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 "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 "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 (Unpublished doctoral dissertation).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… "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… "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… "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… "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 "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… "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 "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 "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 "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… "Testing rapid connections to subsidized private sector jobs for low-income individuals in San Francisco: Implementation and early impacts of the STEP Forward program","Walter, J, Navarro, D, Anderson, C., & Tso, A. (2017). Testing rapid connections to subsidized private sector jobs for low-income individuals in San Francisco: Implementation and early impacts of the STEP Forward program. OPRE Report 2017-103. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Apprenticeship and Work-Based Training","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 study’s objective was to examine the impact of STEP Forward on employment, earnings, and education outcomes. The authors used a randomized controlled trial to estimate impacts of enrollment in STEP Forward, using administrative data on enrollees and enrollees’ self-reported data. The study found that people enrolled in STEP Forward were more likely to become employed and earned more after random assignment than people in the control group. There were no significant differences between the groups in their education outcomes. 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 STEP Forward, and not to other factors.","STEP Forward","Adult and Dislocated Worker programs Job search assistance and supportive services","Other barriers",,"Urban, United States",2017,https://www.acf.hhs.gov/opre/resource/testing-rapid-connections-subsidized-priv… "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 "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… "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… "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 "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 "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 "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… "Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe","Fenton, R., Nyamukapa, C., Gregson, S., Robertson, L., Mushati, P., Thomas, R., & Eaton, J.W. (2016). Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe. Psychology, Health & Medicine, 21(8), 909-917.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of conditional cash transfers (CCT) and unconditional cash transfers (UCT) on child labor and schooling outcomes. This summary focuses on the comparison between the CCT group and the UCT group. The study was a randomized controlled trial in which households were randomly assigned to receive one of two cash transfers (conditional or unconditional) or to participate in the control group that did not receive a cash transfer. Using household survey data, the authors analyzed the impact of the treatment conditions on child labor and schooling outcomes a year after the intervention began. The study found that the CCT group had significantly higher levels of school attendance than the UCT group for the least poor households. However, the study found no statistically significant difference in the number of hours worked between the two groups. The quality of causal evidence presented in this report is low because it based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before receiving the cash transfers. This means we are not confident that the estimated effects are attributable to the cash transfers; other factors are likely to have contributed.","Cash Transfer Program","Child labor","Other barriers, Other, Low income",,International,2016,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044770/ "Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe","Fenton, R, Nyamukapa, C., Gregson, S., Robertson, L., Mushati, P., Thomas, R., & Eaton, J.W. (2016). Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe. Psychology, Health & Medicine, 21(8), 909-917","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of conditional cash transfers (CCT) and unconditional cash transfers (UCT) on child labor and schooling outcomes. This summary focuses on the comparison between the UCT group and the control group. The study was a randomized controlled trial in which households were randomly assigned to receive one of two cash transfers (conditional or unconditional) or to participate in the control group that did not receive a cash transfer. Using household survey data, the authors analyzed the impact of the treatment conditions on child labor and schooling outcomes a year after the intervention began. The study found that receipt of an unconditional cash transfer was significantly associated with an increases in school attendance for the poorest households, but not significantly related to child labor outcomes. The quality of causal evidence presented in this report is low because it based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before receiving the cash transfers. This means we are not confident that the estimated effects are attributable to the unconditional cash transfers; other factors are likely to have contributed.","Cash Transfer Program","Child labor","Other barriers, Other, Low income",,International,2016,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044770/ "Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe","Fenton, R., Nyamukapa, C., Gregson, S., Robertson, L., Mushati, P., Thomas, R., & Eaton, J. W. (2016) Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomized controlled trial in Zimbabwe. Psychology, Health & Medicine, 21(8), 909-917","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of conditional cash transfers (CCT) and unconditional cash transfers (UCT) on child labor and schooling outcomes. This summary focuses on the comparison between the CCT group and the control group. The study was a randomized controlled trial in which households were randomly assigned to receive one of two cash transfers (conditional or unconditional) or to participate in the control group that did not receive a cash transfer. Using household survey data, the authors analyzed the impact of the treatment conditions on child labor and schooling outcomes a year after the intervention began. The study found that receipt of a conditional cash transfer was significantly associated with a reduction in child work and increases in school attendance for the poorest households. The quality of causal evidence presented in this report is low because it based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before receiving the cash transfer. This means we are not confident that the estimated effects are attributable to the conditional cash transfer; other factors are likely to have contributed.","Cash Transfer Program","Child labor","Other barriers, Other, Low income",,International,2016,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044770/ "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… "Enhanced vocational rehabilitation for veterans with mild traumatic brain injury and mental illness: Pilot study","O’Connor, M. K., Mueller, L., Kwon, E., Drebing, C. E., O’Connor, A. A., Semiatin, A., & Daley, R. (2016). Enhanced vocational rehabilitation for veterans with mild traumatic brain injury and mental illness: Pilot study. Journal of Rehabilitation Research & Development, 53(3), 307-319.",Veterans,"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 an embedded cognitive rehabilitation intervention on employment and earnings. The study was a randomized controlled trial with the authors using administrative data. The study found no statistically significant relationships between an embedded cognitive rehabilitation intervention and employment and earnings after one year. 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 an embedded cognitive rehabilitation intervention; other factors are likely to have contributed.","the cognitive rehabilitation intervention","Substance abuse recovery Vocational rehabilitation","Other barriers, Male, Veteran or military",,"United States",2016,http://search.proquest.com/openview/ee479834dd8beedff02771b00bc95e0a/1?pq-origs… "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 "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… "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 "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… "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, "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&… "Cash transfer programme, productive activities and labour supply: Evidence from a randomised experiment in Kenya","Asfaw, S., Davis, B., Dewbre, J., Handa, S., & Winters, P. (2014). Cash transfer programme, productive activities and labour supply: Evidence from a randomised experiment in Kenya. The Journal of Development Studies, 50(8), 1172-1196. doi: 10.1080/00220388.2014.919383","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of a monthly cash transfer program on household food consumption, resources, and work, including child labor. The study used survey data from a clustered randomized controlled trial. Households from seven districts in Kenya were randomly assigned to either the treatment or control group. Within those locations, 20 percent of the poorest households were recruited if they had one or more children 17 years old or younger who was an orphan or had a chronically ill parent or caregiver.  The study found a statistically significant relationship between the program and a reduction in farm labor for children ages 10-15. This relationship was significant for boys but not for girls. There was also a statistically significant relationship between the program and an increase in school enrollment for children ages 12-18. 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 groups were similar at baseline. This means we are not confident that the estimated effects are attributable to the Kenya Cash Transfer Programme for Orphans and Vulnerable Children; other factors are likely to have contributed.","Kenya Cash Transfer Programme for Orphans and Vulnerable Children (CT-OVC) Experiment","Child labor","Other barriers, Other, Low income",,International,2014, "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 "Twelve-month employment intervention outcomes for drug-involved offenders","Webster, J. M., Staton-Tindall, M., Dickson, M. F., Wilson, J. F., & Leukefeld, C. G. (2014). Twelve-month employment intervention outcomes for drug-involved offenders. American Journal of Drug & Alcohol Abuse, 40(3), 200-205.",Reentry,"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 a drug court employment intervention on participants’ employment and earnings one year after the intervention. The study is a randomized controlled trial. A total of 500 participants at two drug court sites in Kentucky were randomly assigned to receive either an employment intervention and a standard drug court program (the treatment group) or a standard drug court program alone (the control group). Using self-reported survey data from participants, the authors compared outcomes for the treatment and control groups. The study found that members of the treatment group worked an average of 210 days in the year after random assignment compared with 200 days for the control group; this was a statistically significant difference. The study found no significant impacts of the intervention on earnings. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial for which the study did not provide enough information to demonstrate that the groups had similar response rates on the survey, and it also did not account for other factors that could have affected the difference between the treatment and control groups. This means we are not confident that the estimated effects are attributable to the employment intervention; other factors are likely to have contributed.","the employment intervention","Substance abuse recovery Other employment and reemployment Reentry","Justice-involved, Other barriers",,"United States",2014,https://doi.org/10.3109/00952990.2013.858722 "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 "Effects of cash transfers on child labor and schooling in Kenya","Owoko, S. A. (2014). Effects of cash transfers on child labor and schooling in Kenya (Unpublished master's thesis). Nairobi, Kenya: University of Nairobi.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The objective of the study was to assess the impact of Kenya’s Cash Transfer to the Orphaned and Vulnerable Children (CT-OVC) program on children’s participation in work and school. The study used a post-test only design to assess differences in school enrollment and work participation between 5-17 year-old children in the CT-OVC program and those who were not in the program. The study found that receipt of the cash transfer was significantly related to lower rates of child labor and higher rates of school enrollment. 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 CT-OVC; other factors are likely to have contributed.","Kenya Cash Transfer for Orphans and Vulnerable Children Program (Kenya CT-OVC)","Child labor","Other barriers, Other",,International,2014, "Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College","Sommo, C., Boynton, M., Collado, H., Diamond, J., Gardenhire, A., Ratledge, A., . . . Weiss, M. J. (2014). Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mathematics Access Performance Scholarship (MAPS) on completion of developmental and college-level math, credits attempted and earned, and retention at two Hillsborough Community College campuses in Florida (the Dale Mabry campus and the Brandon campus). Developmental math students were randomly assigned to the MAPS program or to the control group. College transcripts were used to assess outcomes. The study found that students in the treatment group attempted and earned more math credits and were more likely to complete Intermediate Algebra (a developmental math course). The quality of causal evidence provided in this study is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the MAPS program and not to other factors.","the Mathematics Access Performance Scholarship (MAPS)","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2014,http://test.mdrc.org/sites/default/files/PBS-HCC%202014%20Full%20Report.pdf "Reducing child labour in Panama: An impact evaluation","Andisha, N., Chiquito-Saban, O., Emmerich, E., Figueroa, A., Jiang, Y., Lee, J. H., Manning, D., Ortega-Sanchez, A., & Gawande, K. (2014.) Reducing child labour in Panama: An impact evaluation. Journal of Development Effectiveness, 6(2), 128-146.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor","Summary: The study’s objective was to examine the impact of two components of the DESTINO program—CEC (a tutoring course) and EPA (an alternative primary school program)—on children’s participation in agricultural work in Panama. This summary focuses on the comparison between the EPA treatment group and the comparison group. The study used a nonexperimental comparison group design. Using post-intervention survey data, the authors compared the outcomes for children receiving the EPA program to children over 12, who had not received the CEC program and were not attending school. The study found that there were no significant relationships between participation in the EPA program and child work participation or hours worked. 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 EPA program; other factors are likely to have contributed.","DESTINO’s EPA program","Child labor","Other barriers, Other",,International,2014,https://www.researchgate.net/publication/271673211_Reducing_child_labour_in_Pan… "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, "Reducing child labour in Panama: An impact evaluation","Andisha, N., Chiquito-Saban, O., Emmerich, E., Figueroa, A., Jiang, Y., Lee, J. H., Manning, D., Ortega-Sanchez, A., & Gawande, K. (2014.) Reducing child labour in Panama: An impact evaluation. Journal of Development Effectiveness, 6(2), 128-146.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor","Summary: The study’s objective was to examine the impact of two components of the DESTINO program—CEC (a tutoring course) and EPA (an alternative primary school program)—on children’s participation in agricultural work in Panama. This summary focuses on the comparison between the CEC treatment group and the comparison group. The study used a nonexperimental comparison group design. Using post-intervention survey data, the authors compared the outcomes for children in schools receiving CEC services to those that were the same age as the CEC children but did not participate in the program. The study found that participation in the CEC program was significantly associated with a reduction in the number of hours that children worked per day but not the probability of children working. 