conducted in 12 sites in seven states. The study found few statistically significant impacts on outcomes measured over a 30-month follow-up period. The quality of causal evidence presented in this report is high because it was based on a well-implemented RCT. This means we are confident that any estimated effects would be attributable to the CET program and not to other factors. However, the study did not generally find statistically significant effects.","the Center for Employment Training (CET) Replication","Other employment and reemployment Other training and education Youth programs","Youth, Low-skilled, Low income",,"United States",2003,https://www.doleta.gov/reports/searcheta/occ/papers/cet_full_report.pdf "The Quantum Opportunity Program Demonstration: Implementation findings","Maxfield, M., Castner, L., Maralani, V., & Vencill, M. (2003). The Quantum Opportunity Program Demonstration: Implementation findings. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: The objective of this report was to assess how the implementation of the Quantum Opportunity Program (QOP) at seven demonstration sites compared with the program model. QOP provided case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives to at-risk students entering 9th grade. The demonstration was conducted from 1995 through 2001. The authors conducted site visits during each year of the demonstration as well as periodic telephone calls with staff at each site. The authors reported that the QOP model proved difficult to replicate; two sites “deviated substantially” and the other five “deviated moderately” from the program model, according to the study’s authors. All sites implemented the case management, mentoring, and developmental activities components of the model, but few implemented the community service component and none successfully implemented the education component. QOP did meet its goal of enrolling a representative sample of disadvantaged youth, and not solely the most motivated. QOP-enrolled students, on average, spent 174 hours in QOP-related activities, falling short of the goal of 750 hours per student. For the five-year program, the average cost per enrollee was $25,000.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2003,http://www.mathematica-mpr.com/~/media/publications/PDFs/quanimp.pdf "Career Academies: Additional evidence of positive student outcomes","Elliott, M., Hanser, L., & Gilroy, C. (2002). Career Academies: Additional evidence of positive student outcomes. Journal of Education for Students Placed at Risk, 7(1), 71–90.","Career Academies","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 examines the effect of the Junior Reserve Officers Training Corps Career Academies (JROTCCA) on student attendance, grade point average (GPA), and high school graduation. Using school administrative records, the study reports the four-year impacts for students who entered a JROTCCA in the 1994–1995 school year, and one-year impacts for the students who entered a JROTCCA in the 1995–1996 school year, compared with one of three control groups: (1) students in other academy or magnet programs, (2) students in regular non-Career Academy (CA) Junior Reserve Officers’ Training Corps (JROTC) programs, and (3) students in a general academic program. About 27,500 students from eight schools in five urban high school districts participated in the study. The authors reported several positive impacts of the JROTCCA program, including a reduction in the failure to graduate, substantial increases in the proportion of graduates with high GPAs, and a reduction in the proportion of students with low GPAs, compared with students in non-CA JROTC programs and general academic programs. However, some JROTCCA groups had statistically significantly higher first-year absenteeism rates than their magnet school counterparts. The quality of the causal evidence presented in this study is low because the analysis did not adequately control for characteristics of the students before their entry into JROTCCA. This means that we are not confident that the results estimated in the study are attributable to JROTCCA; other factors are likely to be responsible.","Junior Reserve Officers Training Corps Career Academies","Youth programs Community college education and other classroom training Other training and education","Youth, Other barriers",,"United States",2002, "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 "Career Academies: Impacts on students’ initial transitions to post-secondary education and employment.","Kemple, J. (2001). Career Academies: Impacts on students’ initial transitions to post-secondary education and employment. New York: MDRC","Career Academies","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 report’s objective was to evaluate the impact of Career Academies on labor market and educational outcomes 14 months after participants’ scheduled high school graduation. Subsequent reports presents impact findings over a longer period (up to eight years after scheduled graduation). For this evaluation, about 2,000 9th-grade students who applied to participate in a Career Academy were randomly assigned to the treatment group and admitted into a Career Academy, or to the control group, which continued to participate in general education. The study team administered a survey to treatment and control group members 14 months after their scheduled graduation from high school. The study reported that participation in Career Academies had no impact on primary educational outcomes, including the likelihood of high school graduation and post-secondary education enrollment over the 14 months following scheduled high school graduation. It also had no impact on employment outcomes, including the likelihood of employment, hours worked per week, or average earnings over this period. The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2001,http://www.gpo.gov/fdsys/pkg/ERIC-ED463412/pdf/ERIC-ED463412.