Title,Citation,Topic_area,Study_type,Study_evidence_rating,Outcome_effectiveness,Findings,Intervention_program,Topics,Target_population,Firm_characteristics,Geographic_setting,Original_publication_date,Original_publication_link
"Synthesis Report: Research Synthesis: Opportunities for Youth",,"Opportunities for Youth",,,,"Findings:

  
  
  

  
  
  

  
  
  

          Successful programs often involved a substantial time commitment from participating youth.

          Many successful programs involved a job placement component or job search assistance.

          Positive impacts tended to be realized in the short term and fade over time.

          More information is needed on the replicability of some programs.",,"Youth programs","Youth, Disconnected youth",,,,
"Synthesis Report: Evidence on the Effectiveness of Career Academies for High School Students",,"Career Academies",,,,"Findings:

  
  
  

  
  
  

  
  
  

          Career Academies produced strong and sustained increases in students’ post-high school earnings. These impacts were concentrated among young men.

          Career Academies did not increase educational attainment.

          Implementing all three program components proved somewhat challenging.","Career Academies",,"Youth, Adult",,,,
"The effects of youth employment: Evidence from New York City lotteries.","Gelber, A., Isen, A., & Kessler, J. B. (2016). The effects of youth employment: Evidence from New York City lotteries. The Quarterly Journal of Economics, 131(1), 423-460.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to examine the impact of the Summer Youth Employment Program (SYEP) on the employment rate, earnings, and college enrollment of New York City youth 14 to 21 years old.
The authors compared the employment rate, earnings, and college enrollment of the treatment group, youth who won a random lottery for the SYEP program and chose to participate in it, with those of the control group, youth who applied to the program but were not randomly selected to participate. The study used data from the Internal Revenue Service to measure outcomes over a five-year period.
The study found that, compared with earnings of the control group, the treatment group had significantly higher earnings in the year of participation in SYEP, but significantly lower earnings in the following three years. The treatment group also had a significantly higher probability of being employed in any job during the year of participation in SYEP and the first follow-up year compared with the employment probability of the control group.
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the SYEP program, and not to other factors.","Summer Youth Employment Program (SYEP)","Youth programs","Youth, Disconnected youth",,"United States",2016,
"Becoming adults: One year impact findings from the youth villages’ Transitional Living evaluation","Valentine, E.J., Skemer, M., & Courtney, M.E. (2015). Becoming adults: One year impact findings from the youth villages’ Transitional Living evaluation. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to examine the impact of the Transitional Living program on education, earnings, and recidivism outcomes.
The authors used a randomized controlled trial and estimated impacts by comparing the means of the treatment and control groups. Outcome data on education, earnings, and criminal involvement came from a 12-month survey conducted by the authors.
The study found a statistically significant impact on earnings only. Youth in the treatment group earned an average $611 more than youth in the control group.
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Transitional Living, and not to other factors.","Transitional Living","Basic skills Other training and education Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2015,http://www.mdrc.org/sites/default/files/Becoming_Adults_FR.pdf
"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&…
"Substance Use Treatment and Reentry (STAR) program: Final evaluation report","Hunter, S. B., & Huang, C. Y. (2014). Substance Use Treatment and Reentry (STAR) program: Final evaluation report. Santa Monica, CA: RAND Corporation.",Reentry,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Unfavorable impacts
      
    
  
              


      
            Employment","Summary:

	The study’s objective was to examine the impact of the Substance Use Treatment and Reentry (STAR) program on post-release employment and recidivism outcomes for justice-involved young adults in California.
	The authors used an interrupted time series design to compare the outcomes of justice-involved young adults before and after participating in the STAR program. They assessed the change in participants’ scores on the Center for Substance Abuse Treatment (CSAT) Government Performance Reporting Act assessments, which were administered at baseline and at 3, 6, and 12 months following program intake.
	The authors found statistically significant relationships between program participation and employment and recidivism outcomes. At six months after program intake, employment decreased by 26.7 percentage points but the number of participants who spent any time in a confined setting (jail, prison, juvenile hall) decreased by 11.5 percentage points.
	The quality of causal evidence presented in this report is low because the authors did not account for trends in outcomes before the intervention. This means we are not confident that the estimated effects on employment and recidivism are attributable to the program; other factors are likely to have contributed.","the Substance Use Treatment and Reentry (STAR) program","Substance abuse recovery Reentry","Youth, Justice-involved",,"United States",2014,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5051995/
"Earnings and disability program participation of Youth Transition Demonstration Participants after 24 months","Hemmeter, J. (2014). Earnings and disability program participation of Youth Transition Demonstration Participants after 24 months. Social Security Bulletin, 74(1), 1–26.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:

This study’s objective was to measure 24-month impacts for the six Youth Transition Demonstration (YTD) sites that used a randomized evaluation. YTD projects provided services to help youth with disabilities improve their education and employment outcomes and become more economically self-sufficient.
Data were collected from the Master Earnings File (MEF), Supplemental Security Record (SSR), Master Beneficiary Record (MBR), and Numerical Identification System (Numident) file. The authors estimated program impacts on measures of paid employment and Social Security disability benefit receipt.
The study found that, in three of the sites examined, YTD participants were more likely to have at least some earnings in the first calendar years after random assignment; this was also the case for three sites in the second calendar year after random assignment. However, YTD had no statistically significant impacts on average earnings during either calendar year. In four of the six sites, YTD participants were more likely to receive Supplemental Security Income (SSI) 24 months after random assignment.
The quality of the causal evidence presented in this report is high because it is based on a well-implemented randomized controlled trial. This means we can be confident that the estimated impacts are attributable to YTD, and not other factors.","the Youth Transition Demonstration","Disability insurance Supplemental security income (SSI) Youth programs","Disability, Youth",,"United States",2014,http://www.ssa.gov/policy/docs/ssb/v74n1/v74n1p1.html
"Impact of a 5-week collegiate-level residential STEM summer program on secondary school students (Research to practice)","Campbell, B., Robb, S., Abbott, S., & Mutunga, S. (2014). Impact of a 5-week collegiate-level residential STEM summer program on secondary school students (Research to practice). Proceedings of the 2014 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:

	
	
		The study’s objective was to examine the impact of participating in the Pennsylvania Governor’s School for the Sciences’ (PGSS) five-week residential program in summer 2013 on high school seniors’ attitudes toward and interest in science, technology, engineering, and math (STEM).
		Using surveys developed for the study, the authors compared the outcomes of students before and after participating in the PGSS program.
		The study found that female students had a significantly improved disposition toward technology and general science and a significantly higher interest in the specific fields of chemistry, computer science, and math at the end of the program, compared to the start of the program.
		The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods before the intervention nor account for selection into the intervention. This means we are not confident that the estimated effects are attributable to the PGSS program; other factors are likely to have contributed.","the Pennsylvania Governor’s School for the Sciences (PGSS)","Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2014,https://peer.asee.org/impact-of-a-5-week-collegiate-level-residential-stem-summ…
"The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: Results from a randomized experiment in Chicago","Cook, P., Dodge, K., Farkas, G., Fryer, R., Guryan, J., Ludwig, J. Mayer, S., Pollack, H., & Steinberg, L. (2014). The (surprising) efficacy of academic and behavioral intervention with disadvantaged youth: Results from a randomized experiment in Chicago. Cambridge, MA: National Bureau of Economic Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of the Becoming a Man (BAM) program on youths’ academic outcomes, including grade point averages (GPAs), course failures, and achievement test scores. BAM provided mentoring and socialization activities to enhance cognitive, decision-making, and social skills.
The study was a randomized controlled trial conducted in one high school on the south side of Chicago, Illinois, in 2012–2013. Eligible youth were randomly assigned to one of three conditions: (1) a treatment group receiving BAM only, in which individuals could participate in the BAM program; (2) a treatment group receiving BAM plus tutoring, in which individuals could participate in the BAM program and received daily tutoring in math; or (3) the control group, which could not participate in BAM but could access existing services at their school. The authors estimated regressions to measure the impact of the BAM program on academic achievement using administrative data from Chicago Public Schools.
The study found that youth offered the opportunity to participate in BAM—either with or without supplemental tutoring—had significantly higher math achievement test scores than youth in the control group. In addition, youth in the BAM program group and the BAM plus tutoring program group had significantly higher math GPAs than members of the control group.
The quality of causal evidence presented in this report is high for the GPA and course failures outcomes because it was based on a randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to BAM and/or the tutoring sessions, and not to other factors. The quality of causal evidence is moderate for the math and reading achievement outcomes because these outcomes had high attrition but the authors included sufficient controls in their analysis. This means we are somewhat confident that the estimated effects are attributable to BAM and/or tutoring sessions, but other factors might also have contributed.","Becoming a Man","Mentoring Other training and education Youth programs Behavioral Interventions","Youth, Male, Low-skilled, Low income",,"United States, Urban",2014,http://www.nber.org/papers/w19862.pdf
"Does attending a STEM high school improve student performance? Evidence from New York City","Wiswall, M., Stiefel, L., Schwartz, A., & Boccardo, J. (2014). Does attending a STEM high school improve student performance? Evidence from New York City. Economics of Education Review, 40, 93-105.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of New York City (NYC) STEM high schools on math and science test-taking behavior and scores.
The study used regression analyses to compare outcomes for students who attended a STEM-focused high school with those who attended a regular public high school. The study used administrative data from the NYC Department of Education.
The study found that young women attending STEM high schools in NYC were more likely to take various New York State Regents Examinations in math and science and to score higher on biology tests compared with young women who attended non-STEM public high schools.
The quality of causal evidence presented in this study is low because the treatment and comparison groups were not equivalent on key measures at baseline. This means we are not confident that the estimated effects are attributable to STEM high schools; other factors are likely to have contributed.","New York City (NYC) STEM High Schools","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2014,
"The role of secondary school and community college collaborations to increase Latinas in engineering in a rural community","Starobin, S., & Bivens, G. (2014). The role of secondary school and community college collaborations to increase Latinas in engineering in a rural community. New Directions for Community Colleges, 2014(165), 17-23.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study described factors that might increase young Latinas’ enrollment in pre-engineering programs.
	The authors reviewed a case study of middle and high school Latina students in the rural Midwest who were participating in a national education pipeline program intended to facilitate a pathway to science, technology, engineering, and mathematics (STEM) degrees and careers.
	The authors recommended the following for recruiting and retaining rural Latina students in a pre-engineering program: (1) have a program leader with a similar background to students, including a knowledge of culture and language, to facilitate better connections with them; (2) familiarize students with the physical space of higher education institutions to reduce intimidation; and (3) interact with students’ families to facilitate family support.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, Hispanic of any race",,"United States",2014,
"Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years","Drane, D., Micari, M., & Light, G. (2014). Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years. Educational Research & Evaluation, 20(3), 210-230.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of the Gateway Science Workshop (GSW) program at a university in the United States on course grades.
Using administrative data on course grades from more than 20,000 students in biology, chemistry, physics, engineering, and math courses, the authors estimated regression models to determine the impact of the GSW program.
The study found no significant relationship between GSW program participation and students’ grades for either gender.
The quality of causal evidence presented in this report is low because the authors did not adequately adjust for existing differences between treatment and comparison students. This means we are not confident that the estimated effects are attributable to the GSW program. Other factors are likely to have contributed.","the Gateway Science Workshop Program","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2014,
"Sustained gains: Year Up’s continued impacts on young adults’ earnings","Roder, A., & Elliott, M. (2014). Sustained gains: Year Up’s continued impacts on young adults’ earnings. New York: Economic Mobility Corporation.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to examine the effect of the Year Up program on employment, earnings, and education outcomes. Year Up is an intensive, yearlong program that provides training and internships in financial operations and information technology for young adults from low-income urban communities.
About 200 students in three cities were randomly assigned to the treatment group, which was eligible to participate in Year Up beginning in September 2007, or the control group, which was not eligible to participate in Year Up in 2007. Members of the control group were eligible to reapply to the program after 10 months, and many did. The authors compared the outcomes of the treatment and control groups using data collected through telephone interviews with participants four years after random assignment.
The authors reported a positive, statistically significant impact of Year Up on earnings measured three years after random assignment, but these impacts did not extend to the fourth year after random assignment. Cumulatively, treatment group members earned $13,645 more than the control group over years 2 through 4 after random assignment, and they were more likely to have been employed in a field targeted by the program.
The quality of the causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with high attrition, the authors demonstrated that the treatment and control groups were similar before the intervention. This means we have confidence that the estimated effects are attributable at least in part to Year Up, although other factors could also have contributed.","Year Up","Basic skills Other training and education Work based and other occupational training Youth programs","Youth, Black or African American, Hispanic of any race, Low-skilled, Low income",,"United States, Urban",2014,http://economicmobilitycorp.org/uploads/sustained-gains-economic-mobility-corp…
"Summer jobs reduce violence among disadvantaged youth","Heller, S. (2014). Summer jobs reduce violence among disadvantaged youth. Science, 346(6214), 1219-1223.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to examine the impact of One Summer Plus, a summer jobs program for high school-age students, on educational and criminal justice outcomes.
Students from 13 high schools were recruited to the program and randomly assigned to one of two treatment groups or a control group. Students in the jobs-only treatment group were offered 25 hours per week of paid employment; students in the jobs + SEL treatment group were offered 15 hours of paid employment and 10 hours of social-emotional learning (SEL) weekly. Students in the control group were excluded from the program but free to pursue other opportunities.
The study found that students in the One Summer Plus program had significantly fewer arrests for violent crimes in the 16 months following random assignment, compared with students in the control group (5 arrests per 100 youth compared with 9 arrests per 100 youth, equivalent to a 43 percent reduction). There were no statistically significant impacts of the program on the other criminal justice or educational outcomes examined.
The quality of causal evidence presented in this report is high because it was based on a well-conducted randomized controlled trial.","One Summer Plus","Other employment and reemployment Youth programs",Youth,,"United States, Urban",2014,
"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,
"Mentoring practices proven to broaden participation in STEM disciplines","Crumpton-Young, L., Elde, A., & Ambrose, K. (2014, June). Mentoring practices proven to broaden participation in STEM disciplines. Paper presented at 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study identified effective mentoring practices, mostly at postsecondary institutions, for women and minority students in science, technology, engineering, and mathematics (STEM) fields.
	The authors surveyed 25 randomly selected mentor programs or individuals who received a National Science Foundation award for being successful in mentoring students who are typically underrepresented (including women) in STEM. The survey asked award recipients to rate their performance on 22 mentoring practices using a scale ranging from not doing well to doing exceptionally well. The authors deemed those mentoring practices rated most highly as best practices.
	The study found that the highest-rated mentoring practices were being passionate about mentees and their development, creating opportunities for mentees, setting high expectations for mentees’ performance, providing needed support to mentees, and respecting mentees’ confidentiality. Conversely, the lowest-rated practices set the mentor in an authoritative light and included providing constant feedback to and having constant contact with mentees.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Black or African American, Asian, Hispanic of any race, Multiracial, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander",,"United States",2014,https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiM7t…
"Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute Technical Report No. 13-029). [WIA Youth]","Hollenbeck, K., & Huang, W-J. (2014). Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute Technical Report No. 13-029). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. Retrieved from W.E. Upjohn Institute for Employment Research website: http://dx.doi.org/10.17848/tr13-029. [WIA Youth]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Youth Program, held on community and technical college campuses, on the employment rate and earnings of low-income youth in Washington State.
	The authors used a nonexperimental method to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment and earnings between those who took part in the WIA Youth program relative to those who registered for services at the Labor Exchange (Employment Services).
	The study found that, compared with those who registered for services at the Labor Exchange, WIA Youth participants had higher employment and earnings.
	The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the WIA Youth Program; other factors are likely to have contributed.
	This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Workforce Investment Act (WIA) Youth Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Youth programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Youth, Low-skilled, Low income",,"United States",2014,http://research.upjohn.org/cgi/viewcontent.cgi?article=1032&context=up_technica…
"Community college men and women: A test of three widely held beliefs about who pursues computer science","Denner, J., Werner, L., O’Connor, L., & Glassman, J. (2014). Community college men and women: A test of three widely held beliefs about who pursues computer science. Community College Review, 42(4), 342-362.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study's objective was to examine factors that affect motivation to pursue a computer and information sciences (CIS) degree, with the intention of informing strategies to increase the number of community college students, particularly females, who go on to enroll in a CIS degree program at a four-year university. Specific factors examined were programming and/or video-gaming experience; support from peers, instructors, mentors, and family members; and level and type of motivation to pursue a CIS degree.
	The authors administered a series of three (baseline and 6- and 18-month follow-up) surveys to students enrolled in an introductory programming class at one of 15 California community colleges and ran multiple linear regression models by gender to determine each of the three factors’ influence on the student’s plan to pursue a four-year CIS degree, comparing results for women versus men.
	The study found that female students, who were overall less likely to intend to pursue a four-year CIS degree, reported receiving significantly less encouragement from their peers to persist in computer science and spending less time playing computer games than male students. Predictors for women choosing to pursue a four-year CIS degree changed over time: strong immediate (baseline) predictors were interest in computer science, video gaming, and peer encouragement; a year after baseline, the strongest predictors were expectations for success and interest in solving problems.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2014,
"Women in community colleges: Access to success","St. Rose, A., & Hill, C. (2013). Women in community colleges: Access to success. Washington, DC: American Association of University Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The authors described two programs partnering with California community colleges—the Mathematics, Engineering, Science Achievement Community College Program (MCCP) and the CalWomen Tech Program—that aim to encourage women to pursue careers in science, technology, engineering, and mathematics (STEM). The two initiatives approach this goal in different ways: MCCP prepares women to transfer from two- to four-year STEM degree programs, whereas CalWomen Tech encourages participation in non-traditional career and technical education programs in STEM, such as information technology and automotive repair.
	MCCP offers a wide array of academic, career, and social support services, from academic tutoring and advising to a cohort-based course progression. CalWomen Tech’s promotional materials target women, such as “women in technology” websites that highlight the employment and salary opportunities available to women who choose non-traditional career paths, and skill-building or “bridge” courses that lay the groundwork for more advanced study.
	In 2010, 38 percent of MCCP transfer students from two- to four-year degree programs were women. Of those transferring to programs in life sciences or mathematics, more than 50 percent were women.
	After partnering with CalWomen Tech, female enrollment in City College of San Francisco’s computer networking and information technology program increased from 19 percent in 2006 to 33 percent in 2008, with persistent enrollment rates through 2010. Similarly, CalWomen Tech helped Evergreen Valley College raise female retention in its automotive technology program from 58 percent to 88 percent over the course of two years.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2013,http://www.aauw.org/files/2013/05/women-in-community-colleges.pdf
"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,
"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,
"Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields","Wang, M., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 1-37","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This paper was a literature review of research about gender differences in STEM education levels and careers in the United States, including any evidence available for specific cultural, biological, and psychological theories for gender differences in STEM.
	The authors summarized evidence from existing studies, organized around three main types of influences on decision making: psychological (perceived self-competence, goals, and interests); socialization (societal and cultural beliefs that shape an individual’s belief and value systems); and biological (hormonal and genetic factors).
	The authors found evidence of psychological influences on women’s participation in STEM careers, including women preferring more people-oriented jobs than STEM careers typically provide, and women leaving more intensive STEM careers after having children because of their work–family preferences. In terms of socialization influences, the authors found evidence of the importance of school factors, including teachers’ instructional practices, the structure of schools or classrooms, and teachers’ abilities to forge positive relationships with students, in influencing female students’ interest and abilities in STEM fields. In addition, the study highlighted evidence that values, belief systems, and family support can influence girls’ interest and success in STEM fields.
	The study noted that other studies have found biological differences in terms of hormone production and brain organization between men and women, but that these differences have not conclusively been linked to any behavior or ability levels in men and women.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2013,
"Linking Youth Transition Support Services: Results from Two Demonstration Projects","Camacho, Christa B., & Hemmeter, Jeffrey. (2013). Linking Youth Transition Support Services: Results from Two Demonstration Projects. Social Security Bulletin, 73(1).","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary:

This study explored the findings of a 2003–2009 evaluation of the Youth Transition Demonstration (YTD) program, which offered employment and self-sufficiency services and other support services to transition-age youth with disabilities.
The study used a sample of youth ages 14 to 25 with disabilities, who were served by 2 of the 10 YTD projects in operation. It summarized the outcomes of 2 YTD projects and described the experiences of one youth from each of the 2 projects who successfully completed the program.
The study found that youth who received enhanced transition services and used YTD waivers of Social Security Administration program rules had many YTD program successes; however, the project duration was too short to yield long-term findings. Although the outcomes reported in this article were not causal, they suggested that youth with disabilities can enter the workforce and achieve some self-sufficiency.",,"Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2013,http://www.ssa.gov/policy/docs/ssb/v73n1/v73n1p59.html
"Attracting girls to civil engineering through hands-on activities that reveal the communal goals and values of the profession","Colvin, W., Lyden, S., & León de, l. B. (2013). Attracting girls to civil engineering through hands-on activities that reveal the communal goals and values of the profession. Leadership & Management in Engineering, 13(1), 35-41.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study determined the impact of a four-week series of civil engineering workshops on Australian middle school girls’ perceptions of engineers and the engineering profession. The goal of the workshops—which included hands-on activities and discussions of engineering theory, examples, and careers—was to familiarize girls with engineering and depict it as a profession in which communal goals are central, which research shows that women value more than men.
	The authors asked female students in grades 5 and 6 to draw and write about an engineer (the Draw an Engineer Test [DAET]) before and after they attended the workshops. The DAET was analyzed for the engineer’s characteristics, such as gender, work activity, and themes (for example, teamwork). The students also completed feedback forms at the end of the program.
	The authors found that by the end of the workshops, students were more likely to draw and describe engineers as women and happy as compared with the pre-program assessment in which the students often depicted engineers as car mechanics. Participants also referenced communal goals more frequently in the follow-up assessment.
	Participants reported in feedback forms a preference for hands-on activities over interactive discussions.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,International,2013,
"Preventing youth violence and dropout: A randomized field experiment (No. w19014)","Heller, S., Pollack, H. A., Ander, R., & Ludwig, J. (2013). Preventing youth violence and dropout: A randomized field experiment (No. w19014). Cambridge, MA: National Bureau of Economic Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of the Becoming a Man program on arrest and educational outcomes.
The study was a randomized controlled trial. Eligible male youth from 18 public schools in disadvantaged neighborhoods were screened for eligibility. The 2,740 who met requirements were randomly assigned to one of three treatment groups or a control group.
The study found that being offered the opportunity to participate in the program reduced violent crime arrests during the program year and improved schooling outcomes in both the program and follow-up years.
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Becoming a Man program, and not to other factors.","Becoming a Man","Other training and education Safety Youth programs Behavioral Interventions","Youth, Disconnected youth, Male, Low income",,"United States, Urban",2013,http://faculty.chicagobooth.edu/workshops/AppliedEcon/past/pdf/jensludwigyouthv…
"“Somebody who was on my side:” A qualitative examination of Youth Initiated Mentoring","Spencer, R., Tugenberg, T., Ocean, M., Schwartz, Sarah E., & Rhodes, J. (2013). “Somebody who was on my side:” A qualitative examination of Youth Initiated Mentoring. Youth & Society, 1-23.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