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 CEC program; other factors are likely to have contributed.","DESTINO’s CEC program","Child labor","Other barriers, Other",,International,2014,https://www.researchgate.net/publication/271673211_Reducing_child_labour_in_Pan… "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, "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, "Perfectionism moderates stereotype threat effects on STEM majors’ academic performance","Rice, K., Lopez, F., Richardson, C., & Stinson, J. (2013). Perfectionism moderates stereotype threat effects on STEM majors’ academic performance. Journal of Counseling Psychology, 60(2), 287-293.","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 “stereotype threat priming” on students’ grades in postsecondary science, technology, engineering, and mathematics (STEM) courses and on self-reported feelings of self-efficacy in science. The authors argued that women and racial minorities perform worse in certain fields, such as STEM, when they feel threatened by stereotypes implying that their gender or race makes them inferior to their male or white peers. For this study, the authors primed treatment students to think about their gender, race, and ethnicity before completing a survey to measure self-efficacy in science. This priming was intended to make feelings of stereotype threat more acute. The study randomly assigned students majoring in a STEM field to either the treatment group, which received stereotype threat priming before taking the survey, or the control group, which took the same survey but did not receive stereotype threat priming. The authors collected data from an author-generated online survey on feelings of self-efficacy and from academic records for course grades. The study found that the stereotype threat priming had no significant effects by gender when comparing outcomes for the treatment and control groups. The quality of causal evidence presented in this report is low because this is a randomized controlled trial with unknown attrition, and the authors did not control for background characteristics likely to affect the outcomes of interest. This means we are not confident that the estimated effects would have been attributable to stereotype threat priming; other factors are likely to have contributed.","the Evaluation of Stereotype Threat Priming","Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Other barriers, Female, STEM professional",,"United States",2013, "Early college, early success: Early college high school initiative impact study","Berger, A., Turk-Bicakci, L., Garet, M., Song, M., Knudson, J., Haxton, C., Zeiser, K., Hoshen, G., Ford, J., Stephan, J., Keating, K., & Cassidy, L. (2013). Early college, early success: Early college high school initiative impact study. Washington, DC: American Institutes for 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 effect of Early Colleges, which exposed high school students to college classes, on students’ high school achievement, persistence, and graduation; college enrollment; and college degree attainment. The study compared outcomes for students who participated in the Early Colleges’ admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment. The study found that Early Colleges had positive and statistically significant effects on high school and college achievement. 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 being offered admission in an Early College, and not to other factors.","Early Colleges",,"Other barriers",,"United States, Urban",2013,http://www.air.org/sites/default/files/downloads/report/ECHSI_Impact_Study_Repo… "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, "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 "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 "Effect of the Mchinji Social Cash Transfer Pilot Scheme on children's schooling, work and health outcomes: A multilevel study using experimental data","Luseno, W. K. (2012). Effect of the Mchinji Social Cash Transfer Pilot Scheme on children's schooling, work and health outcomes: A multilevel study using experimental data (Doctoral dissertation). University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. Retrieved from ProQuest Dissertations & Theses A&I (Accession No. 1240627043).","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Mixed impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The objective of the study was to examine the impact of the Mchinji Social Cash Transfer Pilot Scheme (SCTPS) on child labor and school outcomes.  The study was a randomized controlled trial conducted in the Mchinji district of Malawi. Within the district, eight villages were randomly assigned to either the treatment or control groups. Using survey data, the author compared the child labor and school outcomes of children ages 6-17 in households that received the cash transfer with those that did not receive the cash transfer. The study found that when compared to the control group, children in the Mchinji SCTPS program had significantly: 1) increased school enrollment; 2) fewer school absences; and 3) worked fewer hours outside of the home. An unexpected finding was that children participating in the Mchinji SCTPS also had significantly higher rates of domestic work when compared to children 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 Mchinji Social Cash Transfer Pilot Scheme and not to other factors.","Mchinji Social Cash Transfer Pilot Scheme (SCTPS)","Child labor","Other barriers, Other, Low income",,International,2012,https://cdr.lib.unc.edu/indexablecontent/uuid:7052544c-df44-46b5-aa01-500991b72… "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 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, "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, "Transformative graduate education programs: An analysis of impact on STEM and non-STEM Ph.D. completion","Kniola, D., Chang, M., & Olsen, D. (2012). Transformative graduate education programs: An analysis of impact on STEM and non-STEM Ph.D. completion. Higher Education, 63(4), 473–495. doi:10.1007/s10734-011-9453-8","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 determine whether universities participating in Transformative Graduate Education Programs (TGPs) conferred a greater number of science, technology, engineering, and mathematics (STEM) doctoral degrees, particularly to women and underrepresented candidates of color. The study also examined whether TGPs resulted in a greater number of non-STEM doctoral degrees, but that is not the focus of this review. The authors analyzed data from the Integrated Postsecondary Education Data System to estimate the impact of a university’s participation in one of seven TGPs during the 2003–2005 period, controlling for institutional characteristics. The study found that TGPs were associated with a higher number of doctoral degrees awarded in STEM fields to women across all institutions. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to universities’ participation in TGPs. Other factors are likely to have contributed.","Transformative Graduate Education Programs (TGPs)","Science, Technology, Engineering, and Math (STEM) programs","Other barriers, Female, STEM professional",,"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, "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, "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 "Cash transfers and children's education and labour among Malawi's poor","Miller, C., & Tsoka, M. (2012). Cash transfers and children's education and labour among Malawi's poor. Development Policy Review, 30(4), 499-522. doi:10.1111/j.1467-7679.2012.00586.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The purpose of the study was to assess the effects of an unconditional cash transfer program, the Malawi Social Cash Transfer Scheme (SCTS), on child school participation and child labor. To assess the program’s effects, the authors used a randomized controlled trial in which villages were randomly assigned to the treatment group, which would receive the intervention, and the control group, which would not. Child labor was assessed using household surveys, and schooling outcomes were assessed using household surveys and school records. To understand the program’s impact on child school and work participation, the authors compared change in these outcomes over the first year of the program. The study found that children participating in the intervention had significantly greater decreases in school absences over one year, relative to the comparison group. In addition, over one year there was a significantly lower increase in the percent of both boys and girls who worked for income if they were in the intervention group rather than the comparison group. 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 treatment and control groups were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Malawi Social Cash Transfer Scheme, but other factors might also have contributed.","Malawi Social Cash Transfer Scheme","Child labor","Other barriers, Other, Low income",,International,2012,http://interactions.eldis.org/sites/interactions.eldis.org/files/database_sp/Ma… "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, "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 "Does trade adjustment assistance make a difference?","Reynolds, K. M., & Palatucci, J. S. (2012). Does trade adjustment assistance make a difference? Contemporary Economic Policy, 30(1), 43-59. [TAA versus no TAA]","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 Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of Trade Adjustment Assistance (TAA) on the employment and earnings of displaced manufacturing workers. The authors investigated similar research questions in another study, examining the impact of TAA services including training relative to TAA services not including training, the profile of which is available [here]. The study uses a nonexperimental design to compare the outcomes of workers displaced from manufacturing jobs from 2003 to 2005 who received services through TAA with the outcomes of a comparison group of workers displaced during the same period who likely did not receive assistance. The authors collected data on the treatment and comparison groups from different sources. Data for program participants were based on U.S. Department of Labor Trade Act Participant reports. Data for the comparison group were based on the Displaced Worker Survey from the Current Population Survey. The study did not find statistically significant relationships between receiving TAA and the employment or earnings of participants compared with those who did not receive assistance from the program. The quality of causal evidence provided in this study is low because the study uses a nonexperimental design, and the authors did not demonstrate that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to TAA; other factors are likely to have contributed.","Trade Adjustment Assistance (TAA)-Funded Training","Adult and Dislocated Worker programs Job search assistance and supportive services Work based and other occupational training","Other barriers",,"United States",2012,http://faculty.smu.edu/Millimet/classes/eco7377/papers/reynolds%20palatucci%202… "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, "Working toward Wellness: Telephone care management for Medicaid recipients with depression, thirty-six months after random assignment","Kim, S., LeBlanc, A., Morris, P., Simon, G., & Walter, J. (2011). Working toward Wellness: Telephone care management for Medicaid recipients with depression, thirty-six months after random assignment. OPRE report 2011-21. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.  ","Low-Income Adults","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 the impacts of a telephone care management program, Working toward Wellness (WtW), on low-income depressed parents’ employment and earnings. The study used a randomized controlled trial design, assigning eligible parents to either the WtW program or existing services. The authors used data from a 36-month follow-up survey to estimate program impacts, adjusting for sample members’ characteristics before random assignment. The study did not find any statistically significant effects of the WtW program on employment or 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 would be confident that any estimated effects would be attributable to WtW and not to other factors. However, the study did not find statistically significant effects.","Working toward Wellness (WtW)","Health Behavioral Interventions","Other barriers",,"United States",2011,http://www.acf.hhs.gov/sites/default/files/opre/medicaid_depression.