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 "National Job Corps Study: Impacts by center characteristics.","Burghardt, J. & Schochet, P. (2001). National Job Corps Study: Impacts by center characteristics. Princeton, NJ: Mathematica Policy Research, Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The National Job Corps Study produced several reports, including a main impact report (see CLEAR profile of Schochet et al. 2001 ) that found positive impacts of Job Corps—a national vocationally focused education and training program for disadvantaged youth ages 16 to 24—on participants’ employment, earnings, and education and training outcomes measured after four years. In this report, the authors examined whether these impacts were related to center characteristics, including the type of center operator, capacity of the center, region of the country, and performance ranking. The authors used data collected as part of the National Job Corps Study, which consisted of 9,400 program participants and 6,000 nonparticipants randomly selected from 81,000 first-time Job Corps applicants nationwide. Data included Job Corps center characteristics and student outcomes in the areas of educational services and attainment, earnings, and arrests. The authors used Job Corps counselors’ predictions of which Job Corps center applicants would attend before random assignment to compare outcomes of treatment youth with those of comparison youth who would have attended the same centers, had they been randomly assigned a slot in the program. The authors found few impacts that varied by center characteristics. The impacts of Job Corps were similar across operators; large, medium, and small centers; most regions of the United States; and across high-, medium-, and low-performing centers, as determined by the Job Corps performance measurement system.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://wdr.doleta.gov/opr/fulltext/01-jccenter.pdf "The benefits and costs of Job Corps","McConnell, S., & Glazerman, S. (2001). The benefits and costs of Job Corps. Mathematica Policy Research: Washington, DC.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The study’s objective was to determine whether the benefits of Job Corps exceeded its costs. The authors used data on impacts from the National Job Corps Study to estimate the program’s benefits and administrative data from the Office of Job Corps to estimate the program’s costs. The study found that the benefits of Job Corps to society exceeded its costs by almost $17,000 per participant. This included positive benefits of about $20,000 to participants and negative benefits of about $3,000 to the rest of society.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://www.mathematica-mpr.com/~/media/publications/PDFs/01-jcbenefit.pdf "Step to College: Moving from the High School Career Academy through the 4 Year University","Maxwell, N. (2001). Step to College: Moving from the High School Career Academy through the 4 Year University. Evaluation Review, 25(6), 619–654.","Career Academies","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 aimed to examine the effect of attending a Career Academy on students’ secondary and post-secondary academic outcomes. The authors compared the outcomes of students who had attended a Career Academy in a large, inner-city school district in California and had applied to a medium-sized state university in California, with those of peers who had graduated from a traditional public high school in the same district and had applied to the same university. The analysis was based on university records, which provided information on student demographics, high school grade point average (GPA) and college GPA, enrollment status, and major of those students who actually attended the university. The study found that students from Career Academies had higher GPAs in college and less need for remediation in English at the university level. Students from career academies still had a high need for remediation in math and low college graduation rates, but they graduated at a 4-percent-higher rate than students from traditional high schools. The quality of causal evidence presented in this study is low, because the authors did not adequately control for the academic achievement of students before they enrolled in a career academy, nor for students’ pre-intervention financial disadvantage. This means that we are not confident that the results estimated in the study are attributable to Career Academies; other factors are likely to be responsible.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2001, "National Job Corps Study: The impacts of Job Corps on participants’ employment and related outcomes","Schochet, P., Burghardt, J., & Glazerman, S. (2001). National Job Corps Study: The impacts of Job Corps on participants’ employment and related outcomes. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","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 Training-Mod/high-Favorable impacts Training","Summary: The National Job Corps Study included several reports, including this final impact report. The report’s objective was to examine the impact of the Job Corps program on participants’ long-term earnings, employment, and other outcomes. It also described the participants’ Job Corps experiences. Job Corps offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. Its effectiveness was evaluated using a randomized controlled trial conducted in 48 states and the District of Columbia. This report found statistically significant, positive impacts of Job Corps on participants’ employment, earnings, and education and training outcomes measured after four years. The quality of the causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the Job Corps program—not other factors—caused the estimated impacts.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://wdr.doleta.gov/research/FullText_Documents/01-jcimpacts.pdf "National Job Corps Study: Assessing program effects on earnings for students achieving key program milestones","Gritz, R. M., and Johnson, T. (2001). National Job Corps Study: Assessing program effects on earnings for students achieving key program milestones. Report Prepared for the U.S. Department of Labor, Employment and Training Administration.","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 study’s objective was to estimate the impact of Job Corps on the employment and earnings of participants who obtained a general education development (GED) certificate or vocational training certificate during the course of the program. Job Corps offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. Job Corps’ overall effectiveness was evaluated using a randomized controlled trial—the National Job Corps Study (NJCS)—conducted in 48 states and the District of Columbia (see the Clearinghouse for Labor Evaluation and Research [CLEAR] profile of Schochet et al. 20011 for full results). For this report, the authors used data from the NJCS 48-month follow-up survey to match Job Corps participants to control group members who had similar propensities to obtain a GED or vocational certificate. The study found that Jobs Corps participants who completed a vocational certificate during the course of the program earned $40 to $50 per week more than their control group counterparts, and those who completed a GED earned $60 to $70 per week more. The quality of causal evidence presented in this study is moderate, the highest possible rating for a nonexperimental study. This means that we have some confidence that the estimated impacts are attributable to achieving programmatic milestones in the Job Corps program, although other factors might also have contributed.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://wdr.doleta.gov/opr/fulltext/MilestoneImpactReport-Final.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 "Retention in the United States Job Corps: Analysis and recommendations.","Ginsburg, K. R., Forke, C.M., Kinsman, S.B., Fleegler, E., Grimes, E.K., et al. (2000). Retention in the United States Job Corps: Analysis and recommendations. Philadelphia, PA: The Children’s Hospital of Philadelphia.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The study’s objective was to collect information to help Job Corps program and policy staff improve participant retention in the program. Job Corps offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth. The authors used information from the Job Corps database on the demographic and other characteristics of participants who dropped out to study the timing of and reasons for withdrawal from the program. They administered a survey to the centers with the highest and lowest retention rates, and they conducted focus groups, interviews with program staff and participants, and observations of service delivery at five Job Corps sites. The authors’ analysis of characteristics and survey responses found that students with certain characteristics—for example, older students, those who entered the program with more advanced educational attainment, and those who interacted more closely with admissions counselors at Job Corps centers—were more likely to remain in the program. However, the authors noted that these were not highly reliable predictors of whether a student would remain in the program, suggesting unobserved factors played a role as well. The qualitative analysis of focus groups, interviews, and observations indicated that the students’ motivation, emotional maturity, and interpersonal skills and the strength of the relationships between participants and staff were important determinants of retention. Based on these findings, the authors recommended launching a staff training initiative to ensure staff were prepared to communicate effectively with students, challenge them, and build their sense of connectedness with one another and the program.","Job Corps","Job search assistance and supportive services Youth programs Other training and education Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2000,http://wdr.doleta.gov/research/FullText_Documents/00-jobcorps.pdf "Career Academies: Impacts on students’ engagement and performance in high school","Kemple, J., & Snipes, J. (2000). Career Academies: Impacts on students’ engagement and performance in high school. New York: MDRC.","Career Academies","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 report’s objective was to evaluate the impact of Career Academies on students’ engagement and performance in high school three to four years after enrollment in a Career Academy. Later reports present impacts on transitions to post-secondary education measured 14 months after scheduled graduation and employment and earnings four and eight years after scheduled graduation. For this evaluation, about 2,000 9th-grade students who applied to participate in a Career Academy were randomly assigned to the treatment group and admitted into a Career Academy, or the control group, which continued to participate in general education. Data sources for this report include school transcript records, student surveys, and standardized math and reading tests. This study reported a statistically significant, positive impact on the number of vocational classes taken and credits completed to graduate, but no impacts on standardized test scores, dropout rates, or the proportion of students who applied to college or for a job. The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that the estimated impacts are attributable solely to Career Academies, not other factors.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2000,http://www.mdrc.org/sites/default/files/full_45.pdf "National Job Corps Study: Job Corps applicants’ programmatic experiences","Johnson, T., Gritz, M., & Dugan, M. (2000). National Job Corps Study: Job Corps applicants’ programmatic experiences. Seattle, WA: Battelle Memorial Institute.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report built on the process and descriptive analyses of the National Job Corps Study to understand which Job Corps program features led to positive results for applicants and participants. Job Corps offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. The authors investigated programs’ enrollment procedures, characteristics of the Job Corps centers, and program practices to identify those that seemed to be related to positive programmatic experiences for participants. The authors used data from the program’s management information system, the Bureau of Labor Statistics, and surveys of program staff. The study found that students who had admissions counselors who put the onus on them to complete the admissions process, attended smaller centers in rural areas, and had access to high quality vocational training and academic instruction were more likely to have positive programmatic outcomes than those that did not. The extent to which staff and student populations had a similar racial make-up and gender composition, and the types and variety of vocational training offered, did not appear to influence programmatic outcomes.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2000,http://wdr.doleta.gov/research/FullText_Documents/00-jc_programmatic.pdf "Evaluation of the Center for Employment Training replication sites: Interim report.","Walsh, S., Goldsmith, D., Abe, Y., & Cann, A. (2000). Evaluation of the Center for Employment Training replication sites: Interim report. Oakland, CA: Berkeley Policy Associates.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report presents an implementation analysis of 12 Center for Employment Training (CET) replication sites. The Center for Employment Training (CET) model targets economically disadvantaged youth who are not in school or employed. It delivers training in a work-like environment, requires full-time participation, and involves local employers in program design and delivery. The analysis assessed the fidelity of implementation to the CET model using qualitative data collected during site visits to 12 sites and preliminary administrative data from 8 sites. The study found that all the replication sites were generally successful in structuring services to mirror the workplace. Sites operated by CET (8 of 12) had overall higher fidelity to the model than non-CET-operated sites. Additionally, the study suggested that organizational capacity and stability are critical to replication; the 7 replication sites led by less-experienced organizations were prone to upheavals, and 4 closed during the course of the evaluation.","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2000, "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, "National Job Corps Study: Report on study implementation.","Burghardt, J., McConnell, S., Meckstroth, A., Schochet, P., Johnson, T., & Homrighausen, J. (1999). National Job Corps Study: Report on study implementation. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report describes the implementation of and lessons learned from the National Job Corps Study, a random assignment impact evaluation of Job Corps. Job Corps provides comprehensive job training to disadvantaged youth in the areas of basic education, vocational skills training, health care and education, counseling, and residential support. The authors conducted a qualitative analysis of planning and process documents for the study, as well as accounts of study team members’ first-hand experiences. The authors described the study design, sampling procedures, how they monitored sample build-up and decided when to end random assignment, and how they monitored adherence to the study’s random assignment procedures. They noted three key factors important for successful implementation of a randomized study design in an ongoing program: (1) commitment of program managers to the goals of the study and its related tasks, (2) close collaboration between research and program staff, and (3) monitoring of study procedures to ensure integrity.