This report explored and described in detail the experiences of youth in a mentoring program known as Youth Initiated Mentoring. The youth were 16- to 18-year-old school dropouts who were a part of national study of the National Guard Youth ChalleNGe program.
As part of Youth Initiated Mentoring, youth had to identify and recruit their own mentors, as opposed to a traditional mentoring process in which a program selects a mentor for the youth.
The authors conducted retrospective qualitative interviews with a sample of 30 former ChalleNGe participants. To analyze the data, the authors used an iterative thematic approach to identify important themes.
The analysis found that most participants selected mentors they knew from prior relationships or with whom they had similar background and/or experiences, such as family, family friends, and individuals connected with the school or in the community. Mentors encouraged youth to meet their goals, raised their self- esteem and confidence, and improved their relationships with others. Mentors were also viewed as important to youths’ completion of the ChalleNGe program.","Youth Initiated Mentoring in the National Guard Youth ChalleNGe","Mentoring Youth programs",Youth,,"United States",2013,
"Gender equity issues in CTE and STEM education","Toglia, T. (2013). Gender equity issues in CTE and STEM education. TechDirections, 72, 14-18.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This article summarized current gender equity issues in career and technical education (CTE) as well as in STEM fields for high school and college students.
	Using findings from various other published studies, the author discussed the progression of the Carl D. Perkins Act of 1984, which required states to employ a sex equity coordinator to mitigate gender bias and stereotypes, over the past three decades, and how it has affected women’s involvement in nontraditional careers, such as electrical work and plumbing. The study also briefly summarized other gender equity trends in CTE and STEM fields, including why women choose to not work in CTE and STEM fields and how gender disparities in various industries can be detrimental to society at large.
	The author found that the Perkins Act and its various reauthorizations had aimed to improve female participation in nontraditional career fields, but lack of funds limited the legislation’s influence. The author also identified additional factors influencing women’s career choices—including gender-role socialization, socioeconomic status, parents’ education level and expectations for their daughters, and advice from guidance counselors—as perpetuating gender disparities in these fields. The author concluded that gender disparities in STEM and CTE careers can lead to an underdevelopment of human resources and capital at the societal level.
	The study concluded with a list of suggested strategies to counter existing gender inequities in CTE and STEM, including offering mentoring programs to provide female students with role models in CTE fields, removing gender-biased images or messaging from textbooks and other educational materials, increasing parental education on nontraditional career options for women, and training guidance counselors to address gender equity issues.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2013,
"Youth Initiated Mentoring: Investigating a new approach to working with vulnerable adolescents","Schwartz, S., Rhodes, J., Spencer, R., & Grossman, J. (2013). Youth Initiated Mentoring: Investigating a new approach to working with vulnerable adolescents. American Journal of Community Psychology, 52, 155–169.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:
The study examined Youth Initiated Mentoring (YIM) within the context of the National Guard Youth ChalleNGe Program (NGYCP). Unlike a traditional mentoring program in which mentors are assigned to youth, under YIM, youth nominate their own mentors.

The authors conducted a quantitative analysis using data from the 9-, 21- and 38-month follow-up surveys administered as part of a national evaluation of NGYCP, along with qualitative analysis of interviews with a subsample of NGYCP participants.
The study found that YIM mentors included family friends, extended family members and godparents, school and extracurricular staff, and religious leaders. By the 38-month follow-up survey, 56 percent of youth reported still being in contact with their mentors.
In addition, NGYCP youth who were in contact with their mentors at the 38-month follow-up showed significant benefits on a range of outcomes compared with the control group.","Youth Initiated Mentoring in the National Guard Youth ChalleNGe","Mentoring Youth programs","Youth, Disconnected youth",,"United States",2013,
"Trends in the Composition and Outcomes of Young Social Security Disability Awardees","Ben-Shalom, Yonatan, and Stapleton, David. (2013). Trends in the Composition and Outcomes of Young Social Security Disability Awardees. Michigan Retirement Research Center (MRRC) working paper, WP 2013-284. Retrieved from http://www.mrrc.isr.umich.edu/publications/papers/pdf/wp284.pdf.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary:

A large share of new Social Security Disability (SSD) recipients—workers with disabilities and adult children with disabilities—are younger than 40. Better information on the backgrounds, impairments, personal characteristics, and employment outcomes of these recipients would help policymakers develop programs tailored to the needs and circumstances of various subgroups of such recipients.
This study used administrative data on young SSD awardees first awarded benefits from 1996 to 2007 to examine trends in their composition and outcomes. Most of the data come from the 2009 version of the Disability Analysis File, a data file originally constructed to support analysis of the effects of the Ticket to Work program.
The study found that the composition of young SSD awardees changed substantially during this period. It also found that young awardees differed from older SSD awardees along many dimensions other than age.
The findings raised several important policy issues. Most important, policymakers have to consider other options for the support of youth and young adults with disabilities—options that do not discourage work while promoting dependence.",,"Disability insurance Supplemental security income (SSI)","Disability, Youth",,"United States",2013,
"Expanding Your Horizons: The impact of a one-day STEM conference on middle school girls’ and parents’ attitude toward STEM careers","Massi, L., Reilly, C., Johnson, D., & Castner, L. (2012). Expanding Your Horizons: The impact of a one-day STEM conference on middle school girls’ and parents’ attitude toward STEM careers. Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-No impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to estimate the effects of a one-day annual conference on middle school girls’ (grades 6–8) and their parents’ interest in and knowledge of science, technology, engineering, and mathematics (STEM). The goal of the conference, which was held at a large metropolitan, public university in central Florida, was to encourage young girls to consider STEM careers.
The authors administered a single questionnaire to conference attendees that asked about attendees’ knowledge of and interest in STEM before and after the conference. The survey was included in backpacks distributed at the beginning of the day, and participants were reminded to complete it at the end of the day. Of the 214 middle school girls and 103 parent attendees, 80 percent of the girls and 37 percent of the parents turned in a completed survey.
The authors did not conduct any statistical tests to measure changes in knowledge of and interest in STEM before and after participating in the conference.
The quality of causal evidence presented in this report is low because the authors measured pre-intervention knowledge of and interest in STEM after participation in the intervention, which may be subject to recall bias. This means we are not confident that any estimated effects would be attributable to the Expanding Your Horizons (EYH) conference, but other factors are likely to have contributed. Further, the authors did not conduct statistical analysis to measure whether observed changes in outcomes were actually significant.","the Expanding Your Horizons (EYH) Conference","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2012,https://www.asee.org/public/conferences/8/papers/3204/download
"Women, men, and academic performance in science and engineering: The gender difference in undergraduate grade point averages","Sonnert, G., & Fox, M. (2012). Women, men, and academic performance in science and engineering: The gender difference in undergraduate grade point averages. Journal of Higher Education, 83(1), 73-101.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study tested a hypothesis that women have higher undergraduate grade point averages (GPAs) than their male peers (referred to as a GPA advantage), and that the difference is most pronounced in STEM fields with fewer female students and fewer female faculty members. In addition, the authors tested a second hypothesis that women’s GPA advantage was driven by institution type, with larger advantages existing at institutions offering specific programs supporting women in science and engineering, compared with institutions without such programs.
	The authors used data from the Integrated Postsecondary Data System and from a survey of 499 university and college registrars in the United States to examine the academic performance of undergraduate students in biology, the physical sciences, and engineering from 1984 to 2000. They used regression models to compare the GPAs of male and female students over time both across and within the three fields, controlling for the percentage of female majors, degree recipients, and faculty within each field at each institution in a given year.
	The study found that women’s GPAs across the three fields were, on average, 0.1 points (on a 4.0-point scale) higher than men’s during the study period. The study also found that in the physical sciences field, the percentage of female degree recipients was significantly associated with women’s GPA advantage—when more women earned degrees in physical sciences, the GPA advantaged diminished; however, this finding did not hold in the biology or engineering fields.
	The study found that the strongest predictor of women’s GPA advantage across fields was the type of institution, with a larger advantage occurring at nonresearch institutions compared with research institutions. In addition, the study found that at nonresearch institutions with programs specifically supporting women in science and engineering, women’s GPA advantage was even larger.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2012,
"Engineering students' beliefs about research: Sex differences, personality, and career plans","Woodcock, A., Graziano, W., Branch, S., Ngambeki, I., & Evangelou, D. (2012). Engineering students' beliefs about research: Sex differences, personality, and career plans. Journal of Engineering Education, 101 (3), 495-511.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The authors explored the relationships among male and female engineering major undergraduates’ perceptions of research and researchers, their intellectual orientation toward people versus objects, and their interest in pursuing engineering research careers.
	The authors administered an online study to second-year or higher undergraduate students in the engineering, life sciences, and psychology departments of a large research university in the midwestern United States. They used regression analysis to identify beliefs and personality traits that predict interest in engineering research careers for male and female students.
	The study found that having a “Thing Orientation”—a predisposition to focus on objects and their manipulation instead of a tendency to notice and identify with others’ emotions—significantly predicts research interest and has a greater association with research interest among female engineering students than among their male classmates.
	The authors also sought to discover the pathway through which Thing Orientation promotes interest in a research career by identifying associations between Thing Orientation and beliefs about research. For the female students in this sample, Thing Orientation was positively associated with the beliefs that research is innovative and transformative, requires repetitive lab work, and calls for creativity and collaboration. In turn, these beliefs affect female engineering students’ interest in research careers; the belief that research is innovative and transformative is positively associated with interest in a research career.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2012,
"The Social Security Administration’s Youth Transition Demonstration projects: Interim report on West Virginia Youth Works","Fraker, T., Mamun, A., Manno, M., Martinez, J., Reed, D., Thompkins, A., & Wittenburg, D. (2012). The Social Security Administration’s Youth Transition Demonstration projects: Interim report on West Virginia Youth Works. Report submitted to the Social Security Administration. Washington, DC: Mathematica Policy Research.","Disability Employment Policy","Study Type: Implementation Analysis",,,"Summary:

	This report presented an interim implementation and impact analysis on the West Virginia Youth Works Youth Transition Demonstration (YTD) project. The program sought to help youth with disabilities ages 14 through 25 who lived in 19 specific West Virginia counties to maximize their economic self-sufficiency.
	The study examined implementation of Youth Works, focusing on major aspects of service delivery, including the background, local context, and service environment. It provided information on participants’ characteristics and satisfaction with the program. The authors conducted qualitative analysis of staff and participant interviews, including data collected from site visits, and descriptive quantitative analysis of participants’ baseline and follow-up survey data and service utilization data from a management information system.
	Overall, the study found that Youth Works faced some substantial challenges, but that all participants received some project services and most received at least one contact for each of the four types of service: benefits planning, employment, education, and case management.
	Study findings related to implementation challenges and solutions are potentially applicable to other current or future projects that provide employment-related services to youth with disabilities.","the Youth Transition Demonstration Projects, West Virginia Youth Works Program","Supplemental security income (SSI) Youth programs Vocational rehabilitation","Youth, Disability",,"United States",2012,http://www.mdrc.org/sites/default/files/WV%20YTD%20Report%2012-3-2012.pdf
"Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and English","Leaper, C., Farkas, T., & Brown, C. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and English. Journal of Youth and Adolescence, 41(3), 268-282.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study examined factors that influence teenage girls’ academic motivation in math, science, and English.
	The authors analyzed survey data from 579 girls ages 13 to 18 years old in Georgia and California to estimate predictors of the girls’ academic motivation in math, science, and English. The survey asked about the youths’ (1) academic motivation for each subject; (2) grades in these subjects; (3) perceptions of support from family and peers in these subjects; (4) attitudes on gender identity, measured by perceived parental and peer pressure to conform with traditional gender roles, the degree to which the youth perceived themselves to be so-called typical girls, and youths’ level of contentedness with the gender expectations they face; (5) opinions on gender egalitarianism of specific tasks, such as making decisions for the family; and (6) exposure to feminism, as measured by whether the youth had heard of the women’s rights movement and feminism through media or conversations with family or friends, as well as whether the youth knew that their mothers, teachers, or classmates identified as feminists.
	The study found that the following factors were positively associated with the girls’ motivation in math and science: mother and peer support in these subjects, belief in gender equality, less pressure from parents to conform to gender norms, holding gender-egalitarian beliefs, and exposure to feminism ideas and/or feminists.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2012,
"A cost-benefit analysis of the National Guard Youth ChalleNGe Program. Technical report.","Perez-Arce, F., Constant, L., Loughran, D., & Karoly, L. (2012). A cost-benefit analysis of the National Guard Youth ChalleNGe Program. Technical report. Santa Monica, CA: RAND.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

This report estimates the social return on investment of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Related reports examined impacts of the program at 10 sites measured at 9, 21, and 36 months.
The authors used several types of data to determine the program’s costs and benefits. For costs, the data included program budgets and the March 2010 Current Population Survey. For benefits, the main data source was the impact estimates from the 36-month follow-up and data from the National Longitudinal Survey of Youth, 1979 cohort (NLSY79).
The authors calculated the operating and opportunity costs of the program per admitted cadet and compared this to the lifetime benefits of being admitted to the program, including increased earnings, decreased dependence on social welfare, and decreased criminal activity.
The study found that net benefits of the program, from the perspective of society as a whole, were $25,549 per admittee, a return on investment of 166 percent. The government incurred negative net benefits, largely due to covering the bulk of the operating costs, and the participants had substantial, positive net benefits.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2012,
"The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Broadened Horizons, Brighter Futures","Fraker, T., Honeycutt, T., Mamun, A., Manno, M., Martinez, J., O’Day, B., Reed, D., & Thompkins. A. (2012). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Broadened Horizons, Brighter Futures. Report submitted to the Social Security Administration. Washington, DC: Mathematica Policy Research.","Disability Employment Policy","Study Type: Implementation Analysis",,,"Summary:

	This report presented an interim implementation and impact analysis on the Broadened Horizons, Brighter Futures (BHBF) Youth Transition Demonstration (YTD) project. The program sought to help youth with disabilities ages 16 through 22 who received Supplemental Security Income and resided in Miami-Dade County maximize their self-sufficiency.
	The study examined implementation of BHBF, focusing on major aspects of service delivery, including the background, local context and service environment. It also provided information on participants’ characteristics and satisfaction with the program. The authors conducted qualitative analysis of staff and participant interviews, including data collected from site visits; and descriptive quantitative analysis of participants’ baseline and follow-up survey data and service utilization data from a management information system.
	The study found that participants began receiving services soon after enrollment. Some services were more challenging to implement than others, but all participants received some project services and most received at least one of the four major types of service: benefits planning, employment, education, and case management. 
	Study findings related to implementation challenges and solutions are potentially applicable to other current or future projects that provide employment-related services to youth with disabilities.","the Youth Transition Demonstration Projects, Broadended Horizons, Brighter Futures","Supplemental security income (SSI) Youth programs Vocational rehabilitation","Youth, Disability",,"United States",2012,http://www.mdrc.org/sites/default/files/interim_report_broadened_horizons.pdf
"The role of parents and teachers in the development of gender-related math attitudes","Gunderson, E., Ramirez, G., Levine, S., & Beilock, S. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 153-166.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study’s objective was to summarize existing literature and identify future areas for research related to the relationship between parents’ and teachers’ gender stereotypes in math and children’s mathematics performance and self-concept.
	The authors summarized the findings of recent studies that examined parents’, teachers’, and students’ math gender stereotypes, focusing on impressions of success—whether boys or girls had above-average ability in math or were likely to succeed in math—as well as reasons for that success, particularly natural ability and effort.
	The authors suggested three new directions for future research on this topic based on their review of the literature. First, research could investigate the links among parents’ and teachers’ math anxiety, self-efficacy, and teaching self-efficacy and their children’s or students’ attitudes. A second direction involved transmission of gender differences in theories of math intelligence—that is, whether mathematical ability is fixed or can improve through effort. Finally, research has shown that children identify with math gender stereotypes from a young age, but does not yet suggest a mechanism through which children acquire these stereotypes.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2012,
"The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time","Riegle-Crumb, C., King, B., Grodsky, E., & Muller, C. (2012). The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time. American Educational Research Journal, 49(6), 1048-1073.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study explored whether U.S. students’ prior achievement in math and science contributed to higher enrollment rates for men versus women in physical science and engineering degree programs in the 1980s, 1990s, and 2000s.
	The authors analyzed data from the High School and Beyond Study (1980s), the National Education Longitudinal Study (1990s), and the Educational Longitudinal Study (2000s) to determine whether gender was correlated with college major choice, after controlling for three different measures of prior academic achievement.
	The study found that female students were approximately 20 percentage points less likely to declare a science, technology, engineering, and mathematics (STEM) major than male students. However, prior achievement in math and science, as measured by GPA, average standardized test scores, and position along the test score distribution, did very little to explain this gender gap.
	The study found that girls’ higher performance in English versus math and science only somewhat accounted for the gender gap in college major choice. Factors such as ethnicity and socioeconomic status were more influential.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2012,
"The effects of hands-on activities on middle school females’ spatial skills and interest in engineering and technology-based careers","Phelps, M. (2012). The effects of hands-on activities on middle school females’ spatial skills and interest in engineering and technology-based careers. Proceedings of the 2012 American Society for Engineering Education Annual Conference & Exposition. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of participating in technology-based three-dimensional hands-on activities on middle school girls’ interest in becoming an engineer or technologist. The activities took place at a 2006 Society of Women Engineers-sponsored event and included designing and constructing a vehicle and assembling an electrical circuit.
The author conducted statistical analyses to compare self-reported career interests of girls who participated in the hands-on activities and those who did not, as measured by a program-administered survey.
The study found that participation in the hands-on activities was positively related to increased interest in becoming an engineer or technologist.
The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the hands-on activities; other factors are likely to have contributed.","the Intervention","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female","Professional, scientific, and technical services","United States",2012,https://peer.asee.org/the-effects-of-hands-on-activities-on-middle-school-femal…
"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,
"The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on West Virginia Youth Works","Fraker, T., Mamun, A., Manno, M., Martinez, J., Reed, D., Thompkins, A., & Wittenburg, D. (2012). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on West Virginia Youth Works. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:

The study’s objective was to measure 12-month impacts of the West Virginia Youth Works project, one of six project sites of the larger Social Security Administration (SSA)-sponsored Youth Transition Demonstration (YTD) that used a randomized evaluation. Youth Works provided services to help youth with disabilities improve their education and employment outcomes and become more economically self-sufficient.
Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and the Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt.
The study found that Youth Works had positive impacts on employment, earnings, and total income after one year of implementation. There were no impacts on educational attainment and Social Security disability benefit receipt.
The quality of causal evidence presented in the study is high for the education, employment, and SSA benefit receipt outcomes because they are based on a well-implemented randomized controlled trial with low attrition. However, the quality of causal evidence is moderate for earnings and total income because sample attrition for these outcomes was high.","the Youth Transition Demonstration Projects, West Virginia Youth Works Program","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2012,http://www.mathematica-mpr.com/~/media/publications/pdfs/disability/ytd_wv_inte…
"Women in industrial engineering: Stereotypes, persistence, and perspectives","Brawner, C., & Camacho, M. (2012). Women in industrial engineering: Stereotypes, persistence, and perspectives. Journal of Engineering Education, 101(2), 288-318.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This study explored why more women major in industrial engineering in college than other engineering fields.
	The authors tabulated quantitative data from eight colleges and universities in the southeastern region of the United States using data from the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). They also conducted focus groups with 20 female industrial engineering students and qualitatively analyzed the content of industrial engineering department websites at the eight MIDFIELD institutions.
	The study found that students transferred into an industrial engineering major program after taking several semesters of coursework in another field at the university. It found no evidence that women with weak academic records were more likely to choose industrial engineering over other engineering majors.
	Focus group participants felt that their department had a warm, familial atmosphere, and that the major provided a more general background in engineering, which could offer them more flexible job opportunities in a variety of related fields. This was consistent with departmental websites, which marketed themselves as having a strong sense of community and collegiality, and stressed the wide range of career opportunities available to their graduates as problem solvers for society and industry.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2012,
"Inspiring girls and their female after school educators to pursue computer science and other STEM careers","Koch, M., & Gorges, T. (2012). Inspiring girls and their female after school educators to pursue computer science and other STEM careers. International Journal of Gender, Science and Technology, 4(3), 294-312.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-No impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of facilitating Build IT, an extracurricular information technology (IT) program for middle-school girls, on the facilitators’ interest in STEM education and careers. The authors also described outcomes for girls who participated in the facilitator-led program.
The study relied on a survey administered to 31 program facilitators after they had been involved with the program for one year.
The study found no statistically significant relationships between facilitating Build IT and interest in STEM education and careers.
The quality of causal evidence presented in this report is low because the authors did not use a research design that supported causal inference or control for factors other than Build IT that could contribute to the observed outcomes.","Build IT","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Other barriers, Female",,"United States",2012,
"The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Broadened Horizons, Brighter Futures","Fraker, T., Honeycutt, T., Mamun, A., Manno, M., Martinez, J., O’Day, B., Reed, D., & Thompkins, A. (2012). The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Broadened Horizons, Brighter Futures. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-Favorable impacts
      