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, "Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program","Weiss, M., Brock, T., Sommo, C., Rudd, T., & Turner, M.C. (2011). Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the two-semester Enhanced Opening Doors program at Chaffey Community College near Los Angeles, California. Students in the Enhanced Opening Doors program took a college success course that covered personal goals, study skills, and college rules; students also had to attend a student success center for tutoring sessions. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was required to participate in the Enhanced Opening Doors program, or the control group, which was not required to participate in the program. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree-attainment information from the National Student Clearinghouse. The study reported outcomes for the four years following random assignment. The study found that in any of the follow-up years and cumulatively from the first through fourth follow-up years, the program did not have a significant impact on the number of semesters enrolled in college, the number of cumulative credits earned, enrollment in a four-year college, or earning a degree or certificate. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Enhanced Opening Doors program, and not to other factors.","the Enhanced Opening Doors Program at Chaffey Community College","Community college education and other classroom training","Adult, Other barriers",,"United States",2011,http://www.mdrc.org/sites/default/files/full_506.pdf "Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges","Weissman, E., Butcher, K. Schneider, E., Teres, J., Collado, H., Greenberg, D., & Welbeck, R. (2011). Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on academic progression, persistence, and credit accumulation among students in need of developmental math courses at Queensborough and Houston Community Colleges. This study was a randomized controlled trial that compared the course passage rates, registration rates, and number of credits earned for the treatment and control groups during the program semester and one (Houston) or two (Queensborough) post-program semesters. The primary data source was transcript data from the colleges. The study found that at Queensborough, learning community students were significantly more likely than control group students to pass developmental math in the program semester and the second math class in their sequence during the next semester. At Houston, students in the treatment group were significantly more likely than control group students to pass any developmental math course in the program or first post-program semester.  The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration at Queensborough Community College and at Houston Community College, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2011,http://files.eric.ed.gov/fulltext/ED516646.pdf "Stemming inequality? Employment and pay of female and minority scientists and engineers in the federal and private sectors","Oh, S., & Lewis, G. (2011). Stemming inequality? Employment and pay of female and minority scientists and engineers in the federal and private sectors. Social Science Journal, 48(2), 397-403.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study investigated the relationships among sector (federal or private); science, technology, engineering, and mathematics (STEM) occupation; gender or racial minority status; and earnings to determine whether federal- or private-sector STEM positions offer the greatest financial opportunities for female and racial minority STEM professionals. The authors compared the earnings of male and female STEM and non-STEM public sector employees in 1983 and 2003 using a 1 percent sample of the Office of Personnel Management’s Central Personnel Data File. To compare public- and private-sector outcomes, the authors also analyzed a 5 percent sample of the 2000 U.S. Census, examining differences in STEM and non-STEM public and private employees’ salaries by gender and race. The study found that women in public sector STEM positions earned 7.2 percent less than men in comparable public sector positions in 1983 even after controlling for education, STEM field, tenure, age, and race. This gender pay gap disappeared in the 2003 sample. Race and gender pay disparities, measured as the average difference in pay between racial minorities or women and white men, are smaller in the federal than the private sector and for STEM relative to non-STEM occupations. For example, in 1999, black male federal STEM employees earned 8.3 percent less than white men, compared to a pay gap of 10.9 percent for black male private sector STEM employees. For black men in non-STEM occupations, the pay gap relative to white men was 11.1 percent in the public sector and 20.6 percent in the private sector.