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1999,http://wdr.doleta.gov/research/FullText_Documents/99-jc_implement.pdf "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/ "The effects of enrollment in the Transportation Career Academy Program on student outcomes","Hanser, L., & Stasz, C. (1999). The effects of enrollment in the Transportation Career Academy Program on student outcomes. Paper presented at the American Educational Research Association (Unpublished).","Career Academies","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 enrolling in a Transportation Career Academy Program (TCAP) on students’ academic outcomes. The authors used school district administrative records of students in the six high schools included in the evaluation in school year 1996–1997. TCAP students achieved higher grade point averages, earned more credits, and had higher attendance rates than students in general academic programs. Outcomes for TCAP students were not statistically significantly different, however, from those for magnet school students. The quality of causal evidence in this study is low because the authors did not adequately control for the academic achievement of students before they enrolled in TCAP. This means we are not confident that the results estimated in the study are attributable to TCAP; other factors are likely responsible.","Transportation Career Academy Program (TCAP)","Youth programs Community college education and other classroom training Work based and other occupational training","Youth, Other barriers",,"Urban, United States",1999, "National Job Corps Study: Report on the Process Analysis","Johnson, T., Gritz, M., Jackson, R., Burghardt, J., Boussy, C., Leonard, J., & Orians, C. (1999). National Job Corps Study: Report on the Process Analysis. Submitted to the U.S. Department of Labor, Employment and Training Administration, Office of Policy and Research. Seattle: Battelle Human Affairs Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report presents a process study of the national Job Corps program. Initiated in 1964, Job Corps provides comprehensive education and employment skills training to disadvantaged youth ages 16 to 24. The study drew on survey, administrative, and qualitative data to present students’ and Job Corps centers’ characteristics across the full population of participating students and centers in 1996; sampling for site visits excluded noncontiguous states. This study was part of the National Job Corps Study that also included an impact evaluation and a benefit-cost analysis. Job Corps united federal agencies, private contractors, and unions in implementing a training and support model for disadvantaged youth. Job Corps centers generally implemented core service components with consistency. Links between outreach and admissions counselors to Job Corps centers, and job placement services, proved challenging. Findings are generally applicable to program implementation nationally; however, the study did not measure outputs such as content or quality of services, participation, or dosage.","the Job Corps Program","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1999,http://wdr.doleta.gov/opr/FULLTEXT/99-jc_analysis.pdf "National Job Corps Study: Characteristics of youths served by Job Corps.","Schochet, P. (1998). National Job Corps Study: Characteristics of youths served by Job Corps. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: One of a series of reports emanating from the National Job Corps Study, a random assignment evaluation of the Job Corps program, this report describes the characteristics of eligible Job Corps applicants and compares them with the broader national population of disadvantaged youth. The Job Corps program offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth. The authors examined data collected as part of the National Job Corps Study on the characteristics of eligible youth. The study collected data through an interview at the time of random assignment and through surveys administered 12, 30 and 48 months after it. The findings in this report are based on the data collected through baseline interviews. The authors reported that, as intended, Job Corps served disadvantaged youth, most of whom had not completed high school (about 80 percent). Eligible applicants tended to be male (about 60 percent) and members of racial or ethnic minority groups (about 70 percent; 50 percent African American). More than a quarter of applicants had been arrested before applying to Job Corps. Female applicants tended to be older, more likely to have children and to have completed high school, and less likely to admit drug use or arrests than male applicants. Compared with the broader national population of disadvantaged youth, eligible Job Corps applicants were more likely to be 16- or 17-year-old African American males from large urban areas who were high school dropouts.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1998,http://wdr.doleta.gov/opr/fulltext/99-jc_characteristics.pdf "Matching the disadvantaged to job opportunities: Structural explanations for the past successes of the Center for Employment Training.","Melendez, E., & Harrison, B. (1998). Matching the disadvantaged to job opportunities: Structural explanations for the past successes of the Center for Employment Training. Economic Development Quarterly, 12(1), 3-11.