    
  
              


      
            Public benefit receipt","Summary:

This study’s objective was to measure 12-month impacts of the Florida Broadened Horizons, Brighter Futures (BHBF) program, one of six project sites of the larger Youth Transition Demonstration (YTD) projects that used randomized evaluations.  The Social Security Administration (SSA) sponsored the evaluation. BHBF provided services to help youth with severe disabilities improve their employment outcomes and become more economically self-sufficient.
Data were collected from baseline and 12-month follow-up surveys, the Ticket Research File (TRF), and Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt.
The study found that BHBF had statistically significant impacts on employment and Social Security disability benefit receipt at the 12-month follow-up. There were no impacts on educational attainment or earnings.
The quality of causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the effects estimated in the study are attributable solely to BHBF, and not to other factors.","the Youth Transition Demonstration Projects, Broadended Horizons, Brighter Futures","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2012,http://www.mathematica-mpr.com/~/media/publications/pdfs/disability/ytd_miami_i…
"Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM?","Cheryan, S., Siy, J., Vichayapai, M., Drury, B. & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science, 2(6), 656-664.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:

The study’s objective was to examine the impact of interacting with an upper-level college role model on female students’ beliefs that they could succeed as a computer science major.
The study used a randomized controlled trial to assign female students majoring in a discipline other than computer science to meet with one of four different types of upper-level students who varied by gender and whether they embodied perceived stereotypes of computer science majors. The authors administered a questionnaire to estimate impacts of the different intervention conditions.
The study found that women who interacted with a stereotypical computer science role model believed they would be less successful as a computer science major compared with women who interacted with a nonstereotypical computer science role model and with women who did not interact with a role model.
The quality of causal evidence provided in this study is low because the study had high attrition and the authors did not demonstrate baseline equivalence between the samples or include adequate controls to ensure the resulting groups were similar on all relevant characteristics. This means we are not confident that the effects estimated in this study are attributable to role model interaction; other factors are likely to have contributed.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011,
"STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM)","Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [one of three studies described in a single report]","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of having a professor and teaching assistant (TA) of the same gender on introductory calculus students’ attitudes toward math, compared with English.
The study used computerized tasks to measure attitudes toward math and collected the expected course grade and actual course performance of female students with a female professor and TA pair (a female teaching pair), compared with those of female students with a male professor and TA pair (a male teaching pair) at both the start and end of the semester.
The study found that female students with a female teaching pair identified more with math and expected a higher course grade than those with a male teaching pair. Female students with a male teaching pair had more negative attitudes toward math, compared with English, than female students with a female teaching pair.
The quality of causal evidence presented in this report is low because the authors did not demonstrate comparability of treatment and control groups before the intervention. This means we are not confident that the estimated effects are attributable to having a female teaching pair; other factors are likely to have contributed.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2011,
"Youth Corps emerging practices for education and employment. Prepared for the Corporation for National and Community Service","Gan, K., Jastrzab, J., Jefferson, A., Schneider, G., & Schlager, C. (2011). Youth Corps emerging practices for education and employment. Prepared for the Corporation for National and Community Service. Cambridge, MA: Abt Associates Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

This study examined emerging practices used by Youth Corps sites to enhance their participants’ educational and employment opportunities.
Youth Corps is a program that engages youth ages 16 to 25 in a combination of community service, workforce development, and education. It is designed to have a positive impact on both its participants and their communities.
The authors gathered and analyzed data from interviews with the executive directors of four Youth Corps sites, along with site visits to those sites.
Although the studied sites varied, the authors found that all shared a set of common principles that led to increased educational and employment opportunities for its members. These included an understanding of the local labor market in which the corps operated, in order to enhance employment opportunities, and building partnerships with outside community resources.
The authors provided a tool kit for youth education and employment service providers that highlights lessons learned; other practitioners can use this information, as can those interested in developing similar initiatives.","Youth Corps Programs","Community college education and other classroom training Job search assistance and supportive services Other training and education Youth programs","Youth, Low-skilled, Low income",,"United States",2011,http://www.nationalservice.gov/pdf/emerging_practices_youthcorps.pdf
"Person-centered planning in a transition program for Bronx youth with disabilities","Croke, Erin E., & Thompson, Ashleigh B. (2011). Person-centered planning in a transition program for Bronx youth with disabilities. Children and Youth Services Review. DOI:10.1016/j.childyouth.2010.11.025.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary:

This report used qualitative and quantitative methods to explore findings of a 2003–2010 Youth Transition Demonstration (YTD) project.
YTD offered a series of interventions, including Social Security Administration benefits counseling, education and employment assistance, and person-centered planning (PCP) to transition-age youth with disabilities.
The study found that the PCP component was linked to improved educational and employment outcomes for youth. The study also found that although 65 percent of youth enrolled in the project participated in at least one PCP session, youth from lower-income families were less likely to participate in PCP, as were youth with mood disorders. Youth focused on relationships, personal strengths, and goals during these sessions, which proved an important part of their transition process.
The study also described the intervention and made recommendations for the future use of PCP.",,"Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,
"Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity","Riegle-Crumb, C., & King, B. (2011). Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity. Educational Researcher, 39(9), 656-664.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study's objective was to examine differences in students’ likelihood of majoring in a science, technology, engineering, and mathematics (STEM) field, based on gender and ethnicity.
		The study used statistical methods to estimate the likelihood of majoring in the physical sciences or engineering, or in the biological sciences, versus non-STEM fields. The authors also examined this likelihood for traditionally underrepresented groups (white, black, and Hispanic women and black and Hispanic men) compared to white men. The analyses controlled for student socioeconomic factors, delayed college entry, academic preparation, and attitudes toward math. Data sources included students’ high school transcripts and surveys conducted through the Educational Longitudinal Study of 2002.
		The study found that white and Hispanic women were less likely to major in the physical sciences or engineering, versus a non-STEM major, than white men. Black women were also less likely to major in a physical science or engineering field than white men, but the gap was slightly smaller.
		In contrast to the large gender gaps evident in the choice of physical science and engineering majors, there were no differences between the gender/ethnicity groups in the likelihood of majoring in a biological sciences field compared to a non-STEM field. The study found that academic preparation and attitudes toward math rarely explained why men were more likely to choose a STEM major than women.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male, White, Black or African American, Hispanic of any race",,"United States",2011,
"Statistics anxiety and science attitudes: Age, gender, and ethnicity factors","Bui, N.H., & Alfaro, M.A. (2011). Statistics anxiety and science attitudes: Age, gender, and ethnicity factors. College Student Journal, 45(3), 573-585.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study examined relationships between statistics anxiety and attitudes about science in an introductory psychology statistics course in a small private Western university.
	Authors administered a demographic questionnaire (10 items), the Statistics Anxiety Rating Scale (STARS; 51 items), and the Test of Science-Related Attitudes measure (TOSRA; 70 items). They also ran t-tests and analyses of variance to assess differences across gender or ethnic groups and used Pearson’s correlation to examine relationships between statistics anxiety scales and science attitudes.
	The study found that younger students (ages 18 to 24 versus those 25 and older) had more negative attitudes about the social implications and enjoyment of science; there were no differences across gender or ethnic groups in the STARS or TOSRA measures. Six of seven scales of the TOSRA were negatively correlated with at least one STARS scale, suggesting that more positive science attitudes are associated with lower statistics anxiety.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2011,
"Surprising possibilities imagined and realized through information technology: Encouraging high school girls’ interests in information technology","Forssen, A., Lauriski-Karriker, T., Harriger, A., & Moskal, B. (2011). Surprising possibilities imagined and realized through information technology: Encouraging high school girls’ interests in information technology. Journal of STEM Education: Innovations and Research, 12(5-6), 46-57.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study examined the overall and gender-specific impact of the Surprising Possibilities Imagined and Realized through Information Technology (SPIRIT) program on high school students’ attitudes toward information technology (IT), with special focus on increasing female students’ confidence and abilities in using technology. The SPIRIT program, which took place during two weeks in summer 2009 at a large Midwestern university, had female and male students use a three-dimensional programming environment called Alice to create animations for storytelling. Participants also completed other hands-on activities and heard presentations from professionals on the use of IT in their jobs.
		The authors administered 20-item baseline and follow-up surveys to students on general attitudes toward and gender stereotypes in IT and compared responses before and after the SPIRIT program. Of the76 students who attended the program, 74 participated in the study. Because the program aimed to increase girls’ interests in IT, the study sample was 70 percent female.
		The study found that, after attending the SPIRIT program, female students demonstrated no change in general attitudes toward IT, but showed a significant reduction in believing the gender stereotype that women do not perform as well as men in IT.
		In looking at emergent themes of open-ended survey responses, the authors found that women’s attitudes toward the characteristics of a person with a career in IT changed from a focus on the person’s skills or intelligence before participation in SPIRIT to a more diverse description of characteristics after participation in the program. Similarly, female students provided a more expansive set of example IT careers after participation in SPIRIT. The authors did not conduct statistical tests on these differences.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,
"A promising start: Initial impacts of Year Up on low-income young adults’ careers.","Roder, A., & Elliott, M. (2011). A promising start: Initial impacts of Year Up on low-income young adults' careers. Economic Mobility Corporation.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Mixed impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Low-No impacts
      
    
  
              


      
            Employment","Summary:

This report presents preliminary findings for the impacts of the Year Up program, which provides technical skills training and internships to low-income adults ages 18 to 24.
The authors randomly assigned eligible applicants to either be invited to participate in the program immediately (treatment group) or gain entry after 10 months (control group). They compared the outcomes of treatment and control group members for approximately two years after random assignment.
The authors reported many statistically significant and positive impacts of the program in the second year after random assignment. These included impacts on annual earnings and hourly wages.
The quality of causal evidence is low because the randomized controlled trial had high attrition and the study did not show that the groups being compared were equivalent prior to the program. This means we are not confident that the estimated effects are attributable to Year Up. Other factors are likely to have contributed.","Year Up","Mentoring Work based and other occupational training Youth programs","Youth, Low income","Finance and insurance","United States, Urban",2011,
"Inquiry-based science and technology enrichment program: Green earth enhanced with inquiry and technology","Kim, H. (2011). Inquiry-based science and technology enrichment program: Green earth enhanced with inquiry and technology. Journal of Science Education & Technology, 20(6), 803-814.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:

The study’s objective was to examine the impact of the Inquiry-based Science and Technology Enrichment Program (InSTEP)—a week-long, half-day summer science curriculum for female 8th-grade students—on participants’ interest and confidence in studying science.
The author used a survey to compare students’ attitudes about science before and after participating in InSTEP.
The author found that among the female 8th-grade students who chose to enroll in InSTEP, interest in science increased, gender stereotypes about science and scientists were undermined, and overall attitudes toward science improved by the end of the program. There were no significant differences in students’ anxiety about taking science courses.
The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to InSTEP; other factors are likely to have contributed.","Inquiry-based Science and Technology Enrichment Program (InSTEP)","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011,
"The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Colorado Youth WINS","Fraker, T., Baird, P., Black, A., Mamun, A., Manno, M., Martinez, J., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration projects: Interim report on Colorado Youth WINS. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:

This study’s objective was to measure 12-month impacts of the Colorado Youth Work Incentive Network of Supports (WINS) project, sponsored by the Social Security Administration (SSA), one of six project sites of the larger Youth Transition Demonstration (YTD) projects that used a randomized evaluation. Youth WINS provided services to help youth with disabilities improve their education and employment outcomes and become more economically self-sufficient and less reliant on disability benefits.
Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and the Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt.
The study found that Youth WINS did not achieve any statistically significant impacts on the outcomes examined during the 12-month follow-up period.
The quality of causal evidence in this study is high because it was a well-conducted randomized controlled trial. This means we are confident that the estimated effects are attributable to Colorado Youth WINS and not to other factors.","the Youth Transition Demonstration Projects, Colorado Youth WINS Program","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,https://www.socialsecurity.gov/disabilityresearch/documents/CO%20Final%20Interi…
"How to recruit women and girls to the science, technology, engineering, and math (STEM) classroom","Milgram, D. (2011). How to recruit women and girls to the science, technology, engineering, and math (STEM) classroom. Technology and Engineering Teacher, 71(3), 4-11.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study's objective was to suggest successful strategies for increasing the number of women and girls in STEM classes.
		The author used studies of other programs and lessons learned from personal experience to inform a set of suggested strategies for improving the recruitment of women and girls into STEM classes.
		The author suggested that women and girls benefit from seeing female role models in STEM, receiving positive encouraging messages, and being assured that women in STEM can maintain a work/life balance. The author also described specific strategies that schools and programs should implement to improve recruitment of females, including reaching out to counselors and communicating the program’s emphasis on recruiting females, personally encouraging female students, developing outreach materials that display females and that incorporate the color pink, and taking into account how females’ perceptions of and motivations toward STEM differ from those of males.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,
"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,
"Are the predictors of women’s persistence in STEM painting the full picture? A series of comparative case studies","Hughes, R. (2011). Are the predictors of women’s persistence in STEM painting the full picture? A series of comparative case studies. International Journal of Gender, Science and Technology, 3(3), 548-570.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study's objective was to examine the experiences of several female science and engineering majors within the literature context on predictive factors of persistence in STEM majors and careers. The study focused on the roles of parental support and education level, academic preparation, and perceptions of the STEM culture in influencing the career trajectories of female undergraduates at a United States university in 2009–2010.
		The author conducted two interviews each with five women in their fourth year of college who had chosen to major in a STEM field. The first interview collected the participant’s life history, with a focus on factors and moments leading to the decision to pursue a STEM major. The second interview, conducted several months later, recorded whether the participant’s career plans had changed.
		The study found that the participants’ experiences did not always align with what the literature predicted, and that complex factors contributed to a woman’s decision to stay in or leave a STEM major. Although all the women who stayed in a STEM field described the use of coping strategies for persisting in a male-dominated field, these strategies differed among participants. Those who chose to leave their STEM major did not necessarily do so because of a lack of academic preparation, parental support, or competence, but rather seemed to share a feeling that they did not identify with the peers in their STEM field, who they described as “uptight,” “nerdy,” and lacking a life outside of the classroom.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,
"What predicts middle school girls’ interest in computing?","Denner, J. (2011). What predicts middle school girls’ interest in computing? International Journal of Gender, Science and Technology, 3(1), 54-69.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This paper analyzed white and Latina middle school girls’ interest in and knowledge of careers in computer science following their participation in a voluntary after-school and summer school program in central California.
	The author administered a survey to 140 program participants and conducted stepwise multiple regressions to identify factors that significantly affected the girls’ interest in computing classes and careers. The author also ran secondary analyses to address possible indirect or mediating influences on the girls’ interest in computing classes and careers.
	The study found that three factors significantly predicted girls’ interest in computing classes and careers: (1) a youth’s level of technological curiosity, (2) perceived support from school peers and teachers to pursue computing classes and degrees, and (3) feelings that computers were relevant to her life.
	The study also found that although perceived parental support and gender stereotypes did not directly predict the girls’ interest in computing classes and careers, these factors did indirectly predict girls’ interest in computing.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, White, Hispanic of any race",,"United States",2011,
"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,
"Adolescent perspectives of the ecological impact of a summer youth employment program.","Grant, N. (2011). Adolescent perspectives of the ecological impact of a summer youth employment program. Doctoral dissertation. Wichita, KS: Wichita State University. Available at http://soar.wichita.edu/handle/10057/5056.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

Using personal stories of youth who participated in the Area IV Kansas Summer Youth Employment Program (SYEP), the author sought to describe the ecosystems of urban youth, their relationships with adults, and the impacts of their participation in SYEP.
SYEP was a summer program funded as part of the American Recovery and Reinvestment Act of 2009. It provided disadvantaged youth with summer employment and job skills training over two summers.
The author interviewed 10 participating youth and analyzed their personal stories using ecological systems theory and a social capital framework. The author also analyzed documents containing the youths’ demographic and employment records.
The author concluded that programs such as SYEP helped disadvantaged youth to make networking connections, learn ways of interacting in the workplace, and open doors to job opportunities that historically have not been available to those with lower socioeconomic status.","Summer Youth Employment Programs (Area IV Kansas)","Basic skills Work based and other occupational training Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",2011,http://www.workforce-ks.com/modules/showdocument.aspx?documentid=2206
"Increasing saving behavior through age-progressed renderings of the future self","Hershfield, H., Goldstein, D., Sharpe, W., Fox, J., Yeykelis, L., Carstensen, L., & Bailenson, J. (2011). Increasing saving behavior through age-progressed renderings of the future self. Journal of Marketing Research, 48(SPL), S23–S37.","Behavioral Finance: Retirement","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:

The study’s objective was to determine whether contact with an age-progressed visual representation of the self led participants to allocate more money to savings for retirement. The authors presented four random assignment studies relying on varying degrees of contact with these age-progressed visual representations in an attempt to pinpoint their effect on retirement savings behavior and the mechanism through which such representations alter savings attitudes.
In the four experiments discussed here, the authors collected data directly from participants by administering post-intervention surveys or collecting hypothetical asset allocation information.
The study found that participants who saw age-progressed pictures of themselves chose to allocate a significantly higher proportion of hypothetical income to retirement compared to a control group; the participants in this study were drawn from a group of adults ages 18 to 35. Results were similar in three other experiments using undergraduate students.
The quality of the causal evidence presented in this study is high. This means we are confident the differences in outcomes observed between treated and control groups resulted from the interventions tested, and not other factors.","Interactions with Age-Processed Visual Representation of the Self","Employer provided retirement benefits",Youth,,"United States",2011,
"Living-learning programs for women in STEM","Inkelas, K. (2011). Living-learning programs for women in STEM. New Directions for Institutional Research 152, 27-37.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study’s objective was to review the evidence of the effects of living-learning programs (LLPs)—shared residences at postsecondary institutions designed to bridge in- and out-of-class learning and establish tight-knit communities—on academic and other outcomes for women in STEM disciplines.
		The author reviewed studies that compared the short- and long-term academic outcomes of female STEM majors who participated in LLPs, particularly women-only STEM LLPs, to male and female STEM majors who did not participate in such programs. Many of these studies relied on the 2007 National Study of Living-Learning Programs, which encompassed programs at more than 50 U.S. colleges and universities and represented the responses of 22,519 students; other university-specific studies from Michigan State University, the University of Wisconsin-Madison, and the University of Michigan were included.
		The study found that participants in a women-only STEM LLPs were more likely to attend graduate school in a STEM field than were female STEM majors who participated in coeducational STEM LLPs, non-STEM LLPs, or no LLP, by 35, 31, and 29 percent, respectively.
		Participants in a women-only STEM LLP at the University of Michigan were more likely to persist in STEM majors than were male or female nonparticipants with similar academic interests and achievement.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,
"STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM)","Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [one of three studies described in a single report]","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of interacting with a male or female upperclass student majoring in math and psychology (hereafter referred to as a male or female peer expert) on female undergraduate STEM majors’ attitudes toward math and performance on a math test.
The study used computerized tasks and students’ self-reported attitudes to compare performance in and attitudes toward math of female undergraduate students who interacted with a female peer expert and those who interacted with a male peer expert.
The study found that female students who interacted with a male peer expert exhibited negative implicit attitudes toward math compared with English, whereas female students who interacted with a female peer expert had the same attitudes toward math and English. Female students who interacted with a female peer expert attempted more problems on the math test than those who interacted with a male peer expert.
The quality of causal evidence presented in this report is high, as it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to interacting with a female peer expert, and not to other factors.",,"Science, Technology, Engineering, and Math (STEM) programs Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2011,
"WomenLEAD: Leadership development for female faculty in business and engineering","Hodges, J., Pearson, A., & Reese, D. (2011). WomenLEAD: Leadership development for female faculty in business and engineering. International Journal of Gender, Science and Technology, 3(2), 331-337.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study’s main objective was to describe and promote the implementation of WomenLEAD, a program offered at a business and engineering college to foster leadership development in female faculty by providing advice and support.
	WomenLEAD consisted of eight sessions focused on challenges faced by female faculty for advancement, such as work-life balance, gender biases, and communication differences. At the end of the program, the authors, who created and implemented the WomenLEAD program, administered a participant survey to elicit participants’ feedback on the degree to which each of the sessions influenced participants’ awareness and understanding of issues relevant to their leadership development.
	The participants’ survey suggested that WomenLEAD increased women’s awareness and understanding of issues covered in each session, such as communicating with power, career challenges, and leadership qualities. Comments on the survey indicated appreciation for the support network of women the program created. The program intends to continue this networking through continued formal and informal gatherings and to expand it to female faculty at other colleges.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,
"STEM learning in afterschool: An analysis of impact and outcomes","Afterschool Alliance. (2011). STEM learning in afterschool: An analysis of impact and outcomes. Washington, DC.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study presented findings from a review of after-school programs in the United States focused on improving science, technology, engineering, and mathematics (STEM) skills and increasing access to STEM careers for youth in grades K–12. The study’s objective was to identify common strategies that STEM-focused after-school programs used and summarize the programs’ results.
	The authors collected evaluation reports of STEM-focused after-school programs through evaluation database searches and direct requests to the programs. The programs reviewed served K–12 students and implemented a wide range of programming, including robotics competitions, mentoring, internships, science experiments, and design projects. The evaluations of these programs used a variety of analytic methods, including comparison of pre- and post-program surveys, focus groups discussions, and tests; tracking of program alumni; and surveys of parents and program staff.
	The study found that all STEM after-school programs studied reportedly had some benefit for program participants. The authors classified the observed benefits into three categories: improved attitudes toward STEM fields and careers, increased STEM knowledge and skills, and higher likelihood of graduation and pursuing a STEM career. The authors described the programs that had a positive outcome in each of those categories along with the specific results described in the program’s evaluation report.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2011,http://www.afterschoolalliance.org/STEM-Afterschool-Outcomes.pdf
"The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Transition WORKS","Fraker, T., Black, A., Mamun, A., Manno, M., Martinez, J., O’Day, B., O’Toole, M., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on Transition WORKS. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:

This study’s objective was to measure 12-month impacts of the Transition WORKS, one of six project sites of the larger Social Security Administration (SSA)–sponsored Youth Transition Demonstration (YTD) projects that used a randomized evaluation.  Transition WORKS provided services to help youth with severe disabilities improve their education and employment outcomes and become more economically self-sufficient.
Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt. 
The study found that Transition WORKS did not achieve any statistically significant impacts on paid employment, educational attainment, or Social Security disability benefit during the 12-month follow-up period.
The quality of causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the effects estimated in the study would be attributable solely to Transition WORKS, and not to other factors.","the Youth Transition Demonstration Projects, Transition WORKS","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,http://www.ssa.gov/disabilityresearch/documents/Erie%20Final%20Interim%20Report…
"Professional role confidence and gendered persistence in engineering","Cech, E., Rubineau, B., Silbey, S., & Seron, C. (2011). Professional role confidence and gendered persistence in engineering. American Sociological Review, 76(5), 641-666.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The study examined the actual and intended persistence in the engineering field of 288 students entering engineering programs in 2003 at the Massachusetts Institute of Technology, the University of Massachusetts at Amherst, the Franklin W. Olin College of Engineering, and Smith College.
	The authors estimated regression models using data from a longitudinal survey conducted online, which followed the same students from freshman to senior year, to analyze factors significantly associated with (1) the students’ intentions to stay in the engineering field in five years and (2) the students’ actual persistence in the field over the course of the survey period.
	The study found that male students were more likely to stay in their engineering major over the course of the study, as well as to stay in the engineering field at higher rates than the female students. However, the study found no significant association between plans for a family and women leaving the engineering major. Likewise, the study did not find a significant association between self-assessment of math skills and persistence in the engineering field for women.
	The authors generated a measure of professional role confidence, which included both an assessment of one’s own expertise and skills needed for engineering jobs and a self-assessment of how well the engineering field fits the individual’s career plans. The study found that the professional role confidence measure was significantly associated with persistence in the engineering field. The professional role confidence measure varied significantly by gender, however, with men having higher confidence measures; the authors suggested that professional role confidence might help explain the differing persistence levels between men and women in engineering.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2011,
"Analysis of Associations between Contemporaneous Job Corps Performance Measures and Impact Estimates from National Corps Study.","Fortson, J., & Schochet, P. (2011). Analysis of Associations between Contemporaneous Job Corps Performance Measures and Impact Estimates from National Corps Study. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

An analysis for the National Job Corps Study found no relationship between estimated impacts on participants and Job Corps center aggregate performance measures. This study sought to determine whether adjusting the performance measures to account for characteristics of students attending the centers would yield performance measures that predict estimated impacts.
Job Corps is a national vocationally focused education and training program for disadvantaged youth between ages 16 and 24.
The authors used data from multiple sources, particularly the National Job Corps study. They conducted quantitative analysis of survey data to compute center-level impacts and regression analysis to compute adjusted center-level performance measures.
The analysis found that, although the performance measures adjusted for individual and local area characteristics had a modest impact on the relative performance rankings of the centers, they did not predict participant impacts more accurately than the unadjusted performance measures.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2011,http://www.mathematica-mpr.com/publications/pdfs/labor/jobcorps_performance.pdf
"Beyond a summer work experience: The Recovery Act 2009 Post-Summer Youth Employment Initiative.","Holcomb, P., Ziegler, J., & Laird, E. (2011). Beyond a summer work experience: The Recovery Act 2009 Post-Summer Youth Employment Initiative. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

Funded by the American Recovery and Reinvestment Act of 2009, the Summer Youth Employment Initiative (SYEI) aimed to reverse the steep decline in youth employment during the recession by providing employment opportunities for youth in the summer of 2009. The 2009 Post-SYEI allowed states and local workforce investment areas to provide extended work experiences to older disconnected youth ages 18 to 24 from October 2009 through March 2010.
The authors conducted in-depth site visits to eight selected study sites and analyzed the data using qualitative methods.
The authors reported that the study sites effectively built upon the implementation of the SYEI by using the same service delivery structure and extending the work experiences of those youth who had already participated in the summer program. The longer time frame for the work experiences was seen as a benefit by participants and employers. Post-SYEI programs also focused on ensuring the alignment between participants’ interests and their work experiences.
The authors recommended three considerations for the design of similar policies targeting older out-of-school youth in the future: allowing sufficient time to design such programs, because the needs of older out-of-school youth differ from those of younger youth who are traditionally served by these types of programs; supporting a year-round, not only summer, work experience; and incorporating a transition strategy from the work experience into future opportunities.","Summer Youth Employment Initiative (SYEI)","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",2011,http://wdr.doleta.gov/research/FullText_Documents/ETAOP_201_03.pdf
"National evaluation of Youth Corps: Findings at follow-Up","Price, C., Williams, J., Simpson, L., Jastrzab, J., & Markovitz, C. (2011). National evaluation of Youth Corps: Findings at follow-up. Cambridge, MA: Abt Associates, Inc.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment
      


  
      
            Training-Mod/high-No impacts
      
    
  
              


      
            Training","Summary:

The study’s objective was to examine the impact of Youth Corps, a diverse set of programs that offer educational services, employment and training, and community service activities to young adults.
The programs’ effectiveness was evaluated using a randomized controlled trial conducted at 21 Youth Corps program sites.
The study found a statistically significant positive impact on participants’ annual income 18 months after random assignment. There was no evidence of statistically significant impacts on employment, education, or training 30 months after random assignment, which was the primary follow-up period examined in the study.
The quality of causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with high attrition, the authors demonstrated that the treatment and control groups were similar before the intervention. This means we have confidence that the estimated effects are attributable at least in part to Youth Corps, although other factors could also have contributed.","Youth Corps Programs","Job search assistance and supportive services Other training and education Youth programs",Youth,,"United States",2011,http://www.nationalservice.gov/pdf/nat_eval_youthcorps_impactreport.pdf
"Middle school girls’ perceptions of engineers before and after a female only summer enrichment program","Hirsch, L., Berliner-Heyman, S., Cano, R., Kimmel, H., & Carpinelli, J. (2011). Middle school girls’ perceptions of engineers before and after a female only summer enrichment program. Paper presented at the 2011 IEEE Frontiers in Education Conference.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

		In a study performed over the course of a summer engineering program for 4th- through 8th-grade girls, the authors sought to determine whether participants’ attitudes toward engineering changed from the beginning to end of the program and whether traditional surveys fully captured participants’ growth over the course of such an experience.
		The authors administered two tests, the Middle School Attitude to Mathematics, Science and Engineering Survey (MATE) and the Draw an Engineer Test (DAET), to about 100 participants in a summer 2009 New Jersey Institute of Technology engineering program for 4th- to 8th-grade girls. The MATE comprises seven psychological subscales focused on students’ interest in various aspects of engineering, attitudes toward mathematics and science, problem-solving, knowledge of engineering, and perceptions of males’ and females’ relative competence in mathematics and science; the DAET prompts respondents to draw an engineer at work and summarize their drawing in a sentence. Participants took both tests before beginning and after completing the program.
		The study found that girls’ knowledge of engineering increased significantly; at the beginning of the study, fewer than half of the participants could name one or more kinds of engineers, but by the end of the program more than 85 percent of participants correctly identified at least one kind of engineer.
		Differences in pre- and post-program engineer drawings and descriptions suggested more nuanced changes in girls’ understanding of engineering. For example, the proportion of responses depicting engineers communicating with others more than doubled, from only 12 percent before the program to 30 percent afterward. The authors concluded that the DAET complements the MATE and warranted further study as a measure of children’s changing perceptions of science and scientists.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,http://fie-conference.org/fie2011/papers/1471.pdf
"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,
"The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s project","Fraker, T., Black, A., Broadus, J., Mamun, A., Manno, M., Martinez, J., McRoberts, R., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s project. Princeton, NJ: Mathematica Policy Research.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:

This study’s objective was to measure 12-month impacts of the City University of New York (CUNY) Youth Transition Demonstration Project (YTDP) in the Bronx, one of six project sites of the larger Social Security Administration (SSA)-sponsored YTD projects that used a randomized evaluation.  CUNY YTDP provided services to help youth with severe disabilities improve their employment outcomes and become more economically self-sufficient.
Data were collected from a baseline survey and 12-month follow-up survey, the Ticket Research File (TRF), and the Master Earnings File (MEF). The authors estimated program impacts on measures of paid employment, educational attainment, and Social Security disability benefit receipt.
The study found that CUNY YTDP had positive and statistically significant impacts on employment during the 12-month follow-up period. The study found no statistically significant impacts on earnings, educational attainment, total income, or Social Security disability benefit receipt.
The quality of causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the estimated effects are attributable to CUNY YTDP, and not to other factors.","the Youth Transition Demonstration Projects, The City University of New York","Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2011,http://www.ssa.gov/disabilityresearch/documents/CUNY%20Final%20Interim%20Report…
"Programs for undergraduate women in science and engineering: Issues, problems, and solutions","Fox, M., Sonnert, G., & Nikiforova, I. (2011). Programs for undergraduate women in science and engineering: Issues, problems, and solutions. Gender & Society, 25(5), 589-615.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	The authors summarized the goals, concerns, and activities of undergraduate programs for women in science and engineering. They focused on whether the programs considered individual-level concerns, such as self-esteem and academic ability, or structural barriers, such as faculty, campus, and administrative attitudes toward women, as the primary obstacles facing women in these fields.
	In 2002, the authors surveyed the directors of undergraduate programs for women in science and engineering, obtaining 38 responses out of 48 programs nationwide. They analyzed the survey responses by translating rating scales into mean scores and comparing those means using paired sample t-tests.
	The study found that directors of undergraduate programs for women in science and engineering generally conceived of the central problem facing their students as structural rather than individual. The activities these programs provided, however, focused predominantly on shoring up individual skills and self-confidence—for instance through social gatherings and links to support services—rather than addressing the structural issues they viewed as paramount.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,
"The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s Project","Fraker, T., Black, A., Broadus, J., Mamun, A., Manno, M., Martinez, J., McRoberts, R., Rangarajan, A., & Reed, D. (2011). The Social Security Administration’s Youth Transition Demonstration Projects: Interim report on the City University of New York’s Project. Report submitted to the Social Security Administration. Washington, DC: Mathematica Policy Research.","Disability Employment Policy","Study Type: Implementation Analysis",,,"Summary:

	This report presents an interim implementation and impact analysis on the City University of New York (CUNY) Youth Transition Demonstration Project (YTDP). The program sought to maximize economic self-sufficiency and independence for youth disability insurance beneficiaries by improving their employment and educational opportunities. The program targeted youth ages 14 through 18 who received Supplemental Security Income (SSI) and resided in Bronx County.
	The study examined implementation of YTDP at two CUNY campuses, focusing on major aspects of service delivery, including the background, local context, and service environment of YTDP. It also provided information on beneficiaries’ characteristics and satisfaction with the program. The study used qualitative analysis of staff and beneficiary interviews, including data collected from site visits; and descriptive quantitative analysis of beneficiaries’ baseline and follow-up survey data and service utilization data from a management information system.
	The study found that youth beneficiaries had access to all of the services in the conceptual framework. Many began receiving individualized services before participating in structured workshops. However, education-related and person-centered services were among the less-intensive service offerings.
	Study findings related to implementation challenges and solutions are potentially applicable to other current or future projects that provide employment-related services to youth with disabilities.","the Youth Transition Demonstration Projects, The City University of New York","Supplemental security income (SSI) Youth programs Vocational rehabilitation","Youth, Disability",,"United States",2011,http://www.mdrc.org/sites/default/files/full_579.pdf
"The role of living–learning programs in women’s plans to attend graduate school in STEM fields","Szelényi, K., & Inkelas, K. (2011). The role of living–learning programs in women’s plans to attend graduate school in STEM fields. Research in Higher Education, 52(4), 349-369.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to assess the impact of participating in a female-only STEM living-learning program on undergraduate female STEM majors’ intentions to pursue graduate studies in a STEM field.
The authors conducted regression analysis using data from the 2004–2007 National Study of Living Learning Programs (NSLLP) to determine if women who participated in female-only STEM living-learning programs were more likely than women in other living arrangements to express plans to attend graduate school in a STEM field.
The study found that the female undergraduate STEM majors living in a female-only STEM living-learning community were more likely to have plans to attend graduate school in a STEM field than female STEM majors living in coeducational STEM living-learning communities, non-STEM living-learning communities, or traditional residence halls.
The quality of causal evidence presented in this report is low because the authors’ analysis did not account for important individual characteristics related to the outcome that could differ across groups. This means we are not confident that the estimated effects are attributable to female-only STEM living-learning programs. Other factors are likely to have contributed.","STEM Living-Learning Programs","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011,
"Arguing separate but equal: A study of argumentation in public single-sex science classes in the United States","Glasser, H. (2011). Arguing separate but equal: A study of argumentation in public single-sex science classes in the United States. International Journal of Gender, Science and Technology, 3(1), 70-92.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	In a study performed at a public coeducational middle school during the 2007–2008 school year, the author sought to determine whether students in single-sex science classes learned “the same science” by experiencing the same instructional approaches and earning the same grades as those in mixed-gender classes.
	The author attended both the boys’ and girls’ science classes, and collected data from audio and video recordings, reviews of students’ work, and interviews with students and teachers. He analyzed these data using a variety of coding schemes, with particular emphasis on argumentation, defined for the purpose of the study as a whole-class scientific discussion involving the teacher that contained both a challenge and a defense. He also examined more than seven hours of video recordings from each class section and counted the instances of argumentation occurring in each class. Finally, the author reviewed students’ grades in the course.
	Although argumentation was not a primary feature of either boys’ or girls’ science classes, with no more than five instances of argumentation per hour of instruction in either case, the author found that boys’ science classes contained more than three times as many instances of argumentation than did girls’ classes. Over the sample lessons considered in this study, the boys produced 22 instances of argumentation, compared with only 7 in the girls’ class. There were no differences in students’ grades by gender.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Male",,"United States",2011,
"STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM)","Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using in-group experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [one of three studies described in a single report]","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Low-Unfavorable impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to examine the impact of reading a paragraph-long biography of a female engineer on female engineering majors’ implicit and explicit attitudes toward math and English, their self-efficacy in engineering, their identification with the engineers in the assigned text, and their intention to pursue a career in engineering.
The study used computerized tasks to measure outcomes for female students who read a paragraph-long biography of a female engineer compared with those of female students who read either (1) biographies of male engineers or (2) a description of engineering innovations with no mention of the engineer’s gender.
The study found that attitudes of female students who read the female biography did not favor math over English or vice versa, whereas those who read the male biography or the description of engineering innovations demonstrated negative implicit attitudes toward math and a preference for English over math.
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to reading a paragraph-long biography about female engineers, and not to other factors.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2011,
"STEM development: A study of 6th-12th grade girls’ interest and confidence in mathematics and science (Doctoral dissertation, Iowa State University)","Heaverlo, C. (2011). STEM development: A study of 6th-12th grade girls’ interest and confidence in mathematics and science (Doctoral dissertation, Iowa State University). Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1035&context=etd","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study’s objective was to determine whether middle and high school girls’ levels of interest and confidence in science and mathematics differed and to identify factors that promote their interest and confidence in these subjects.
		The author administered a survey to the 6th–12th grade attendees of the three April 2009 sessions of Iowa State University’s Taking the Road Less Traveled Career Conference. The author performed descriptive statistical analyses.
		The study found that middle and high school girls’ interest and confidence in science and mathematics did not differ.
		Teacher influence was a statistically significant predictor of all four outcomes examined—math interest, science interest, math confidence, and science confidence. In particular, math teacher influence predicted math interest and confidence, and science teacher influence predicted science interest and confidence. The availability of extracurricular science, technology, engineering, and mathematics activities also predicted math interest and confidence.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1035&context=etd
"Staying on course: Three-year results of the National Guard Youth ChalleNGe Evaluation.","Millenky, M., Bloom, D., Muller-Ravett, S., & Broadus, J. (2011). Staying on course: Three-year results of the National Guard Youth ChalleNGe Evaluation. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Training-Mod/high-Favorable impacts
      
    
  
              


      
            Training","Summary:

This report presents results from a three-year follow-up study of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Earlier reports examined outcomes at 9 and 21 months.
The program’s effectiveness was evaluated using a randomized controlled trial conducted in 10 states. This report examined the effects of the program on participants’ educational attainment, earnings, employment, and other outcomes measured through a survey conducted about three years after participants entered the study.
The study found statistically significant, positive impacts of the ChalleNGe program on employment, earnings, education, and training outcomes measured after three years.
The quality of causal evidence presented in this study is high because it is a well-conducted randomized controlled trial. This means we have confidence that the effects estimated in this study are attributable to the National Guard Youth ChalleNGe program.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2011,http://www.mdrc.org/sites/default/files/full_510.pdf
"Evaluation of the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care: Final Report","Courtney, M., Zinn, A., Johnson, H., and Malm, K. (2011). Evaluation of the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care: Final Report. OPRE Report #2011-14. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:


The study’s objective was to examine the impact of the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care (Outreach) on youths’ education, employment, earnings, and public benefit receipt.
Using a randomized controlled trial design, the authors estimated the program’s impact by comparing survey responses and college records for youth randomly selected to receive the Outreach program with those of youth randomly assigned to the control group.
The study found that the Outreach program significantly increased college enrollment and persistence.
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care, and not to other factors.","the Massachusetts Adolescent Outreach Program for Youths in Intensive Foster Care","Job search assistance and supportive services Other training and education Youth programs Behavioral Interventions","Youth, Disconnected youth",,"United States",2011,http://www.acf.hhs.gov/sites/default/files/opre/eval_mass.pdf
"Understanding the factors affecting degree completion of doctoral women in the science and engineering fields","Ampaw, F., & Jaeger, A. (2011). Understanding the factors affecting degree completion of doctoral women in the science and engineering fields. New Directions for Institutional Research, 152, 59-73.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	This study aimed to determine if student characteristics; financial aid receipt; and labor market conditions (such as unemployment, weekly wages, and professors’ salary) predicted doctoral degree completion in science, engineering, or math differently for men and women.
	Following students enrolled in a doctoral program at an academic institution in the southeastern United States, the study used data from the institution in which study participants were enrolled, Bureau of Labor Statistics data on unemployment and weekly earnings, and expected earnings information from the National Faculty Salary Survey by Discipline and Rank in Four Year Colleges and Universities. Nonlinear regression models were used to estimate the effects on doctoral degree completion.
	The study found that 9 percent more males than females in the study completed their doctoral degree, although women tended to be younger at the start of their degree. International students, but not minority students overall, were more likely to complete their degree than white domestic students.
	Regarding financial aid, students who held research assistantships were 67 percent more likely to finish their degree than students without an assistantship, but males were much more likely to acquire an assistantship than females.
	Regarding labor market conditions, students were more likely to complete a degree in fields with high unemployment and higher expected earnings.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs Preventing discrimination","Youth, Female, Male",,"United States",2011,
"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,
"After-school programs for high school students: An evaluation of after-school matters.","Hirsch, B., Hedges, L., Stawicki, J., & Mekinda, M. (2011). After-school programs for high school students: An evaluation of after-school matters. Evanston, IL: Northwestern University.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment","Summary:

The report’s objective was to evaluate the impact of the After School Matters (ASM) apprenticeship program on academic outcomes in high school and on the likelihood of being hired for a summer or permanent entry-level position in the labor market.
For this evaluation, 535 students from 10 high schools in Chicago were randomly assigned to the treatment group, which could enroll in ASM, or the control group, which could not. Outcome data were derived from high school records from both semesters of the academic year of study participation and a mock job interview at the end of the spring semester of the same year.
The study reported no statistically significant impacts of participation in ASM on high school grade point average (GPA), number of classes failed, school absences, or likelihood of being hired for a permanent or summer entry-level position.
The quality of the causal evidence presented in this report is high for all academic outcomes. This means we are confident that estimated impacts for these outcomes would be solely attributable to ASM, and not other factors. For the likelihood of employment outcomes, the quality of evidence is moderate. This means we have confidence that the effects estimated in this study would be attributable at least in part to the ASM program, though other factors could also have contributed.","After School Matters","Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States, Urban",2011,
"The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry","Mesch, B. D. (2010). The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry. (Doctoral dissertation). Retrieved from ProQuest. Accession No. 872556263. [Current student sample]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:

	The study examined the relationship between participation in extracurricular food service employment during culinary arts training and the proportion of culinary arts courses students successfully completed. The author investigated similar research questions in another study of culinary arts graduates, the profile of which is available [here].
	The study used a nonexperimental design to compare culinary arts students at one school who took part in extracurricular food service employment during their program with culinary arts students at the school who did not. Data for the study came from a survey of current students administered by the author and student records maintained by the school.
	The study did not find a statistically significant relationship between a students’ participation in extracurricular food service employment during culinary school and the percentage of culinary arts courses successfully completed.
	The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to food service work experience; other factors are likely to have contributed.","the voluntary extracurricular employment in food service","Other training and education",Youth,"Accommodation and food services","United States",2010,https://search.proquest.com/openview/2bcb106f1d3cc1b9ccb7ffbe42547a1a/1?pq-orig…
"Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career","Amelink, C., & Creamer, E. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. Journal of Engineering Education, 99(1), 81-92.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The authors investigated aspects of the undergraduate college environment associated with satisfaction with engineering as a major and students’ intent to pursue a career in engineering in the next 10 years, emphasizing gender differences.
		The authors designed a comprehensive survey comprising sections on demographic information, factors affecting career choice, self-reported scientific ability, classroom experience, academic community, curricular and extracurricular engagement, and family and academic background. Participating institutions administered the survey to undergraduate engineering majors. After collecting the data, the authors examined correlations between a set of student, faculty, and general factors and satisfaction with the decision to major in engineering or intent to work as an engineer in 10 years.
		Although male and female students were equally likely to express satisfaction with their decision to major in engineering, significantly and substantially fewer female students expected to work in an engineering career in 10 years than male students.
		Similar factors were associated with male and female students’ intent to pursue a career in engineering. Perceptions of faculty engagement with students struck a notable contrast; higher levels of agreement with the statement “in general, engineering professors care about student learning” were significantly and positively correlated with female students’ interest in long-term engineering careers, but the correlation with male students’ career intent was not significant.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2010,
"Youth Transition Demonstration Project, City University of New York, Bronx, NY, Final Report.","The City University of New York. (2010). Youth Transition Demonstration Project, City University of New York, Bronx, NY, Final Report. New York: City University of New York.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary:

This report described the Youth Transition Demonstration project implemented by the City University of New York. The project enrolled 400 youth ages 15 to 18 in the Bronx who had disabilities and were receiving Social Security Administration (SSA) benefits.
The main components of the project were (1) a Saturday college program for youth and their parents, (2) provision of counseling on SSA benefits, (3) person-centered life and employment planning, (4) summer and after-school jobs, and (5) referrals to other services.
The report described participants’ receipt of SSA benefits, employment and education outcomes, participants’ use of benefit advisement, and agency partnerships formed to implement the project.",,"Disability insurance Supplemental security income (SSI) Youth programs","Youth, Disability",,"United States",2010,http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&ua…
"Reducing the gender achievement gap in college science: A classroom study of values affirmation","Miyake, A., Kost-Smith, L., Finkelstein, N., Pollock, S., Cohen, G., & Ito, T. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330 (6008), 1234–1237.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to assess the effect of values affirmation on female students’ performance in an introductory college physics course.
Students in the course were randomly assigned to either a treatment group, in which they completed a writing exercise affirming their personal values, or a control group, in which they described values that might be important to others. The authors collected exam scores and course grades for students in both study groups.
The study found that, although male students’ exam scores remained higher than female students’ scores, the gender gap was significantly smaller for students in the values affirmation group than for students in the control group.
The quality of causal evidence presented in this report is low because it was a randomized controlled trial with high attrition that did not control for background characteristics likely to have affected the outcomes of interest. This means we are not confident that the estimated effects are attributable to values affirmation; other factors are likely to have contributed.","Values Affirmation","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2010,
"Making the transition: Interim results of the National Guard Youth ChalleNGe program evaluation","Millenky, M., Bloom, D., & Dillon, C. (2010). Making the transition: Interim results of the National Guard Youth ChalleNGe program evaluation. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Training-Mod/high-Favorable impacts
      
    
  
              


      
            Training","Summary:


This report presents results from a 21-month follow-up study of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Related reports examine outcomes at 9 months and 3 years post-intervention.
The program’s effectiveness was evaluated using a randomized controlled trial conducted in 10 states. This report examined the effects of the program on participants’ educational attainment, earnings, employment, and other outcomes measured through a survey conducted about 21 months after participants entered the study.
The study found statistically significant, positive impacts of the ChalleNGe program on earnings, education, and training outcomes measured after 21 months.
The quality of causal evidence presented in this study is high because it is a well-implemented randomized controlled trial. This means we are confident that the effects estimated in this study are attributable to the National Guard Youth ChalleNGe program, and not to other factors.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2010,http://www.mdrc.org/sites/default/files/full_434.pdf
"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,
"Reentry experiences of confined juvenile offenders: Characteristics, service receipt and outcomes of juvenile male participants in the SVORI multi-site evaluation. The multi-site evaluation of the Serious and Violent Offender Reentry Initiative.","Hawkins, S., Lattimore, P., Dawes, D., & Visher, C. (2010). Reentry experiences of confined juvenile offenders: Characteristics, service receipt and outcomes of juvenile male participants in the SVORI multi-site evaluation. The multi-site evaluation of the Serious and Violent Offender Reentry Initiative. NCJ 230423. Research Triangle Park, NC: RTI.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study examined the impact of the Serious and Violent Offender Reentry Initiative (SVORI) on employment, education, and recidivism among juvenile incarcerated males.
The study used propensity scores to match participants in SVORI to nonparticipants who were similar on observed characteristics. The study used data from interviews collected at multiple time points through 15 months after release.
The study found that SVORI participants were more likely than nonparticipants to be enrolled in school 3 months post-release (68 and 52 percent, respectively) and were more likely than nonparticipants to have a job with benefits 15 months post-release (69 and 40 percent, respectively).
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the SVORI program, but other factors might also have contributed.","Serious and Violent Offender Reentry Initiative (SVORI)","Other employment and reemployment Other health and safety Reentry Substance abuse recovery Youth programs","Youth, Justice-involved, Disconnected youth, Male",,"United States",2010,https://www.ncjrs.gov/pdffiles1/nij/grants/230423.pdf
"Change the gender composition of high school computing courses (case study 2): Attracting females and minority students through targeted recruiting","Cohoon, J.M. (2010). Change the gender composition of high school computing courses (case study 2): Attracting females and minority students through targeted recruiting. Boulder, CO: National Center for Women & Information Technology.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study's objective was to describe several critical components to targeted recruitment for information technology courses, with a particular focus on the recruitment of girls and women.
		The author described the strategies used by one high school computer science teacher to increase the enrollment of girls in his Advanced Placement Computer Science course. The author then suggested several components that are necessary for any targeted recruitment strategy to be successful.
		The study recommended having a strategic recruiting plan that outlined the goal, partners, evaluation plan, and materials of the recruiting effort. The goal should be specific and quantifiable, and partnerships should be based on existing contacts who work with the target audience. The recruitment message should focus on the interests and concerns of the target audience, and should be conveyed in multiple ways and delivered through a credible source. The study summarized these recommendations in a recruiting quick list.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2010,http://www.ncwit.org/sites/default/files/resources/changegendercompositionhighs…
"A Scholarship Model for Student Recruitment and Retention in STEM Disciplines","Yelamarthi, K., & Mawasha, R. (2010). A Scholarship Model for Student Recruitment and Retention in STEM Disciplines. Journal of STEM Education, 11(5 & 6), 25–32.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

This paper evaluated the effects of the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program at Wright State University (WSU) on educational outcomes.
The study used academic records from the university to compare educational outcomes of CSEMS participants and nonparticipants of similar background at the undergraduate and graduate levels.
The study found that undergraduate program participants were more likely than traditional undergraduate students to secure a grade point average higher than 2.7.
The quality of causal evidence presented in this study is low. This means we are not confident that the estimated effects are attributable to the CSEMS program. Other factors are likely to have contributed.","the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2010,
"St. Mary’s County juvenile drug court outcome and cost evaluation","Mackin, J., Lucas, L., Lambarth, C., Waller, M., Herrera, A., Carey, S., & Finigan, M. (2010). St. Mary’s County juvenile drug court outcome and cost evaluation. Portland, OR: NPC Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:

The study’s objective was to examine the impact of participation in a juvenile drug court program in St. Mary’s County, Oregon, on recidivism.
The study used administrative data from the departments of Juvenile Services, Public Safety and Correctional Services, and Health and Mental Hygiene to compare outcomes of youth who participated in juvenile drug court with outcomes from a group of similar, drug court-eligible youth who did not participate.
The study found no statistically significant effects on recidivism, including total number of rearrests, rearrests for drug charges, and rearrest rates over a two-year period.
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to participation in the juvenile drug court, but other factors might also have contributed. However, the study did not find any statistically significant effects.","St. Mary's County Juvenile Drug Court","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2010,http://www.courts.state.md.us/opsc/dtc/pdfs/evaluationsreports/stmaryscountyjuv…
"Why so few? Women in science, technology, engineering, and mathematics","Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, D.C.: American Association of University Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		This publication summarized the obstacles facing girls and women who wish to pursue academic or professional careers in STEM fields and highlighted solutions to these challenges at the secondary, postsecondary, and professional levels.
		The authors presented scholars’ investigations into issues surrounding gender differences in interest, retention, or careers in STEM, drawing on both interviews with the profiled scholars and their published studies.
		The paper concluded that bias and stereotypes, whether implicit or explicit, hindered girls’ development in STEM. According to the paper, promoting the idea that intelligence is not fixed and innate but can expand through hard work, dubbed the growth mindset, combats the notion that boys are inherently better at math and science than girls and encourages girls to persevere.
		Further, women in academic and industry STEM positions continued to suffer from bias and stereotypes, which can manifest themselves through unsupportive atmospheres or distorted perceptions of female employees’ competence. Clear standards for advancement can counteract some of these tendencies.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Youth, Female",,"United States",2010,http://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engine…
"Reinvesting in America’s youth: Lessons from the 2009 Recovery Act Summer Youth Employment Initiative.","Bellotti, J., Rosenberg, L., Sattar, S., Esposito, A., & Ziegler, J. (2010). Reinvesting in America’s youth: Lessons from the 2009 Recovery Act Summer Youth Employment Initiative. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

The research examines the implementation of the Summer Youth Employment Initiative (SYEI). Funded by the American Recovery and Reinvestment Act of 2009, SYEI aimed to reverse the steep decline in youth employment during the recession by providing employment opportunities for youth in the summer of 2009. Through the initiative, youth were placed in summer work experiences with local employers and their wages were paid with Recovery Act funds. The work experiences were fairly flexible, but had to be age appropriate and lead to youth meeting work readiness goals.
The authors analyzed state performance data through December 31, 2009, and data from in-depth site visits to 20 selected sites during July and August 2009.
The authors reported that it took a large effort to get the program up and running in such a short amount of time (about four months). Some sites reported having to make compromises along the way, given the quick time frame, but all reported satisfaction with their accomplishments. The initiative was implemented successfully in all the studied sites, with all sites able to recruit a sufficient number of participants and place them in employment. Youth participants and the employers interviewed were very positive about the initative.
Although the implementation of SYEI was considered a success, it was not without some initial challenges, including handling the large volume of applicants and determining their eligibility, reaching older youth ages 22 to 24 and veterans and their spouses, and appropriately matching youth to employers.","Summer Youth Employment Initiative (SYEI)","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",2010,http://files.eric.ed.gov/fulltext/ED510398.pdf
"Anne Arundel County juvenile treatment court outcome and cost evaluation","Mackin, J., Lucas, L., Waller, M., Carey, S., & Finigan, M. (2010). Anne Arundel County juvenile treatment court outcome and cost evaluation. Portland OR: NPC Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:


The study’s objective was to examine the impact of a juvenile treatment court in Anne Arundel County, Maryland, on recidivism.
The authors used a nonexperimental design, matching youth who participated in the juvenile treatment court with similar court-involved youth who did not participate in the juvenile treatment court. The authors used administrative data to compare the mean number of juvenile rearrests for the study groups over a two-year follow-up period.
The study found that 53 percent of the treatment court group, compared with 73 percent of the comparison group, had a juvenile rearrest within 24 months. The study also found differences of a similar magnitude at three intermediate follow-ups (6-, 12-, and 18-month follow-ups).
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the juvenile treatment court, but other factors might also have contributed.","Anne Arundel Juvenile Treatment Court","Other training and education Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2010,http://www.courts.state.md.us/opsc/dtc/pdfs/evaluationsreports/annearundelcount…
"Longer-term impacts of mentoring, educational services, and learning incentives: Evidence from a randomized trial in the United States","Rodríguez-Planas, N. (2012). Longer-term impacts of mentoring, educational services, and learning incentives: Evidence from a randomized trial in the United States. American Economic Journal: Applied Economics, 4(4):121–139.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Training-Mod/high-No impacts
      
    
  
              


      
            Training","Summary:

The report’s objective was to evaluate the long-term impacts of the Quantum Opportunity Program (QOP)—which included case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on high school completion and postsecondary education.
About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members at three follow-up periods to collect information on postsecondary educational attainment and labor market outcomes.
The report found few statistically significant impacts on the educational and employment-related outcomes examined.
The quality of the causal evidence presented in this report for the analysis of the third follow-up period is high because it is based on a well-conducted randomized controlled trial. This means we are confident that any impacts observed would be attributable to the QOP, not to other factors. However, the quality of causal evidence for the analyses of the other two follow-up periods is low.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2010,
"The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry","Mesch, B. D. (2010). The impact of culinary student extracurricular work experience on graduate persistence in the foodservice industry. (Doctoral dissertation). Retrieved from ProQuest. Accession No. 872556263. [Graduate sample]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The study examined the relationship between participation in extracurricular food service employment during culinary arts training and two eligible outcomes: students’ post-graduation employment in food service and the proportion of culinary arts courses students successfully completed. The author investigated similar research questions in another study of current culinary arts students, the profile of which is available [here].
	The study used a nonexperimental design to compare the employment and educational outcomes of culinary arts graduates of one school who took part in extracurricular foodservice employment during their degree program with culinary arts graduates from the school who did not. Data for the study came from a survey of program graduates administered by the author and student records maintained by the school.
	The study found a statistically significant relationship between students’ participation in extracurricular food service employment during culinary school and postgraduation employment in the foodservice industry.
	The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to food service work experience; other factors are likely to have contributed.","the voluntary extracurricular employment in food service","Other training and education",Youth,"Accommodation and food services","United States",2010,https://search.proquest.com/openview/2bcb106f1d3cc1b9ccb7ffbe42547a1a/1?pq-orig…
"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,
"Women in the academy: Female leadership in STEM education and the evolution of a mentoring web","Gorman, S., Durmowicz, M., Roskes, E., & Slattery, S. (2010). Women in the academy: Female leadership in STEM education and the evolution of a mentoring web. Forum on Public Policy Online, 2010(2), 1-21.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The authors described the Stevenson University School of the Sciences in Maryland as an example of an academic institution that deviated widely from the norm of female under-representation in STEM departments, not only among enrolled students but among faculty members and departmental leadership. They proposed several institutional mechanisms for this unusual success, including mentoring programs for several groups: academic leadership, faculty seeking promotion, new faculty, and students.
		At the time of publication, two School of the Sciences faculty members had applied for promotion under the Faculty Mentoring and Evaluation Committee system, a formalized mentoring structure through which each faculty member received support and professional guidance from a mentor group comprising the mentee’s department chair and at least two faculty peers, one from outside the department. Both faculty members were successful.
		Preliminary assessments of student mentoring programs that paired freshman biology or chemistry majors with upper-class students in their department suggest that participation augmented both mentors’ and mentees’ sense of community, support, and encouragement. In some cases, the program also promoted retention in the discipline.",,"Youth programs Mentoring Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2010,
"Baltimore County Juvenile Drug Court outcome and cost evaluation","Mackin, J., Lucas, L., Lambarth, C., Herrera, T., Waller, M., Carey, S., & Finigan, M. (2010). Baltimore County Juvenile Drug Court outcome and cost evaluation. Portland, OR: NPC Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:


The study examined the impact of participation in the Baltimore County Juvenile Drug Court on drug use and recidivism.
The authors used a nonexperimental design, matching youth who participated in the juvenile drug court with a comparison group of similar youth who were eligible to participate in juvenile drug court, but instead participated in the traditional juvenile justice system. The authors used administrative data to compare the mean number of juvenile rearrests over a two-year follow-up period.
The study found that drug court participants had significantly fewer juvenile rearrests, both overall and specifically for drug charges, than comparison youth.
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Baltimore County Juvenile Drug Court, but other factors might also have contributed.","the Baltimore County Juvenile Drug Court","Substance abuse recovery Youth programs","Youth, Disability, Disconnected youth",,"United States",2010,http://www.ndcrc.org/sites/default/files/baltimore_co_juv_dc_outcome-cost_0110…
"An Evaluation of the Latino Coalition’s Reclamando Nuestro Futuro (Reclaiming our Future) Program","Monsma, S., & Smidt, C. (2009). An Evaluation of the Latino Coalition’s Reclamando Nuestro Futuro (Reclaiming our Future) Program. Paul Henry Institute for the Study of Christianity and Politics,","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

This report presents an implementation analysis of the Latino Coalition’s Reclamando Nuestro Futuro (RNF) program. The program provided skills training, case management, and follow-up services to at risk youth and those with previous criminal justice experience between the ages of 14 and 21.
The study examined RNF programs in 19 sites, focusing on program organization, sub-grantee characteristics, and participant characteristics and outcomes. The study utilized management information system (MIS) data, staff interviews, site visits, participant focus groups, and interviews with community partners.
The program was successful in reaching and retaining minority youth and those with previous criminal justice experience, largely because program subgrantees were located in and matched the neighborhoods they served, and had staff members who seemed similar to, and accessible to, their target population.
The Latino Coalition, the intermediary organization, played a critical role in the program’s success by establishing a robust organizational and oversight structure and providing capacity-building assistance to the relatively new and small faith-based and community organizations delivering program services.","Reclamando Nuestro Futuro (Reclaiming Our Future)","Basic skills Community college education and other classroom training Job search assistance and supportive services Mentoring Substance abuse recovery Work based and other occupational training Youth programs","Youth, Justice-involved, Hispanic of any race",,"United States",2009,http://wdr.doleta.gov/research/FullText_Documents/An%20Evaluation%20of%20the%20…
"Youth work and learn at Our Piece of the Pie (OPP): Findings of the formative evaluation of Connecticut's youth development model","Britner, P., Buch, R., Colon, R., Milan, S., Singer, M., & Snow, S. (2009). Youth work and learn at Our Piece of the Pie (OPP): Findings of the formative evaluation of Connecticut's youth development model. Storrs, CT: Center for Health, Intervention and Prevention, University of Connecticut.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This report describes the work of Our Piece of the Pie (OPP), an organization that gives young people in Hartford, CT, access to a range of services, including academic assistance, vocational training, and guidance from caring adults trained to provide mentorship and other support.
	The study aimed to gather information on the characteristics of the youth served by OPP, their participation in program activities, and the progress they made in reaching academic and employment goals.
	The evaluation team conducted direct observations of intervention activities, interviews with program staff and participants, and surveys of participating youth. It also drew on program data collected by OPP.
	The study found that most participants spent a considerable amount of time with their mentors each week, with some also taking advantage of career advancement and educational preparation services. Although participating youth were making progress on their goals at the time of the evaluation, particularly in achieving educational milestones, the authors suggested that the program could benefit by strengthening participant-mentor relationships, adapting programming for special populations, and improving the quality of program data.","Our Piece of the Pie (OPP)","Job search assistance and supportive services Youth programs Mentoring Other training and education Work based and other occupational training","Youth, Disconnected youth",,"United States",2009,
"Reengaging high school dropouts: Early results of the National Guard Youth ChalleNGe program evaluation.","Bloom, D., Gardenhire-Crooks, A., & Mandsager, C. (2009). Reengaging high school dropouts: Early results of the National Guard Youth ChalleNGe program evaluation. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Training-Mod/high-Favorable impacts
      
    
  
              


      
            Training","Summary:


This report presents results from a 9-month follow-up study of the National Guard Youth ChalleNGe program, a disciplinary and educational intervention for unemployed youth ages 16 to 18 who are not in school. Related reports examine outcomes at 21 months and 3 years post-intervention.
The program’s effectiveness was evaluated using a randomized controlled trial conducted in 10 states. This report examined the effects of the program on participants’ educational attainment, earnings, employment, and other outcomes measured through a survey conducted about 9 months after participants entered the study.
The study found statistically significant, positive impacts of the ChalleNGe program on employment, education, and training outcomes measured after 9 months.
The quality of causal evidence presented in this study is high because it is a well-implemented randomized controlled trial. This means we are confident that the effects estimated in this study are attributable to the National Guard Youth ChalleNGe program, and not to other factors.","the National Guard Youth ChalleNGe Program","Basic skills Community college education and other classroom training Mentoring Other training and education Youth programs",Youth,,"United States",2009,http://www.mdrc.org/publication/reengaging-high-school-dropouts/file-full
"Evaluation of the YouthBuild Youth Offender Grants","Abrazaldo, W., Adefuin, J., Henderson-Frakes, J., Lea, C., Leufgen, J., Lewis-Charp, H., … Wiegand, A. (2009). Evaluation of the YouthBuild Youth Offender Grants. Oakland, CA: SPR Associates.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