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Other barriers, Female, STEM professional","Professional, scientific, and technical services","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, "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, "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, "Veterans Health Administration transitional work experience vs. job placement in veterans with co-morbid substance use and non-psychotic psychiatric disorders","Penk, W., Drebing, C.E., Rosenheck, R.A., Krebs, C., Van Ormer, A., & Mueller, L. (2010). Veterans Health Administration transitional work experience vs. job placement in veterans with co-morbid substance use and non-psychotic psychiatric disorders. Psychiatric Rehabilitation Journal, 33(4), 297-307.",Veterans,"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 a transitional work experience (TWE) program, within the Veterans Health Administration’s (VHA’s) Compensated Work Therapy (CWT) program, on outcomes related to employment and earnings for veterans with certain psychiatric diagnoses and substance use disorders. The study used a randomized controlled trial design and compared treatment and control groups on self-reported employment and earnings outcomes, which were collected 6 and 12 months after enrollment in the study. The study found that those who participated in TWE (the treatment group) worked more total hours and more weeks, and earned more income, over the 12-month period than the control group. The quality of causal evidence presented in this report is low for employment and earnings outcomes because the randomized controlled trial design was compromised and authors did not account for existing differences between the treatment and control groups. This means we are not confident that the estimated effects are attributable to the transitional work experience program; other factors are likely to have contributed.","the Compensated Work Therapy transitional work experience program","Other health and safety Substance abuse recovery Veterans' reemployment","Other barriers, Veteran or military",,"United States",2010,https://psycnet.apa.org/record/2010-08280-008 "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, "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 "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, "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 "Effect of job skills training on employment and job seeking behaviors in an American Indian substance abuse treatment sample.","Foley, K., Pallas, D., Forcehimes, A., Houck, J., Bogenschutz, M., Keyser-Marcus, L., & Svikis, D. (2010). Effect of job skills training on employment and job seeking behaviors in an American Indian substance abuse treatment sample. Journal of Vocational Rehabilitation, 33(2010), 181-192.","Job Search Assistance","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","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 workshops for job seekers on employment and training outcomes. The study used a randomized controlled trial (RCT) design, in which eligible participants were randomly assigned to the treatment group, which could participate in the job seeker workshops, or the control group, which could not participate. The authors used follow-up surveys three and six months after random assignment to measure self-reported employment and training outcomes. The study found that three months after workshop participation, the treatment group spent fewer hours on training activities than the control group; the study did not find any significant impacts of the job seekers’ workshop on the number of hours spent on work or percentage of each group who were employed at the three-month follow-up. The quality of causal evidence presented in this report is high for the percentage employed and hours spent on work and training outcomes collected at the three-month follow-up because those outcomes were based on a well-implemented RCT with low attrition. This means we are confident that the estimated effects are attributable to the job seekers’ workshop, and not to other factors. However, the quality of causal evidence presented in this report is low for the days to employment outcomes at the three-month follow-up and all outcomes at the six-month follow-up. This means we are not confident that the estimated effects are attributable to the job seekers’ workshop; other factors are likely to have contributed.","Job Seekers’ Workshop","Job search assistance and supportive services","Other barriers, Unemployed, American Indian or Alaska Native",,"United States",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","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, "Pennsylvania Certified Peer Specialist Initiative: Training, employment and work satisfaction outcomes.","Salzer, M. S., Katz, J., Kidwell, B., Federici, M., & Ward-Colasante, C. (2009). Pennsylvania Certified Peer Specialist Initiative: Training, employment and work satisfaction outcomes. Psychiatric Rehabilitation Journal, 32(4), 301-305.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study examined the relationship between Certified Peer Specialist training and employment for training participants. The authors compared employment rates for participants before and after the training program using training program records and data from a survey administered one year after the training program. The study found that a higher percentage of training participants were employed after the Certified Peer Specialist training than before the training. 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 Certified Peer Specialist training; other factors are likely to have contributed.","Certified Peer Specialist training","Substance abuse recovery Other training and education","Other barriers",,"United States",2009,https://psycnet.apa.org/doi/10.2975/32.4.2009.301.305 "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 "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 "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, "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, "Implementation of supported employment for homeless veterans with psychiatric or addiction disorders: Two-year outcomes","Rosenheck, R. A., & Mares, A. S. (2007). Implementation of supported employment for homeless veterans with psychiatric or addiction disorders: Two-year outcomes. Psychiatric Services, 58(3), 325-333.",Veterans,"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 examined the impact a newly implemented Individual Placement and Support (IPS) program had on employment and earnings outcomes of homeless veterans who were diagnosed with a psychiatric or substance abuse problem. The study team compared raw and adjusted outcome data for veterans who received IPS services and veterans who did not. The team used study participant interviews, activity logs, and employer contacts as data sources. The study found a statistically significant relationship between participation in the IPS program and competitive employment. The quality of causal evidence presented in this report is low because the data on the two groups were not collected at the same time. 