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The authors’ objective was to propose a plausible explanation for the Center for Employment Training-San Jose’s (CET) success in placing disadvantaged people into jobs. CET is a national program that provides job training for disadvantaged people and matches them with entry-level jobs. The San Jose site, the focus of this article, served a mostly Hispanic population, consisting of dislocated farm workers, mothers on public assistance, out-of-school youth, and ex-offenders. The authors reviewed findings from a recent case study on CET-San Jose and posited explanations for the program’s success. They attributed the success of the program to its ability to develop in its participants the skills necessary in the local labor market and become part of employers’ trusted recruiting networks. They also noted that CET-San Jose is embedded in a powerful social movement (West Coast Hispanic politics and culture).","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Hispanic of any race, Low-skilled, Low income",,"United States",1998, "The relative impact of a Career Academy on post-secondary work and education skills in urban, public high schools.","Maxwell, N., & Rubin, V. (1997). The relative impact of a Career Academy on post-secondary work and education skills in urban, public high schools. Hayward, CA: The Human Investment Research and Education Center discussion paper.","Career Academies","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 aimed to examine the academic and labor market outcomes of students who were enrolled in a Career Academy track in a large, West Coast, urban high school district, compared with peers enrolled in general, vocational, and academic track programs. The analysis is based on a 1996 survey of students who were high school sophomores in 1990 to 1993. Career Academy graduates reported higher graduation rates (8.7 percentage points) and higher rates of enrollment in a two- or four-year college (11.6 and 17.9 percentage points, respectively) than students in the general education track. The quality of causal evidence presented in this study is low because the authors did not adequately control for the academic achievement of students before they enrolled in a Career Academy. This means we are not confident that the results estimated in the study are attributable to Career Academies; other factors are likely responsible.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",1997, "Youth Corps: Promising strategies for young people and their communities","Jastrzab, J., Blomquist, J., Masker, J., & Orr, L. (1997). Youth Corps: Promising strategies for young people and their communities. Cambridge, MA: Abt Associates Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report provides a high-level summary of a study on Youth Corps programs, which have engaged disadvantaged youth in community service projects since 1933. An in-depth impact analysis is contained in Jastrzab et al. 1996. The study’s objective was to gain insight into participants’ contributions and experiences; analyze program impacts on educational, employment, and behavioral outcomes; and assess the costs and benefits of the programs. The authors analyzed data on initiatives sponsored by the Commission on National and Community Service in 1993 and 1994, and during that time also collected data directly from Youth Corps programs for the impact analysis and cost-benefit assessment. In addition, the authors talked with several program staff and participants. The study found that although program completion rates were low, most participants felt the program was helpful and sponsors and beneficiaries were generally satisfied with youths’ performance. The program had a significant impact on the employment and earnings of corps members. The analysis of program costs and benefits showed aggregate benefits to society.","Youth Corps Programs","Mentoring Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",1997,http://www.abtassociates.com/reports/Youth-Corps.pdf "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 "Job Training Partnership Act: Long-term earnings and employment outcomes (GAO/HEHS-96-40).","United States General Accounting Office. (1996). Job Training Partnership Act: Long-term earnings and employment outcomes (GAO/HEHS-96-40). Washington, DC: U.S. Government Printing Office.","Opportunities for Youth","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 estimate the impact of Job Training Partnership Act (JTPA) programs on the long-term earnings and employment of male and female out-of-school youth and adults. This review focuses on the findings for out-of-school youth. The programs’ effectiveness was evaluated by analyzing outcomes five years after program entry for a subset of participants in the National JTPA Study, a random assignment study that examined impacts of JTPA programs in 16 local service-delivery areas. The authors found no statistically significant impacts of JTPA on earnings or employment rates five years after program entry. The quality of the causal evidence presented in this study is high because it is a well-executed randomized controlled trial. This means we have confidence that estimated effects would be attributable to JTPA programs, and not other factors.","Job Training Partnership Act","Basic skills Community college education and other classroom training Job search assistance and supportive services Work based and other occupational training Youth programs",Youth,,"United States",1997,http://www.gao.gov/assets/230/222393.pdf "The benefits and costs of JTPA Title II-A programs: Key findings from the National Job Training Partnership Act Study","Bloom, Howard S. et. al. (1997). The benefits and costs of JTPA Title II-A programs: Key findings from the National Job Training Partnership Act Study. The Journal of Human Resources, 32(3), 549-546.1","Opportunities for Youth","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-Mixed impacts Education and skills gains","Summary: The study’s objective was to determine the impact of the offer to enroll in Job Training Partnership Act (JTPA) Title II-A programs on labor market earnings, educational and training participation and attainment, and welfare receipt compared with a control group that that was not allowed to enroll in JTPA services. About 6,000 out-of-school youth across 16 service delivery areas (SDAs) in the United States were randomly assigned to the treatment group (which was offered JTPA Title II-A services) or the control group (which could not participate in JTPA Title II services for 18 months). Although not the focus of this review, the study also randomly assigned more than 14,000 adults to treatment and control groups. Random assignment occurred from 1987 to 1989. The study team administered surveys to treatment and control group members 18 and 30 months after random assignment to collect information on earnings and educational attainment. The study found that, for female youth, JTPA had a statistically significant, positive impact on attainment of a general educational development (GED) or high school diploma after 30 months; however, this did not hold for male youth. In addition, JTPA did not have a statistically significant impact on earnings for either female or male youth who had never been arrested. The quality of the causal evidence presented in this study is high for the employment outcomes for female and male youth who had not been arrested. This means we are confident that estimated impacts are solely attributable to JTPA, and not other factors. The education outcomes for all groups, and the employment outcomes for male youth who had been arrested, have moderate evidence. This means we have some confidence that the estimated effects would be attributable to JTPA, but other factors might also have contributed.","Job Training Partnership Act","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 Youth programs",Youth,,"United States",1997, "Helping at-risk youth: Lessons from community-based initiatives.","Morley, E., & Rossman, S. (1997). Helping at-risk youth: Lessons from community-based initiatives. Washington, DC: The Urban Institute.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: The report sought to provide guidance on best practices for operating programs for at-risk youth. The authors based their conclusions on best practices from evaluations they conducted of three comprehensive, integrated programs for at-risk youth: Communities in Schools, SafeFutures, and Children at Risk. Each of these programs was designed to coordinate services across community agencies in order to prevent and mitigate risky behaviors among at-risk youth. The authors provided suggested practices in six key areas: services integration, case management, parental involvement, volunteer tutors and mentors, fund-raising and marketing, and monitoring of program outcomes to improve accountability.","Communities in Schools (CIS) and SafeFutures","Mentoring Other training and education Youth programs",Youth,,"United States",1997, "Impacts of service: Final report on the evaluation of American Conservation and Youth Service Corps.","Jastrzab, J., Masker, J., Blomquist, J., & Orr, L. (1996). Impacts of service: Final report on the evaluation of American Conservation and Youth Service Corps. Cambridge, MA: Abt Associates Inc.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to estimate the impacts of eight Conservation and Youth Service Corps programs that sought to improve educational and employment outcomes for out-of-school youth ages 18 to 25 and to improve their personal development. The full evaluation consisted of an estimation of participant impacts and cost-benefit analysis for four of eight study sites and estimation of community impacts for all eight sites. Data sources for the participant-level impact analysis included a self-administered baseline survey and enrollment form and a follow-up telephone survey conducted 15 months after random assignment. The study found statistically significant, positive impacts for program participants on the likelihood of having worked for pay since program enrollment and working a larger number of total hours since program enrollment (including time spent in the corps). The quality of the causal evidence presented in this study is moderate. This means we have some confidence that the estimated effects are attributable to the Conservation and Youth Service Corps programs, but other factors might also have contributed.","Youth Corps Programs","Job search assistance and supportive services Other training and education Youth programs",Youth,,"United States",1996, "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, "The study of the replication of the CET job training model.","Hershey, A., & Rosenberg, L. (1994). The study of the replication of the CET job training model. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: The Center for Employment Training (CET) was shown by rigorous research conducted in the 1980s to increase the earnings and employment prospects of disadvantaged youth. The U.S. Department of Labor (DOL) commissioned a study to determine whether other organizations could replicate the CET model. This study reported on early efforts by 10 replication sites to implement the key features of the CET job training model. DOL later commissioned an impact evaluation of CET replication sites, including some sites examined in this study (see CLEAR profile of Miller et al. 2005). The CET model provides individualized, intensive, full-time job training. Its focus is on integrating basic and technical skills with job placement as the final goal. CET’s advisory board and instructors are well connected to industry and help to ensure that the skills taught in the program align with those desired by employers. The authors conducted telephone interviews with staff from the CET main office in San Jose, California, telephone interviews with key staff and project directors of the 10 replication sites, and site visits to 5 of the 10 sites. The authors noted that the replication sites faced considerable challenges initiating the program, including finding a suitable space and ensuring consistent funding. When the programs began offering services, the authors reported some deviations from the CET model. In particular, they found that some sites used a screening process, rather than allowing open access to training, as specified by the CET model; some sites used whole group rather than individualized instruction; some did not integrate basic skills and technical skills training; some had not formed an advisory board to provide labor market analysis and guidance for needed training areas; and most were not placing participants into jobs at the completion of training.","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1994, "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, "Job Corps costs and outcomes","Crawford, C. (1993). Job Corps costs and outcomes. Washington, DC: Government Accountability Office.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This Government Accountability Office brief studied the costs and outcomes of the Job Corps program during program year 1991 (covering calendar year July 1991 through June 1992). Job Corps offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth. The authors used data from the Department of Labor's Office of Job Corps to explore the differences in the costs of Job Corps centers run by contractors and those run by federal agencies. They also studied the employment outcomes of Job Corps participants who received training from sole-source contractors—those awarded contracts through a non-competitive process. The authors found that the cost per participant was higher in Job Corps centers run by federal departments than in centers run by contractors. This difference was driven by variation in the types of training the centers offered. Participants in Job Corps centers operated by sole-source contractors, especially those offering training under national training contracts, tended to have higher rates of job placement than participants in other types of Job Corps centers.","Job Corps","Job search assistance and supportive services Youth programs Other training and education Work based and other occupational training","Youth, High-skilled, Low-skilled",,"United States",1993,http://www.gao.gov/assets/90/82925.pdf "JOBSTART: Final report on a program for school dropouts.","Cave, G., Bos, H., Doolittle, F. & Toussaint, C. (1993). JOBSTART: Final report on a program for school dropouts. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High 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-Unfavorable impacts Employment","Summary: The study’s objective was to examine the impact of the JOBSTART program on employment, earnings, and education and training outcomes over a four-year follow-up period. About 2,300 youth were randomly assigned to either the treatment group, which was eligible to participate in JOBSTART, or the control group, which could not participate in JOBSTART but could access other services in the community. The authors compared the outcomes of the treatment and control groups using data collected through follow-up surveys 12, 24, and 48 months after random assignment. The study found that, 48 months after random assignment, members of the treatment group were significantly more likely to have participated in education or training, and completed significantly more hours of it, compared with the control group. The treatment group was significantly less likely to be employed and earned significantly less than the control group in the first year after random assignment. There were no significant impacts on earnings or employment outcomes in later follow-up years. 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 JOBSTART program, and not to other factors.","the JOBSTART Program","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1993,http://www.mdrc.org/sites/default/files/full_416.pdf "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,