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 (IPS)","Substance abuse recovery Job search assistance and supportive services Veterans' reemployment","Other barriers, Veteran or military, Homeless",,"United States",2007,https://ps.psychiatryonline.org/doi/full/10.1176/ps.2007.58.3.325 "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, "Case management for dually diagnosed individuals involved in the criminal justice system","Godley, S. H., Finch, M., Dougan, L., McDonnell, M., McDermeit, M., & Carey, A. (2000). Case management for dually diagnosed individuals involved in the criminal justice system. Journal of Substance Abuse Treatment, 18(2), 137–148.",Reentry,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains Employment-Low-Unfavorable impacts Employment Public benefits receipt-Low-Unfavorable impacts Public benefit receipt","Summary: The study’s objective was to examine the relationship between the Treatment Alternatives for Safe Communities/Mental Illness Substance Abuse (TASC/MISA) program and a range of outcomes, including education and training, employment, public benefit receipt, and recidivism outcomes. The authors used a nonexperimental interrupted time series (ITS) study design to compare the outcomes of people with prior justice-system contact and mental health and substance abuse issues, before and after participating in the TASC/MISA program. Using survey data, the authors looked at the change in participants’ Addiction Severity Index (ASI) scores, incarceration, and other outcomes between baseline and six months following program intake. The study found that program participation was associated with less favorable employment and education outcomes but favorable recidivism outcomes. Associations between participation and public benefit receipt outcomes were mixed. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects on education and training, employment, public benefit receipt, and recidivism outcomes are attributable to the program; other factors are likely to have contributed.","the Treatment Alternatives for Safe Communities/Mental Illness Substance Abuse (TASC/MISA) program","Substance abuse recovery Reentry","Justice-involved, Other barriers",,"United States",2000,https://doi.org/10.1016/S0740-5472(99)00027-6 "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 "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, "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, "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/ "Addressing literacy needs at work: Implementation and impact of workplace literacy programs","Moore, M., Myers, D., & Silva, T. (1998). Addressing literacy needs at work: Implementation and impact of workplace literacy programs. Washington, DC: Mathematica Policy Research, Inc.","Low-Income Adults","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’s objective was to examine the impact of workplace literacy programs on workers’ literacy and career and educational attainment. The authors randomly assigned workers in three sites to either the treatment group, which could participate in the workplace literacy program, or the control group, which was barred from participating in the program for a period of time. The authors estimated impacts of the program by comparing outcomes of the two groups, controlling for the probability of their participation. The study did not find any statistically significant effects of the workplace literacy programs on GED attainment, employment, average weekly earnings, or standardized literacy assessments. The quality of causal evidence presented in this report is high for most outcomes because it was based on a well-implemented randomized controlled trial. This means we have confidence that any estimated effects would be attributable to the workplace literacy programs studied and not to other factors; however, the study found no statistically significant effects.","the Workplace Literacy Programs Studied","Other employment and reemployment Other training and education","Other barriers",,"United States",1998,http://www.mathematica-mpr.com/~/media/publications/PDFs/education/workplace_li… "Enhancing substance abuse treatment with case management: Its impact on employment","Siegal, H. A., Fisher, J. H., Rapp, R. C., & Kelliher, C. W. (1996). Enhancing substance abuse treatment with case management: Its impact on employment. Journal of Substance Abuse Treatment, 13(2), 93-98.",Veterans,"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 aimed to examine the impact of a strengths-based case management intervention on veterans’ employment and earnings. Even though the treatment and control groups were randomly assigned, the study used a pre/post analysis design to compare all participants before the study to all participants six months after the study began. The study collected data using the Addiction Severity Index (ASI-5) and study-created measures including levels of drug use, substance abuse treatment history, health and psychiatric status, occupational and education functioning, living situation, relationship with family and peers, and HIV risk status. The study found all study participants, including those in the intervention and control groups, increased earnings and days employed at the six-month follow-up. 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 strengths-based case management; other factors are likely to have contributed.","the strengths-based case management","Substance abuse recovery Job search assistance and supportive services Veterans' reemployment","Other barriers, Veteran or military",,"United States",1996,https://doi.org/10.1016/0740-5472(96)00029-3