	This report summarizes the findings of an implementation and outcomes analysis of Young Offender grants. These grants, which were awarded to 30 YouthBuild USA sites in 2004 and 2005, were to provide academic instruction, vocational training, leadership opportunities, and counseling and other support services to young offenders.
	The objective was to understand how YouthBuild programming for young offenders was designed and implemented; identify the strategies and approaches associated with positive outcomes; and gain insight into the contextual factors influencing program implementation and participant performance.
	The authors collected and analyzed qualitative information gathered during two rounds of site visits—which included interviews with program staff, instructors and trainers, grantee partners, employers, and program participants—and quantitative management information systems data.
	 The implementation analysis found that the extent to which Young Offender grantees implemented the YouthBuild model varied, though all attempted to adhere to the model. In general, grantees had mature organizational structures and were able to form partnerships with workforce development agencies and the juvenile justice system.
	Young offenders tended to have better educational, employment, and social outcomes in grantee sites where teachers invested time in getting to know them on a personal level, the teacher-to-student ratio was low, academic work and vocational training were linked, and leadership opportunities were available.",Youthbuild,"Youth programs Other training and education Work based and other occupational training","Youth, Justice-involved, Low-skilled, Low income",,"United States",2009,http://wdr.doleta.gov/research/FullText_Documents/Evaluation%20of%20the%20Youth…
"Return on investment analysis of a selected set of workforce system programs in Indiana. [WIA Youth]","Hollenbeck, K. (2009). Return on investment analysis of a selected set of workforce system programs in Indiana. Indianapolis, IN: Indiana Chamber of Commerce Foundation. [WIA Youth]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Low-No impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Youth Program on the employment and earnings of low-income youths in Indiana State.
The author used a nonexperimental method to compare the short-term (three quarters after program exit) and long-term (seven quarters after program exit) employment and earnings between youth who took part in the WIA Youth Program relative to youth who participated in the WorkOne program.
The study found no statistically significant relationships between WIA Youth Program participants and employment and earnings.
The quality of causal evidence presented in this report is low because the author did not ensure that the groups compared were similar before program participation. This means we would not be confident that any estimated effects are attributable to the WIA Youth Program; however, the study did not find statistically significant effects.
This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Workforce Investment Act (WIA) Youth Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs Youth programs",Youth,,"United States",2009,http://www.indianachamber.com/images/media/studies/ROIanalysisWorkforceDevelopm…
"The links between parent behaviors and boys’ and girls’ science achievement beliefs","Bhanot, R.T., & Jovanovic, J. (2009). The links between parent behaviors and boys’ and girls’ science achievement beliefs. Applied Developmental Science, 13(1), 42-59.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary:

	
	
		The study's objective was to examine the relationship between parents’ and middle school students’ perceptions of science education and whether that relationship varied based on the gender of the parent or child. Specifically, the study looked at links between parents’ attitudes toward science and participation in their children’s science education and the child’s opinion of the utility of science (called science task-value) and perception of his or her own science ability.
		The study, conducted in four school districts in Illinois, used student survey data collected at the start and end of the school year and parent survey data collected in the middle of the school year. The authors analyzed changes in students’ perceptions from the beginning to end of the year, by gender, as well as differences in parents’ perceptions and behavior by the gender of the child and parent. The authors also conducted a series of regression analyses by gender to determine the relationship between parents’ involvement in their children’s science education and their children’s end-of-year perceptions.
		The study found that boys had higher perceptions of their own science ability at the end of the school year than girls, though there was no difference in actual performance. Compared with parents of girls, parents of boys also had higher perceptions of the child’s science ability and of the value of science and were more likely to encourage an interest in science. There were some positive correlations between parents’ beliefs and actions and girls’ perceptions of science; however, some actions taken by mothers were found to be negatively correlated with boys’ perceptions of their science ability and their task-value beliefs about science. Even after controlling for mothers’ behaviors, mothers’ perceptions of their children’s science ability was a significant predictor of the children’s perceptions of their own ability. The study found that the links between fathers’ actions and children’s perceptions did not vary by the child’s gender.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Parent",,"United States",2009,
"MS Model Youth Transition Innovation; Youth Transition Process Demonstration Grant Final Summary","Doyle, Rebecca, Horton, Patty, Ladner, Lisa, & Mississippi Department of Rehabilitation Services (2009). MS Model Youth Transition Innovation; Youth Transition Process Demonstration Grant Final Summary.","Disability Employment Policy","Study Type: Descriptive Analysis",,,"Summary:

The Mississippi Model Youth Transition Innovation (MYTI) project assisted young people with severe disabilities to become involved in the working community through targeted, school-to-work transition interventions. It exposed students and their families to the concept that all students were employable, then provided employment and benefits information, preparation, and support services tailored to four age ranges of (10–13, 14–18, 19–21, and 22–25 years of age).
MYTI served 210 youths ages 10 to 25with significant disabilities, such as mental retardation, developmental disabilities, deafness, blindness, severe emotional disturbances, or multiple disabilities. There was no comparison group. Services included work experience, employment and job planning and support, One-Stop Career Center assistance, and individualized development accounts.
Descriptive analyses suggested potential lessons from the project, such as the importance of helping students formulate a vision of work at a young age, and of helping students and their families understand whether and how work affects Social Security benefits.",,"Disability insurance Supplemental security income (SSI) Vocational rehabilitation Supported employment or other employment supports","Youth, Disability",,"United States",2009,http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&ua…
"Supporting young women to enter engineering: Long-term effects of a middle school engineering outreach program for girls","Demetry, C., Hubelbank, J., Blaisdell, S., Sontgerath, S., Nicholson, M.E., Rosenthal, E., & Quinn, P. (2009). Supporting young women to enter engineering: Long-term effects of a middle school engineering outreach program for girls. Journal of Women and Minorities in Science and Engineering 15, 119-142.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to assess the long-term impact of Camp Reach, a summer engineering enrichment program for middle school girls, on enrollment in STEM courses in high school and college.
Admission to Camp Reach was determined through a lottery of girls who applied to the program and met eligibility requirements. Six to seven years later, the authors administered a survey to 109 girls who had been admitted to the program and 107 girls who had not. Many girls in the control group attended other, similar programs.
The study found that members of the control group who had attended other summer science or engineering programs at Worcester Polytechnic Institute (WPI) were significantly more likely to have taken high school calculus than were members of the Camp Reach Partial group. There were no statistically significant differences on taking physics, computer science, other science and engineering courses, or planning to major in engineering in high school.
The quality of causal evidence presented in this report is low because the authors adjusted the research sample after random assignment and did not include adequate controls to ensure that the resulting groups were similar on all relevant attributes. This means we are not confident that the estimated effects were attributable to Camp Reach; other factors are likely to have contributed.","Camp Reach","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2009,
"The impact of reentry services on juvenile offenders’ recidivism","Bouffard, J., & Bergseth, K. (2008). The impact of reentry services on juvenile offenders’ recidivism. Youth Violence and Juvenile Justice, 6(3), 295-318.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary:


The study examined the impact of structured after-care and reentry services for justice-involved youth on their recidivism rates.
The study used a nonexperimental design to compare youth who received reentry services to a comparison group of youth who received traditional services in a neighboring county. Data came from the local juvenile court databases, probation and transitional coordinator files, and electronic records used by case managers to track client contacts.
The study found that there were no statistically significant differences between study groups in time to first reoffense or in number of criminal contacts with the justice system.
The quality of causal evidence presented in this report is low because all treated youth were in one county and all comparison youth were in another. This means we are not confident that the estimated effects are attributable to the after-care and reentry program; other factors are likely to have contributed.","After-care and Reentry Services","Mentoring Reentry Youth programs","Youth, Justice-involved, Disconnected youth",,"United States, Rural",2008,
"Evaluation of the Boys & Girls Clubs of America Targeted Re-Entry Initiative","Barton, W., Jarjoura, G., & Rosay, A. (2008). Evaluation of the Boys & Girls Clubs of America Targeted Re-Entry Initiative. Indianapolis: Indiana University School of Social Work, and Anchorage: Justice Center, University of Alaska Anchorage.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary:


The study’s objective was to examine the impact of the Boys & Girls Clubs of America’s Targeted Re-Entry Initiative on youth’s recidivism.
The authors used administrative data to match Initiative participants to a comparison group of nonparticipants released from the same rehabilitation facilities. The authors compared recidivism rates among program participants and the comparison group.
The authors reported a statistically significant relationship between participation in the Targeted Re-Entry Initiative and higher rates of re-arrest at one of the three sites studied, and no statistically significant correlations at the other two sites.
The quality of causal evidence presented in this report is low because the authors did not include sufficient controls for pre-existing differences between the study groups in their analysis. This means we are not confident that the estimated effects are attributable to the Boys & Girls Clubs of America Targeted Re-Entry Initiative; other factors are likely to have contributed.","the Boys & Girls Clubs of America Targeted Re-Entry Initiative","Basic skills Health Job search assistance and supportive services Other training and education Reentry Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2008,http://justice.uaa.alaska.edu/research/2000/0411.targeted_reentry/0411.05.targe…
"An experimental evaluation of teen courts","Stickle, W., Connell, N., Wilson, D., & Gottfredson, D. (2008). An experimental evaluation of teen courts. Journal of Experimental Criminology, 4(2), 137-163.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:


The study’s objective was to examine the impact of participation in a teen court on youth offenders’ rates of recidivism.
The study was a randomized controlled trial in which eligible youth were randomly assigned to either the treatment group, which participated in a teen court, or to the control group, which participated in the traditional juvenile justice system. The authors compared outcomes for the two groups using administrative data.
The study reported no differences in recidivism outcomes for teen court youth and those in the traditional juvenile justice system.
The quality of causal evidence presented in this report is moderate for some outcomes and low for other outcomes. This means we have little confidence that any estimated effects would be attributable to the teen court program. However, the study did not find statistically significant effects.","Teen Court","Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2008,
"Career Academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood.","Kemple, J., & Willner, C. (2008). Career Academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood. New York: MDRC.","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The report’s objective was to evaluate the impact of Career Academies on labor market participation and educational attainment over the eight years following scheduled high school graduation. Earlier reports presented impact findings over a shorter period.
	Career Academies are schools within schools that are organized around one occupation or industry. Employer partners help design the curriculum and provide work-based learning experiences for students. The effectiveness of Career Academies was evaluated using a randomized controlled trial conducted in nine high schools located in or near urban school districts. The evaluation included approximately 2,000 students.
	The study reported statistically significant, positive impacts on average monthly earnings, average hours worked per week, and average hourly wages over the eight years following scheduled high school graduation. However, there were no statistically significant differences in educational attainment of the two groups.
	The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that the estimated impacts are attributable solely to Career Academies, not other factors.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2008,http://www.mdrc.org/sites/default/files/full_50.pdf
"McNeil Education, Training and Evaluation (2008). Process evaluation of the Demand-Side Youth Offender Demonstration Project (Phase II).","McNeil Education, Training and Evaluation (2008). Process evaluation of the Demand-Side Youth Offender Demonstration Project (Phase II). Chapel Hill, NC: McNeil Education.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to examine the impact of being matched to employment through the Demand-Side Youth Offender Demonstration Project (DSYODP) Phase I on youths’ average weekly earnings.
The study compared the wages of employed youth who were matched to employment through DSYODP with the wages of employed youth who were eligible for the DSYODP but had secured employment through other means.
The study found that average weekly wages of youth matched to employment through DSYODP were significantly higher than wages of youth who secured employment through other means.
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the DSYODP; however, other factors might also have contributed.","Demand-Side Youth Offender Demonstration Project (DSYODP)","Job search assistance and supportive services Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2008,https://wdr.doleta.gov/research/FullText_Documents/Process%20Evaluation%20of%20…
"Evaluation of the Suffolk County juvenile treatment court: Process and impact findings","Kralstein, D. (2008). Evaluation of the Suffolk County juvenile treatment court: Process and impact findings. New York: Center for Court Innovation.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary:


The study’s objective was to examine the impact of Suffolk County’s juvenile drug court on recidivism.
The study used propensity scores based on state and county administrative records to match juveniles who participated in the drug court to similar juveniles in the year before the introduction of the drug court. The author used regression analysis to estimate the relationship between participation in the juvenile drug court and the number and rate of arrests 18 and 24 months following the initial petition.
The study found no statistically significant relationship between the juvenile drug court and recidivism.
The quality of causal evidence presented in this report is low because the study did not account for other changes that could have taken place at the same time as the introduction of the drug court and affected juvenile recidivism. This means we are not confident that any estimated effects would be attributable to the juvenile drug court, and not other factors. However, the study found no statistically significant effects.","Suffolk County’s Juvenile Drug Court","Reentry Substance abuse recovery Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2008,http://www.courtinnovation.org/sites/default/files/Suffolk_JTC.pdf
"Workforce Investment Act non-experimental net impact evaluation final report","Heinrich, C., Mueser, P., Troske, K., & Benus, J. (2008). Workforce Investment Act non-experimental net impact evaluation final report. Columbia, MD: IMPAQ International, LLC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages","Summary:

The report’s objective was to examine the effects of participation in the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on average earnings and employment. Results for earnings of participants ages 22 to 26 were presented separately and are the focus of this review.
The effectiveness of the programs was evaluated using a matched comparison group design. Outcomes were examined up to 10 quarters after WIA participants entered the Adult or Dislocated Worker programs.
The study found that participants in the WIA Adult Program under age 26 earned significantly more than those in the comparison group every quarter after program entry. In the WIA Dislocated Worker program, participants under age 26 began earning significantly more than those in the comparison group a year following program entry.
The quality of the causal evidence presented in this study is moderate. This means we have confidence that the effects estimated in this study are attributable at least in part to WIA programs. However, as in any nonexperimental study, other factors not accounted for in the analysis might have contributed to the estimated effects.","the Workforce Investment Act (WIA)","Basic skills Community college education and other classroom training Job search assistance and supportive services Other training and education Work based and other occupational training","Adult, Youth, Dislocated or displaced worker, Female, Male",,"United States",2008,http://www.nawdp.org/Content/NavigationMenu/ResearchReports/2009-10-WIANon-Expe…
"Bring them back, move them forward: Case studies of programs preparing out-of-school youths for further education and careers.","Buschmann, R., & Haimson, J. (2008). Bring them back, move them forward: Case studies of programs preparing out-of-school youths for further education and careers. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This study examined the work of six dropout recovery programs to explore how similar programs might more effectively prepare youth for postsecondary education and employment. It focused on the key services the programs provided to school dropouts, challenges related to implementing program activities, and strategies to address and resolve these challenges.
	The researchers conducted one- to two-day visits to each program site, during which they interviewed principals or program directors, instructors, counselors, records administrators, and participating students. They also gathered individual participants’ record data and aggregate reports of key outcomes.
	The study found that incoming participants’ academic ability varied greatly and that large class sizes sometimes limited the extent to which teachers could adapt their lessons to meet diverse needs. Program staff tried to develop relationships with participants and help them resolve personal problems, but found it difficult to address the most serious problems. Some participants had positive short-term outcomes such as enrolling in education or finding a job.
	The authors suggested that similar programs might want to consider collecting more cost data for planning purposes, track participants’ progress on educational and employment goals after program completion, and conduct rigorous impact studies to understand how individual program features influence their participants’ outcomes.","Dropout Programs","Job search assistance and supportive services Youth programs Community college education and other classroom training Other training and education",Youth,,"United States",2008,http://www.mathematica-mpr.com/publications/pdfs/bringback_moveforward.pdf
"Youth Opportunity Grant Initiative: Impact and synthesis report","Jackson, R., Dixon, R., McCoy, A., Pistorino, C., Zador, P., Thomas, C., … Bruno, L. (2007). Youth Opportunity Grant Initiative: Impact and synthesis report. Houston, TX: Decision Information Resources, Inc.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

This report’s objective was to examine the effectiveness of the Youth Opportunity (YO) Grant Initiative, which sought to improve job prospects and education outcomes for youth in high-poverty areas by providing them with a mix of 15 youth development activities. Companion reports describe the initiative’s implementation.
The initiative’s effectiveness was evaluated using two separate comparison group designs.
In general, the study found positive and statistically significant relationships between the YO initiative and educational enrollment outcomes. However, there were few statistically significant effects on employment-related outcomes and educational attainment.
The quality of the causal evidence presented in this study is low. This means we are not confident that the estimated impacts were caused by the YO Grant Initiative, and not other factors.","Youth Opportunity Grant Initiative","Basic skills Community college education and other classroom training Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2007,http://wdr.doleta.gov/research/FullText_Documents/YO%20Impact%20and%20Synthesis…
"Long-term effects of a middle school engineering outreach program for girls: A controlled study.","Hubelbank, J., Demetry, C., Nicholson, S., Blaisdell, S., Quinn, P., Rosenthal, E., & Sontgerath, S. (2007). Long-term effects of a middle school engineering outreach program for girls: A controlled study. In Proceedings, American Society for Engineering Education Annual Conference & Exhibition.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to assess the long-term impact of Camp Reach, a summer engineering enrichment program for middle school girls, on enrollment in STEM courses in high school and college.
Admission to Camp Reach was determined through a lottery of girls who applied to the program and met eligibility requirements. Six to seven years later, the authors administered a survey to 88 girls who had been admitted to the program and 41 girls who had not.
The study found that Camp Reach attendees were significantly more likely to have taken computer science and other science or engineering courses in high school than those who did not attend.
The quality of causal evidence presented in this report is low because the authors adjusted the research sample after random assignment and did not include adequate controls to ensure that the resulting groups were similar on all relevant attributes. This means we are not confident that the estimated effects are attributable to Camp Reach; other factors are likely to have contributed.","Camp Reach","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2007,https://www.wpi.edu/Images/CMS/News/1106_LONG_TERM_EFFECTS_OF_A_MIDDLE_SCHOOL_E…
"Youth Opportunity grant initiative: process evaluation final report","Bruno, L., & Pistorino, C. (2007). Youth Opportunity grant initiative: process evaluation final report. Washington, DC: Decision Information Resources, Inc.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

This report summarized the results of the final round of the process evaluation of the Youth Opportunity (YO) grant initiative. The YO program offered educational, employment, leadership enhancement, and other support services to all youth ages 14 to 21 in targeted high-poverty areas across the country in order to boost their high school graduation, college enrollment, and employment rates.
The study assessed program implementation and examined strengths and weaknesses of the YO model by gathering information on services provided, program outcomes, and implementation challenges and best practices at 25 sites. It drew on management information systems (MIS) data; group interviews with program administrators, line staff, and youth participants; and past process evaluation reports.
Projects were successful in enrolling a large number of participants and nearly 40 percent of those enrolled received a long-term placement. Projects eventually succeeded in establishing YO centers but faced challenges in launching and running the centers, delivering comprehensive and integrated youth development services, sustaining long-term youth engagement, and developing partnerships for sustainability.","Youth Opportunity Grant Initiative","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2007,
"The effects of an experimental intensive juvenile probation program on self-reported delinquency and drug use","Lane, J., Turner, S., Fain, T., & Sehgal, A. (2007). The effects of an experimental intensive juvenile probation program on self-reported delinquency and drug use. Journal of Experimental Criminology, 3(3), 201-219.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence",,"Summary:

The study’s objective was to examine the impact of the South Oxnard Challenge Project (SOCP), an alternative juvenile probation program, on delinquency and drug use.
The study was a randomized controlled trial. Eligible youth were randomly assigned to either a treatment group, which could participate in SOCP, or a control group, which had routine juvenile probation.
The study found that significantly more SOCP youth than youth in the control group reported committing a violent crime in the 12 months after starting probation (67.6 versus 55.6 percent). However, SOCP youth indicated they used ecstasy/MDMA less frequently than control youth in the past 30 days (1.8 versus 4.2 days).
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the SOCP, and not to other factors.","South Oxnard Challenge Project (SOCP)","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2007,
"The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University","Peterfreund, A., Rath, K., Xenos, S., & Bayliss, F. (2007). The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University. Journal of College Student Retention: Research, Theory & Practice, 9(4), 487-503.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of Supplemental Instruction in college science, technology, engineering, and mathematics (STEM) courses on the course grades earned at San Francisco State University.
The study compares outcomes for students who enrolled in a Supplemental Instruction class paired with a STEM course to those who enrolled only in the STEM course. The study used administrative records for students who enrolled in at least one STEM course that offered optional Supplemental Instruction from fall 1992 to spring 2005.
When analyzing outcomes within gender, the authors did not conduct any statistical testing to estimate differences in the STEM course grades of students who participated in Supplemental Instruction and those who did not.
The quality of causal evidence presented in this study is low because the study does not adequately control for baseline measures. Although the study did not conduct statistical testing to estimate differences, the low evidence rating means that we would not be confident that any estimated effects would be attributable to Supplemental Instruction; other factors are likely to have contributed.","Supplemental Instruction","Science, Technology, Engineering, and Math (STEM) programs Youth programs",Youth,,"United States",2007,
"YO! participants’ employment and earnings","Callahan Consultants, Inc. (n.d.). YO! participants’ employment and earnings. Ellicott City, MD: Author.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Low-No impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to determine the effect of the YO! Baltimore initiative, which included a diverse set of programs offering comprehensive educational, employment preparation, support, and leadership development services to youth ages 14 to 21.
The authors compared employment and earnings outcomes for participants and nonparticipants in YO! Baltimore.
The study found that participants had increased earnings and employment after enrollment.
The quality of the causal evidence presented in this study is low. This means we are not confident that the effects estimated in this study are attributable to the YO! Baltimore program.","YO! Baltimore","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs",Youth,,"United States, Urban",2007,http://www.yobaltimore.org/documents/Impact/impact_employment_earnings.pdf
"Effects of learning about gender discrimination on adolescent girls’ attitudes toward and interest in science","Weisgram, E., & Bigler, R. (2007). Effects of learning about gender discrimination on adolescent girls’ attitudes toward and interest in science. Psychology of Women Quarterly, 31, 262-269.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-Favorable impacts
      
    
  
              


      
            Attitudes","Summary:

The study’s objective was to examine the impact of learning about gender discrimination in the sciences on girls’ attitudes toward and interest in science.
The study included middle school girls who attended a conference designed to improve their attitudes toward and interest in science. Participants were randomly assigned to the treatment condition, which included standard conference sessions on science careers and a session on gender discrimination in the sciences, or to the control group that attended only the standard sessions. The authors administered pre- and post-conference surveys to measure the impact of the intervention.
The study found significant increases in reported science self-efficacy and science utility value among the girls in the treatment condition, whereas girls in the control condition experienced a decrease in egalitarian attitudes toward science.
The quality of causal evidence provided in this study is high because it was a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the intervention and not to other factors.",,"Preventing discrimination Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2007,
"Increasing retention of women engineering students","Sullivan, K., & Davis, R. (2007). Increasing retention of women engineering students. American Society for Engineering Education. Proceedings of the 2007 American Society for Engineering Education Annual Conference and Meeting. Washington, DC: American Society for Engineering Education.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-No impacts
      
    
  
              


      
            Attitudes
      


  
      
            Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to examine how participating in a study-designed program called the Jornada Intervention affected undergraduate female engineering students’ attitudes toward and persistence in studying engineering. Program activities included receiving a handheld computer and an invitation to participate in meetings to share experiences using the computer and suggestions for improving the user’s experience.
The study used a comparison group design to compare outcomes for the treatment group with those of women who enrolled in engineering in adjacent years. Data sources included an attitudinal survey administered for the first analysis and administrative records to measure students’ graduation rates for the second analysis.
In the first analysis, the study found no significant differences in attitudes toward engineering between the treatment and comparison groups. For the second analysis, though results were not presented and methods were not described, the authors reported that they uncovered significant differences in persistence between the treatment and comparison groups. They noted that program participants were significantly more likely to graduate in engineering than both (1) women from the same year who did not participate in the program and (2) women who enrolled in engineering in adjacent years.
The quality of causal evidence presented in this report is low because it does not include control variables to adjust for differences between treatment and comparison groups. This means we are not confident that the estimated effects are attributable to the intervention; other factors are likely to have contributed.","Jornada Intervention","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2007,
"Reentry services: An evaluation of a pilot project in Clay County, MN","Bergseth, K., & McDonald, T. (2007). Reentry services: An evaluation of a pilot project in Clay County, MN. Fargo, ND: North Dakota State University, Department of Criminal Justice and Political Science.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary:


The study’s objective was to examine the impact of the Reentry Services Project (RSP) on juvenile recidivism.
The authors estimated regression models comparing the number of criminal and official contacts with police or the courts, pulled from an electronic Court Services Tracking System, between RSP and comparison group members, controlling for differences in demographics and number of prior charges.
The study found that RSP group members had significantly fewer official and criminal contacts than the comparison group one year after release from out-of-home placement.
The quality of causal evidence presented in this report is low because the program was implemented in only one county and there was no variation in the implementation of the program over time. This means we are not confident that the estimated effects are attributable to the RSP; other factors are likely to have contributed.","the Reentry Services Project (RSP)","Health Job search assistance and supportive services Reentry Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2007,http://www.claycountycollaborative.org/projects/RSP%20Final%20Report%202007.pdf
"Recidivism findings for the Juvenile Rehabilitation Administration’s mentoring program: Final report","Drake, E. (2006). Recidivism findings for the Juvenile Rehabilitation Administration’s mentoring program: Final report. Olympia, WA: Washington State Institute for Public Policy.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:


The study’s objective was to examine the impact of the Washington State Juvenile Rehabilitation Administration’s mentoring program on recidivism.
The author estimated the effect of the mentoring program using administrative data to compare outcomes among youth released from a juvenile rehabilitation facility who applied to participate in the program with the outcomes of similar youth who did not apply.
The study did not find any statistically significant effects of the mentoring program on recidivism.
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that any estimated effects would be attributable to the Washington State Juvenile Rehabilitation Administration’s mentoring program, but other factors might also have contributed. However, the study did not find statistically significant effects.","the Juvenile Rehabilitation Administration’s Mentoring Program","Mentoring Youth programs","Youth, Justice-involved, Disconnected youth",,"United States",2006,http://www.wsipp.wa.gov/ReportFile/947/Wsipp_Recidivism-Findings-for-the-Juveni…
"National Job Corps study and longer-term follow-up study: Impact and benefit-cost findings using survey and summary earnings records data","Schochet, P., Burghardt, J., & McConnell, S. (2006). National Job Corps study and longer-term follow-up study: Impact and benefit-cost findings using survey and summary earnings records data. Washington, DC: Employment and Training Administration, U.S. Department of Labor.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains","Summary:


The National Job Corps Study included several reports, including this longer-term impact report. The report’s objective was to examine the impact of the Job Corps program on participants’ long-term earnings, employment, and other outcomes.
Job Corps offered intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. Its effectiveness was evaluated using a randomized controlled trial conducted in 48 states and the District of Columbia.
The study found a number of statistically significant, positive impacts of Job Corps on earnings and employment in the first four follow-up years. However, there were no significant differences between the youth who were offered Job Corps and the control group on employment rate or earnings in the fifth through ninth follow-up years, as measured by administrative data.
The quality of causal evidence presented in this report is high because it was based on a well-conducted randomized controlled trial. This means we are confident that the effects estimated in the study are solely attributable to Job Corps, and not to other factors.","Job Corps","Job search assistance and supportive services Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2006,https://www.mathematica-mpr.com/-/media/publications/pdfs/jobcorpimpactbenefit…
"Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). [WIA Youth]","Hollenbeck, K., & Huang, W-J. (2006). Net impact and benefit-cost estimates of the workforce development system in Washington State. (Upjohn Institute technical report no. TR06-020). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [WIA Youth]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Youth program on the employment rate and earnings of low-income youth.
	The authors used a nonexperimental method to compare the short-term (3 quarters after program exit) and long-term (9 to 12 quarters after program exit) employment, earnings, and public benefits receipt between those who took part in the WIA Youth program relative to those who registered for services at the Labor Exchange.
	The study found that, compared with those who registered for Labor Exchange services, WIA Youth program participants had lower employment, with mixed findings for earnings.
	The quality of causal evidence presented in this report is low because the authors did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to the WIA Youth program; other factors are likely to have contributed.
	This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Workforce Investment Act (WIA) Youth Program","Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) Youth programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Youth, Low income",,"United States",2006,http://research.upjohn.org/cgi/viewcontent.cgi?article=1023&context=up_technica…
"Learning from the Youth Opportunity experience: Building delivery capacity in distressed communities","Harris, L. (2006). Learning from the Youth Opportunity experience: Building delivery capacity in distressed communities. Washington, DC: Center for Law and Social Policy.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This study explored the successes and challenges of implementing Youth Opportunity grants, which were awarded to 36 low-income communities in May 2000 to address high unemployment, low graduation rates, and endemic violence and crime among youth ages 14 to 21.
	The authors administered to 22 Youth Opportunity grantees a survey that gathered information on how the program engaged community leaders, connected different systems providing youth services, rolled out comprehensive programming, and collaborated with businesses. The researchers also conducted focus groups at several sites.
	The study found that Youth Opportunity grants had a high level of success in recruiting disadvantaged and out-of-school youth, boosting their enrollment in educational support programs, and placing participants in jobs and internships. The grants also improved the long-term capacity of these communities to serve low-income youth by enhancing youth workers’ skills and expertise and encouraging collaboration across different systems involved in youth development.
	Grantees faced challenges in setting up large-scale, complex initiatives in the allotted time, locating local funding, and ensuring that employers had reasonable expectations of program participants. The study recommended a lengthier planning phase and more closely engaging local and state officials and business representatives in the program.","Youth Opportunity Grant Initiative","Youth programs Other training and education Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2006,http://files.eric.ed.gov/fulltext/ED490191.pdf
"The Quantum Opportunity Program demonstration: Final impacts","Schirm, A., Stuart, E., & McKie, A. (2006). The Quantum Opportunity Program demonstration: Final impacts. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employer benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Employer benefits receipt","Summary:

The report’s objective was to evaluate the impact of the Quantum Opportunity Program (QOP)—which included case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on educational attainment and labor market participation nine years after program enrollment. Earlier reports presented impact findings over a shorter follow-up period. 
About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members about nine years after program enrollment (six years after their scheduled graduation from high school) to collect information on education and labor market outcomes.
The study reported no statistically significant impacts of participation in QOP on postsecondary educational attainment, likelihood of employment, or earnings for the full sample.
The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that estimated impacts would be solely attributable to QOP, and not other factors.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2006,http://www.mathematica-mpr.com/~/media/publications/PDFs/QOPfinalimpacts.pdf
"Measuring recidivism in a juvenile drug court: Systematic outcome study of a juvenile drug court using historical information","Pitts, W. (2006). Measuring recidivism in a juvenile drug court: Systematic outcome study of a juvenile drug court using historical information. The Southwest Journal of Criminal Justice, 3(1), 17-34.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence",,"Summary:

The study’s objective was to evaluate the effect of participating in a juvenile drug court in Farmington, New Mexico, on recidivism.
The author used historical data from official court records to compare the recidivism outcomes of youth who participated in the drug court with a comparison group of drug court-eligible youth who did not become drug court clients.
The study found that participation in the juvenile drug court program was associated with lower overall recidivism 16 months or later after completion of the program.
The quality of causal evidence presented in this report is low because the analysis did not include controls for existing differences between the study groups. This means we are not confident that the estimated effects are attributable to the drug court; other factors likely contributed.","the Juvenile Drug Court Program","Substance abuse recovery Youth programs","Youth, Justice-involved",,"United States",2006,
"An examination of the delivery of literacy services at Job Corps Centers.","KPMG (2006). An examination of the delivery of literacy services at Job Corps Centers. Washington, DC: U.S. Department of Labor, Office of Job Corps.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

The purpose of the study was to identify areas in which Job Corps can improve its delivery of literacy services. Job Corps is a national program that provides youth with job training skills while they pursue a high school diploma or general equivalency diploma (GED). It also provides career counseling and job placement services following completion of the job training component.
The authors primarily analyzed qualitative data collected from site visits to six Job Corps sites across the United States. The visits included interviews with key staff and observations of Job Corps classes. The authors also conducted descriptive quantitative analyses of administrative participant and survey data.
The authors made recommendations for improvements in the delivery of literacy services in the following areas: employing certified teaching staff on government pay scales so that they can compete with public school teachers in terms of compensation and benefits; providing additional resources, such as special education instructors, psychologists, and counselors, to allow instructors to devote more time to their classes; and building partnerships and relationships with other educational institutions and the community.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2006,http://wdr.doleta.gov/research/FullText_Documents/Job%20Corps%20Literacy%20Repo…
"Harford County juvenile drug court performance evaluation: Final report","Crumpton, D., Carey, S., Mackin, J., Finigan, M., Pukstas, K., Weller, J., and Brekhus, J. (2006). Harford County juvenile drug court performance evaluation: Final report. Portland, Oregon. NPC Research, 1-104.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:

The study’s objective was to examine the impact of the Harford County (Maryland) Juvenile Drug Court on recidivism.
The authors used administrative records to estimate the impact of the drug court by comparing the outcomes of youth who participated in the drug court with those of similar youth who did not.
The study found that drug court participants had significantly fewer rearrests (36 percent fewer) and fewer days (59 percent fewer) on probation than youth who were eligible for the program but did not participate. Participants spent fewer days in secure and community detention in the first year after program entry than youth in the comparison group. However, the study found no significant effects on the number of adjudication hearings, days in residential treatment, or days in a group home.
The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Harford County Juvenile Drug Court, but other factors might also have contributed.","Harford County Juvenile Drug Court","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2006,http://npcresearch.com/wp-content/uploads/HCJDC_Process_Outcome-Cost-FINAL-repo…
"Juvenile drug court: Enhancing outcomes by integrating evidence-based treatments.","Henggeler, S., Halliday-Boykins, C., Cunningham, P., Randall, J., Shapiro, S., & Chapman, J. (2006). Juvenile drug court: Enhancing outcomes by integrating evidence-based treatments. Journal of Consulting and Clinical Psychology, 74(1), 42-54.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Health and safety-Mod/high-Favorable impacts
      
    
  
              


      
            Health and safety","Summary:

The study’s objective was to examine the marginal impacts of three layered treatments—drug court hearings, substance abuse therapy, and contingency management counseling—on criminal justice outcomes and positive drug screens among youth in Charleston, South Carolina, diagnosed with substance abuse or dependence.
The authors randomly assigned eligible youth to one of three treatment groups—drug court, drug court with multisystemic therapy, or drug court with multisystemic therapy enhanced by contingency management—or to a control group that received typical family court services.
The study found no statistically significant differences between the groups on measures of recidivism after one year. However, the study found that participants in the treatment groups reported committing fewer delinquent acts than those in the control groups. Effects on drug screens were mixed.
The quality of causal evidence presented in this report is high for recidivism outcomes because they are based on a well-implemented randomized controlled trial but moderate for self-reported delinquency and drug screen outcomes because they had high attrition and the authors demonstrated that the groups being compared had similar baseline characteristics.","the Treatments","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2006,
"Barriers to employment for out-of-school youth: Evidence from a sample of recent CET applicants.","Miller, C., & Porter, K. (2005). Barriers to employment for out-of-school youth: Evidence from a sample of recent CET applicants. MDRC working paper. New York: MDRC.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

This report describes the associations between barriers to employment and employment outcomes of a sample of applicants in the Center for Employment Training (CET) replication sites. The CET program provided an intensive, short-term job training program for economically disadvantaged out-of-school youth that was designed to mirror the workplace.
The overall impact of CET on youths’ employment outcomes is described in a different report (see CLEAR profile of Miller et al. 2005). This report described whether three barriers to employment—(1) lack of a high school diploma or general education development (GED) certificate, (2) childbearing, and (3) arrests—were associated with lower employment rates, and whether lower employment rates stemmed from employment instability or a longer length of time needed to find a job.
The authors used data from the 54-month survey of CET applicants from the impact evaluation. For that evaluation, eligible youth were randomly assigned to receive CET services or to the control group, which was ineligible for CET services.
The authors found that youth who did not finish high school or obtain a GED were less successful in the labor market than those who received a high school credential. Wages for dropouts were lower on average and dropouts worked less than high school graduates and GED recipients. Among male dropouts, job instability contributed to low average employment rates; for female dropouts, both job instability and longer spells of unemployment contributed to low employment rates.
Having children at study entry was not associated with poorer employment outcomes for males or females. However, young men who had arrest records faced substantial challenges in finding jobs and were more likely to work in lower quality jobs in the retail or service industries than those without arrest records.","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2005,http://www.mdrc.org/sites/default/files/full_24.pdf
"Study of Hispanics in Job Corps: 2004-2005","Garcia, Y. Study of Hispanics in Job Corps: 2004–2005. Washington, DC: HMA Associates, 2007.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This report aimed to explore in greater detail the findings of the National Job Corps Study, an impact study whose final report was published in 2001. Specifically, the authors sought to understand why Hispanic youth did not experience positive impacts on employment outcomes similar to the rest of the study population.
	Job Corps offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth.
	The authors reviewed data on Hispanic youth from the National Job Corps Study, program data, and data from a survey administered in 2004 to Hispanic youth in Job Corps centers. They also conducted site visits to four Job Corps centers, where they interviewed program staff and current and former participants.
	The study found that Hispanic youth performed well in the Job Corps program, but did not fully leverage the training they received. Many took the first job they were offered in order to start supporting their family immediately instead of expanding their employment search to include more lucrative long-term options. They also limited their search to places of employment where they felt poor English language skills would not constrain them.","Job Corps","Job search assistance and supportive services Youth programs Other training and education Work based and other occupational training","Youth, Hispanic of any race, Low-skilled, Low income",,"United States",2005,http://wdr.doleta.gov/research/FullText_Documents/Hispanic%20Job%20Corps%202004…
"Youth Opportunity Grant Initiative: Ethnographic evaluation final report.","Lewis-Charp, H., Soukamneuth, S. & Goger, A.(2005). Youth Opportunity Grant Initiative: Ethnographic evaluation final report. Houston, TX: Decision Information Resources, Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

The study aimed to understand the characteristics of communities participating in the Youth Opportunity (YO) grant initiative. It also sought to examine perceptions of whether the YO program had been implemented well and had enhanced the communities.
Funded by the U.S. Department of Labor in 2000, the YO initiative looked to transform distressed neighborhoods by engaging youth in positive and productive activities and relationships. Programs were to provide education, employment, support, and leadership development services to youth ages 14 to 21 in high-poverty urban, rural, and Native American communities.
The authors performed an ethnographic analysis based on site profiles for 35 YO communites. They also used U.S. Census data to further understand the characteristics of the communities.
The authors described the social and economic trends of the 35 sites at length, focusing on the persistent and systemic obstacles facing the communities, including population decline, housing stress, and high rates of teen pregnancy. Participating communities had high rates of poverty and few quality jobs available. 
The authors did not find a consensus about how well the YO initiative had been implemented in the communities. However, most community members, including participating youth, did strongly agree that YO programming benefited youth.","Youth Opportunity Grant Initiative","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2005,
"Implementation and outcome evaluation of the Intensive Aftercare Program: Final report","Wiebush, R., Wagner, D., McNulty, B., Wang, Y., & Le, T. (2005). Implementation and outcome evaluation of the Intensive Aftercare Program: Final report. National Council on Crime and Delinquency. Washington, DC: U.S. Department of Justice, Office of Justice Programs.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence",,"Summary:


The study’s objective was to measure the impact of participation in an Intensive Aftercare Program (IAP) for high-risk youth from juvenile justice facility placements on recidivism.
The authors used a random assignment design and multivariate regression analysis to estimate impacts on aggregate recidivism scores, the sum of all subsequent offenses, weighted by severity. Data for the study were collected from standardized forms, surveys, risk assessment tests, and state agency and police records.
The study found no statistically significant effects of the program on participants’ aggregate recidivism scores.
The quality of causal evidence presented in this report is moderate for some outcomes and low for other outcomes. This means we have little confidence that any estimated effects would be attributable to the IAP. However, the study found few statistically significant effects.","the Intensive Aftercare Program (IAP)","Reentry Youth programs","Youth, Justice-involved, Disconnected youth, Male",,"United States",2005,http://files.eric.ed.gov/fulltext/ED484683.pdf
"An experimental study of the Los Angeles County repeat offender program: Its implementation and evaluation","Zhang, S.X., & Zhang, L. (2005). An experimental study of the Los Angeles County repeat offender program: Its implementation and evaluation. Criminology and Public Policy, 4(2):205–236.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study examined the impact of the Los Angeles County Repeat Offender Prevention Program (ROPP) on youths’ recidivism and educational outcomes.
The authors randomly assigned eligible youth to either the treatment group that received ROPP or a control group that received standard probation services. Using data from the Los Angeles Unified School District and probation records, the authors compared the educational outcomes and average recidivism rates of the two groups.
The study found that ROPP had some early positive impacts on educational outcomes, but many of these gains faded after the first six months of the program. The study also found initial improvements (reductions) in recidivism for the treatment group during the first six months. There were no statistically significant effects of participation in the program on violations of probation.
The quality of causal evidence presented in this report is moderate because it was based on a randomized controlled trial with high attrition that sufficiently accounted for other relevant factors. This means we are somewhat confident that the estimated effects are attributable to the Los Angeles County ROPP, but other factors might also have contributed.","The Los Angeles County Repeat Offender Prevention Program (ROPP)","Other training and education Youth programs","Youth, Justice-involved",,"United States",2005,
"Youth Opportunity grants: Lessons can be learned from program, but Labor needs to make data available.","Bellis, D. D., & General, A. O. (2005). Youth Opportunity grants: Lessons can be learned from program, but Labor needs to make data available. Washington, DC: Government Accountability Office.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This report from the Government Accountability Office (GAO) summarizes the findings of a descriptive study of Youth Opportunity Grants. The 36 grants issued under this program, which began in 2000 and continued for five years, aimed to expand opportunities for at-risk youth in low-income areas by providing a variety of support services.
	The study explored how the grants were implemented, key barriers faced during implementation, and perceptions of the outcomes of the program and its impact on participating youth and their communities.
	To answer its research questions, the GAO conducted a survey with 36 Youth Opportunity Grant program directors and seven site visits. The site visits included interviews with program managers and staff, youth participants, and community members; facilities tours; observations of program activities; and collection of management information systems data.
	The study found that grantees adopted a variety of approaches to recruiting and serving at-risk youth, often responding to conditions in their local labor markets. However, many faced challenges in rolling out the program within the set time frames; addressing drug use, violence and unemployment in their communities; and adapting their services for youth struggling at school or with problems at home. Many program participants graduated from high school, enrolled in college, or joined the workforce after receiving Youth Opportunity Grant services.
	The GAO recommended that the Department of Labor complete the impact analysis of the Youth Opportunity Grant program and release all related reports and data.","Youth Opportunity Grant Initiative","Youth programs Other training and education Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2005,
"Evaluating an experimental intensive juvenile probation program: Supervision and official outcomes","Lane, J., Turner, S., Fain, T., & Sehgal, A. (2005). Evaluating an experimental intensive juvenile probation program: Supervision and official outcomes. Crime & Delinquency, 51(1), 26-52.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence",,"Summary:

The study’s objective was to examine the impact of the South Oxnard Challenge Project (SOCP), an alternative juvenile probation program, on recidivism outcomes.
The study was a randomized controlled trial. The authors used administrative data from the program and probation records to compare the outcomes of youth randomly assigned to the SOCP with those of youth randomly assigned to a control group that received standard probation services.
The study found no statistically significant effects of SOCP on arrests or referrals to probation, convictions, or incarceration.
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we would be confident that any estimated effects would be attributable to SOCP and not to other factors. However, the study did not find statistically significant effects.","South Oxnard Challenge Project (SOCP)","Substance abuse recovery Youth programs Behavioral Interventions","Youth, Justice-involved, Disconnected youth",,"United States",2005,
"4 schools for WIE","Erkut, S., Marx, F., & Wellesley College Center for Research on Women. (2005). 4 schools for WIE. Evaluation report. Wellesley, MA: Wellesley Centers for Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Mixed impacts
      
    
  
              


      
            Attitudes","Summary:


The study’s objective was to determine the effect of the 4 Schools for Women in Engineering (WIE) strategy on 8th-grade students’ attitudes toward STEM careers. The strategy involved forming teams of mostly female engineering professors, students, and practitioners to train middle school teachers on engineering and gender-inclusive teaching methods and to serve as in-class role models for students.
The authors administered a study-designed survey at the beginning and end of the school year to a single cohort of students to measure changes in outcomes following implementation of the intervention. The authors estimated program impacts using regression models and paired t-tests.
The study found that students’ attitudes toward science improved after the intervention, but attitudes toward engineering worsened. There was no change in students’ attitudes toward math.
The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the 4 Schools for WIE strategy; other factors are likely to have contributed.","4 Schools for Women in Engineering","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2005,http://files.eric.ed.gov/fulltext/ED500754.pdf
"More than robots: An evaluation of the FIRST robotics competition participant and institutional impacts","Melchior, A., Cohen, F., Cutter, T., & Leavitt, T. (2005). More than robots: An evaluation of the FIRST robotics competition participant and institutional impacts. Waltham, MA: Brandeis University Center for Youth and Communities Heller School for Social Policy and Management.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to examine the impact of the FIRST Robotics Competition (FRC) on participants’ education and career outcomes. The FRC was a six-week competition in which teams of high school male and female students (with the help of mentors) used a set of standard parts to build a robot. Students showcased these robots by competing against teams from other high schools.
The authors used propensity-score matching to create treatment and comparison groups and conducted an analysis of retrospective survey data to measure education and career outcomes of FRC participants who graduated from the program from 1999 to 2003. They administered a researcher-designed survey to students in the treatment group in 2004 and collected data from a national survey—the Beginning Postsecondary Student Survey (BPSS)—to measure outcomes for the comparison group, who began college in 1995-1996.
The study found that a higher percentage of female FRC participants majored in engineering compared with females in the comparison group.
The quality of causal evidence presented in this report is low because the authors did not demonstrate equivalency of the treatment and comparison groups on all required measures. This means we are not confident that the estimated effects are attributable to the FRC; other factors are likely to have contributed.","FIRST Robotics Competition","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female, Male",,"United States",2005,http://www.techfire225.com/uploads/6/3/7/1/6371896/first_study.pdf
"Teaching strategies designed to change the undergraduate experience for college women learning chemistry","Khan, S. (2005). Teaching strategies designed to change the undergraduate experience for college women learning chemistry. Journal of Women and Minorities in Science and Engineering 11, 365-387.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:


The study’s objective was to examine the impact of three teaching innovations—a contract, confidence-building exercises, and encouragement to apply for science internships—on performance in an Organic Chemistry II course at an all-female college.
The author compared the final exam scores, final grades, and internship acceptance rates of students enrolled in the course that included these interventions to outcomes for students who had taken the course without these interventions in the three prior years. All courses were taught by the same professor and used the same syllabus.
The study identified no statistically significant relationships between the three teaching innovations and students’ outcomes.
The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to the teaching innovations; other factors are likely to have contributed.","Innovative Teaching for Women in STEM","Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2005,
"The challenge of repeating success in a changing world: Final report on the Center for Employment Training replication sites","Miller, C., Bos, J., Porter, K., Tseng, F., & Abe, Y. (2005). The challenge of repeating success in a changing world: Final report on the Center for Employment Training replication sites. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Mixed impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Mixed impacts
      
    
  
              


      
            Employment
      


  
      
            Training-Mod/high-Favorable impacts
      
    
  
              


      
            Training","Summary:

This report’s objective was to examine the effectiveness of the Center for Employment Training (CET) model. Under this model, local employers help design training programs and provide them in a work-like environment to economically disadvantaged youth who are not in school or employed. A separate report examined CET implementation.
The effectiveness of the CET model in improving employment, earnings, and participation in education and training programs was evaluated using a randomized controlled trial (RCT) conducted in 12 sites in seven states.
The study found few statistically significant impacts on outcomes measured over a 54-month follow-up period.
The quality of the causal evidence presented in this study is moderate. This means we have confidence that the effects estimated in this study are attributable at least in part to the CET program. However, other factors not accounted for in the study might also have contributed to the estimated effect.","the Center for Employment Training (CET) Replication","Basic skills Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2005,http://www.mdrc.org/sites/default/files/full_530.pdf
"Do scientists help people? Beliefs about scientists and the influence of pro-social context on girls’ attitudes toward physics","Yanowitz, K. (2004). Do scientists help people? Beliefs about scientists and the influence of pro-social context on girls’ attitudes toward physics. Journal of Women and Minorities in Science and Engineering, 10(4), 393-399.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Attitudes-Mod/high-No impacts
      
    
  
              


      
            Attitudes","Summary:

The study’s objective was to examine the impact of reading a passage featuring a pro-social context on careers in physics on female students’ interest in science.
The authors randomly assigned 88 5th- and 6th-grade girls to four conditions. In the treatment condition, participants read a story describing a female physicist who entered that profession to benefit society. Participants assigned to the control conditions read different stories. After reading these stories, the participants responded to a short survey asking how much they liked the story and how interested they were in becoming physicists.
The study found no relationship between the treatment story and participants’ interest in becoming physicists.
The quality of causal evidence presented in this study is high because it was based on a well-implemented randomized controlled trial. This means we would be confident that any estimated effects would be attributable to the scientists’ stories and not to other factors. However, the study did not find statistically significant effects.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2004,
"Career Academies: Impacts on labor market outcomes and educational attainment","Kemple, J. (2004). Career Academies: Impacts on labor market outcomes and educational attainment. New York: MDRC.","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The report’s objective was to evaluate the impact of Career Academies on labor market and educational outcomes four years after participants’ scheduled high school graduation. Earlier reports presented impact findings over a shorter time horizon, and a subsequent report presents impact findings over a longer period (eight years).
	For this evaluation, about 2,000 9th-grade students were randomly assigned to the treatment group, which could enroll in a Career Academy, or the control group, which continued to participate in general education. The study team administered a survey to treatment and control group members 48 months after their scheduled graduation from high school.
	The study reported statistically significant, positive impacts on average monthly earnings, average hours worked per week, and average hourly wages over the four years following scheduled high school graduation. There were no statistically significant differences in educational attainment of the two groups.
	The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that the estimated impacts are attributable solely to Career Academies, not other factors.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2004,http://www.mdrc.org/sites/default/files/full_49.pdf
"The Quantum Opportunity Program Demonstration: Initial post-intervention impacts","Schirm, A., & Rodriguez-Planas, N. (2004). The Quantum Opportunity Program Demonstration: Initial post-intervention impacts. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Low-Unfavorable impacts
      
    
  
              


      
            Employment","Summary:

The report’s objective was to evaluate the impact of the Quantum Opportunity Program (QOP)—which includes case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on educational attainment and labor market participation approximately seven years after program enrollment. Other reports presented impact findings from different time periods.
About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or to the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members about seven years after program enrollment (three years after their scheduled graduation from high school) to collect information on postsecondary educational attainment and labor market outcomes.
Participation in QOP had no statistically significant impact on most measures of postsecondary attainment and employment. The exceptions were that participation increased enrollment in college or vocational/technical school, an apprenticeship, or the military by 10 percentage points. It decreased the likelihood of working at least 35 hours at a main job by 11 percentage points.
The quality of the causal evidence presented in this report is low. This means we do not have confidence that the estimated effects are attributable to QOP; other factors likely contributed.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2004,http://www.doleta.gov/reports/searcheta/occ/papers/June_04_QOP_report.pdf
"Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences","Hahn, A., Leavitt, T., Horvat, E., & Davis, J. (2004). Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences. Somerville, MA: Brandeis University Heller School for Social Policy and Management and Temple University College of Education.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This report summarizes YouthBuild participants’ experiences after program completion. YouthBuild was founded in 1991 and offers academic instruction and construction training to economically disadvantaged youth who use those skills to build affordable housing for low-income households.
	The authors collected information on what students go on to do after YouthBuild by conducting in-depth interviews with 57 graduates and a detailed survey of 882 graduates.
	YouthBuild graduates who were interviewed had a very positive view of the program; they appreciated that staff set high expectations for them while acting as their substitute families and providing a caring environment. They also enjoyed the construction work, which enabled them to see tangible results of their efforts. Many expressed the need for additional career- or education-related programming after the period of full-time participation in YouthBuild.
	Seventy-five percent of the graduates who were surveyed were either working or engaged in postsecondary studies at the time of the survey, and similar percentages were free of government support and participating in at least one community activity. Like the interview findings, many survey respondents expressed a need for further career- or education-related programming.",Youthbuild,"Youth programs Other training and education Work based and other occupational training","Youth, Low income",Construction,"United States",2004,
"Enriching summer work: An evaluation of the Summer Career Exploration Program.","McClanahan, W., Sipe, C., & Smith, T. (2004). Enriching summer work: An evaluation of the Summer Career Exploration Program. Philadelphia, PA: Public/Private Ventures.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The evaluation’s objective was to examine the effects of the Summer Career Exploration Program (SCEP) on short-term earnings, employment, and other outcomes. SCEP offers youth job-related counseling, places them in career-related jobs, and supports them through mentoring. The report also describes program implementation and ways of improving SCEP.
The program’s effectiveness was evaluated using a randomized control ed trial. 
The study found statistically significant, positive impacts of SCEP on participants’ employment and earnings over the summer that the evaluation occurred; however, these were not sustained over the one-year follow-up period. 
The quality of the causal evidence presented in this study is high for most outcomes and moderate for the remaining outcomes examined. For the outcomes with high causal evidence, this means we are confident that the estimated impacts are attributable to SCEP, and not other factors. For those with moderate causal evidence, other factors besides SCEP might have contributed to the estimated effects.","Summer Career Exploration Program","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2004,http://www.cityofmadison.com/dpced/communitydevelopment/funding/documents/AreaI…
"The Quantum Opportunity Program Demonstration: Implementation findings","Maxfield, M., Castner, L., Maralani, V., & Vencill, M. (2003). The Quantum Opportunity Program Demonstration: Implementation findings. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

The objective of this report was to assess how the implementation of the Quantum Opportunity Program (QOP) at seven demonstration sites compared with the program model. QOP provided case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives to at-risk students entering 9th grade.
The demonstration was conducted from 1995 through 2001. The authors conducted site visits during each year of the demonstration as well as periodic telephone calls with staff at each site.
The authors reported that the QOP model proved difficult to replicate; two sites “deviated substantially” and the other five “deviated moderately” from the program model, according to the study’s authors. All sites implemented the case management, mentoring, and developmental activities components of the model, but few implemented the community service component and none successfully implemented the education component.
QOP did meet its goal of enrolling a representative sample of disadvantaged youth, and not solely the most motivated. QOP-enrolled students, on average, spent 174 hours in QOP-related activities, falling short of the goal of 750 hours per student. For the five-year program, the average cost per enrollee was $25,000.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2003,http://www.mathematica-mpr.com/~/media/publications/PDFs/quanimp.pdf
"Alleviating women’s mathematics stereotype threat through salience of group achievements","McIntyre, R., Paulson, R., & Lord, C. (2003). Alleviating women’s mathematics stereotype threat through salience of group achievements. Journal of Experimental Social Psychology, 39, 83-90.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to examine the impact of alleviating women’s stereotype threat—that is, the idea that men outperform women in mathematics—on women’s subsequent performance on a difficult mathematics test.
The study contained two experiments in which participants were randomly assigned to either a treatment condition, which received an intervention to alleviate women’s stereotype threat, or a control condition, which did not receive the intervention. The primary outcome of interest was an adjusted score for a study-administered mathematics test consisting of difficult questions from the Graduate Record Examination (GRE), an entry test for graduate school.
The study found that women in the treatment group scored 2.0 to 2.5 points higher on the math test than women in the control condition. These results were statistically significant.
The quality of causal evidence presented in this study is high because it was a well-conducted randomized controlled trial. This means that we are confident that the estimated effects are attributable to the intervention, and not to other factors.",,"Preventing discrimination Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female",,"United States",2003,
"Student enrollment in high school AP sciences and calculus: how does it correlate with STEM careers?","Robinson, M. (2003). Student enrollment in high school AP sciences and calculus: how does it correlate with STEM careers? Bulletin of Science, Technology & Society, 23, 265–273.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

This study’s objective was to examine differences in the intended choice of college science, technology, engineering, and mathematics (STEM) majors between females and males enrolled in high school advanced placement (AP) science and calculus courses.
The study used survey data from eight high schools to examine the percentage of AP students who chose a STEM field as their intended college major. The authors compared outcomes for minority and nonminority males and females.
The study found that among students taking AP science or calculus classes, males were generally more likely than females to plan to choose a college major in engineering but less likely to plan to choose a college major in medicine.
The quality of causal evidence presented in this study is low. This means we are not confident that the estimated effects are attributable to AP courses. Other factors are likely to have contributed.","the Advanced Placement (AP) Program","Science, Technology, Engineering, and Math (STEM) programs Youth programs","Youth, Female, Male",,"United States",2003,
"The Quantum Opportunity Program Demonstration: Short-term impacts","Schirm, A., Rodriguez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunity Program Demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Low-No impacts
      
    
  
              


      
            Employment","Summary:

The report’s objective was to evaluate the impact of the Quantum Opportunity Program (QOP)—which includes case management and mentoring, education, developmental activities, community service, supportive services, and financial incentives—on educational attainment and labor market participation approximately five years after program enrollment. Other studies examine longer-term impacts.
About 1,100 9th-grade students from 11 high schools were randomly assigned to the treatment group, which could enroll in QOP, or the control group, which could not participate in QOP activities. The study team administered a survey to treatment and control group members about five years after program enrollment (one year after their scheduled graduation from high school) to collect information on high school and postsecondary educational attainment and labor market outcomes.
QOP increased the likelihood that students earned a high school diploma one year after their scheduled graduation by 7 percentage points. No other employment or educational attainment outcomes were statistically significant.
The quality of the causal evidence presented in this report is low. This means we do not have confidence that the estimated effects are attributable to QOP; other factors likely contributed.","Quantum Opportunities Program (QOP)","Mentoring Other training and education Youth programs",Youth,,"United States",2003,http://www.doleta.gov/reports/papers/QOP_short_term_impacts.pdf
"Evaluation of the Youthbuild Program.","Mitchell, M., Jenkins, D., Nguyen, D., Lerman, A., & DeBerry, M. (2003). Evaluation of the Youthbuild Program. Report submitted to U.S. Department of Housing and Urban Development, Office of Policy Research and Development Division. Chicago: The Counselors of Real Estate.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

This report presents an implementation analysis of the Youthbuild program. The program provided hands-on construction training, educational experiences, leadership training, and counseling and other support to youth ages 16 to 24 who had very low incomes (or resided in very low-income households) and had dropped out of high school.
The study examined Youthbuild programs in 20 sites, focusing on program design, grantees’ characteristics, changes in program participants’ outcomes, and costs of operation. The study used program documentation, staff interviews, site visits, participant interviews, and a literature review of other workforce development programs targeting at-risk youth.
The program was successful in enrolling and graduating more participants, and working on more housing units, than planned. More participants held jobs and a high school diploma or general equivalency degree (GED) at program exit than entry. However, many grantees faced implementation challenges.
The authors noted that study results should not be interpreted as generalizable to all Youthbuild program sites because studied sites were only those that received a second round of funding.",Youthbuild,"Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2003,http://www.huduser.org/Publications/PDF/YouthBuild.pdf
"National Job Corps Study: Findings using administrative earnings records data","Schochet, P., McConnell, S., & Burghardt, J. (2003). National Job Corps Study: Findings using administrative earnings records data. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-No impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Training-Mod/high-No impacts
      
    
  
              


      
            Training","Summary:

The study’s objective was to estimate the impact on long-term earnings and employment of the Job Corps program, which offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth.
The program’s effectiveness was evaluated using a randomized controlled trial conducted in 48 states and the District of Columbia.
The study found statistically significant, positive impacts of Job Corps on participants’ earnings within the first three years and employment within the first four years of follow-up, but no impacts of Job Corps on these outcomes in the fifth and sixth years.
The quality of the causal evidence presented in this study is high. This means we are confident that the Job Corps program—not other factors—caused the estimated impacts. ","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2003,http://www.mathematica-mpr.com/publications/pdfs/jobcorpsadmin.pdf
"Working with disadvantaged youth: Thirty-month findings from the evaluation of the Center for Employment Training replication sites","Miller, C., Bos, J., Porter, K., Tseng, M., Doolittle, F., Tanguage, D., & Vencill, M. (2003). Working with disadvantaged youth: Thirty-month findings from the evaluation of the Center for Employment Training replication sites. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment
      


  
      
            Public benefits receipt-Mod/high-No impacts
      
    
  
              


      
            Public benefit receipt","Summary:


This report’s objective was to examine the effectiveness of the Center for Employment Training (CET) model. Under this model, local employers helped to design training programs and provide them in a work-like environment to economically disadvantaged youth who were not in school or employed.
The effectiveness of the CET model in improving employment, earnings, and participation in education and training programs was evaluated using a randomized controlled trial (RCT) conducted in 12 sites in seven states.
The study found few statistically significant impacts on outcomes measured over a 30-month follow-up period.
The quality of causal evidence presented in this report is high because it was based on a well-implemented RCT. This means we are confident that any estimated effects would be attributable to the CET program and not to other factors. However, the study did not generally find statistically significant effects.","the Center for Employment Training (CET) Replication","Other employment and reemployment Other training and education Youth programs","Youth, Low-skilled, Low income",,"United States",2003,https://www.doleta.gov/reports/searcheta/occ/papers/cet_full_report.pdf
"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,
"National Job Corps Study: Impacts by center characteristics.","Burghardt, J. & Schochet, P. (2001). National Job Corps Study: Impacts by center characteristics. Princeton, NJ: Mathematica Policy Research, Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

The National Job Corps Study produced several reports, including a main impact report (see CLEAR profile of Schochet et al. 2001 ) that found positive impacts of Job Corps—a national vocationally focused education and training program for disadvantaged youth ages 16 to 24—on participants’ employment, earnings, and education and training outcomes measured after four years. In this report, the authors examined whether these impacts were related to center characteristics, including the type of center operator, capacity of the center, region of the country, and performance ranking.
The authors used data collected as part of the National Job Corps Study, which consisted of 9,400 program participants and 6,000 nonparticipants randomly selected from 81,000 first-time Job Corps applicants nationwide. Data included Job Corps center characteristics and student outcomes in the areas of educational services and attainment, earnings, and arrests.
The authors used Job Corps counselors’ predictions of which Job Corps center applicants would attend before random assignment to compare outcomes of treatment youth with those of comparison youth who would have attended the same centers, had they been randomly assigned a slot in the program.
The authors found few impacts that varied by center characteristics. The impacts of Job Corps were similar across operators; large, medium, and small centers; most regions of the United States; and across high-, medium-, and low-performing centers, as determined by the Job Corps performance measurement system.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://wdr.doleta.gov/opr/fulltext/01-jccenter.pdf
"National Job Corps Study: The impacts of Job Corps on participants’ employment and related outcomes","Schochet, P., Burghardt, J., & Glazerman, S. (2001). National Job Corps Study: The impacts of Job Corps on participants’ employment and related outcomes. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment
      


  
      
            Training-Mod/high-Favorable impacts
      
    
  
              


      
            Training","Summary:

The National Job Corps Study included several reports, including this final impact report. The report’s objective was to examine the impact of the Job Corps program on participants’ long-term earnings, employment, and other outcomes. It also described the participants’ Job Corps experiences.
Job Corps offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth. Its effectiveness was evaluated using a randomized controlled trial conducted in 48 states and the District of Columbia.
This report found statistically significant, positive impacts of Job Corps on participants’ employment, earnings, and education and training outcomes measured after four years.
The quality of the causal evidence presented in this report is high because it is based on a well-conducted randomized controlled trial. This means we are confident that the Job Corps program—not other factors—caused the estimated impacts.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://wdr.doleta.gov/research/FullText_Documents/01-jcimpacts.pdf
"Career Academies: Impacts on students’ initial transitions to post-secondary education and employment.","Kemple, J. (2001). Career Academies: Impacts on students’ initial transitions to post-secondary education and employment. New York: MDRC","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The report’s objective was to evaluate the impact of Career Academies on labor market and educational outcomes 14 months after participants’ scheduled high school graduation. Subsequent reports presents impact findings over a longer period (up to eight years after scheduled graduation).
	For this evaluation, about 2,000 9th-grade students who applied to participate in a Career Academy were randomly assigned to the treatment group and admitted into a Career Academy, or to the control group, which continued to participate in general education. The study team administered a survey to treatment and control group members 14 months after their scheduled graduation from high school.
	The study reported that participation in Career Academies had no impact on primary educational outcomes, including the likelihood of high school graduation and post-secondary education enrollment over the 14 months following scheduled high school graduation. It also had no impact on employment outcomes, including the likelihood of employment, hours worked per week, or average earnings over this period.
	The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2001,http://www.gpo.gov/fdsys/pkg/ERIC-ED463412/pdf/ERIC-ED463412.pdf
"The benefits and costs of Job Corps","McConnell, S., & Glazerman, S. (2001). The benefits and costs of Job Corps. Mathematica Policy Research: Washington, DC.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

The study’s objective was to determine whether the benefits of Job Corps exceeded its costs.
The authors used data on impacts from the National Job Corps Study to estimate the program’s benefits and administrative data from the Office of Job Corps to estimate the program’s costs.
The study found that the benefits of Job Corps to society exceeded its costs by almost $17,000 per participant. This included positive benefits of about $20,000 to participants and negative benefits of about $3,000 to the rest of society.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://www.mathematica-mpr.com/~/media/publications/PDFs/01-jcbenefit.pdf
"National Job Corps Study: Assessing program effects on earnings for students achieving key program milestones","Gritz, R. M., and Johnson, T. (2001). National Job Corps Study: Assessing program effects on earnings for students achieving key program milestones. Report Prepared for the U.S. Department of Labor, Employment and Training Administration.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts
      
    
  
              


      
            Earnings and wages","Summary:

The study’s objective was to estimate the impact of Job Corps on the employment and earnings of participants who obtained a general education development (GED) certificate or vocational training certificate during the course of the program. Job Corps offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth.
Job Corps’ overall effectiveness was evaluated using a randomized controlled trial—the National Job Corps Study (NJCS)—conducted in 48 states and the District of Columbia (see the Clearinghouse for Labor Evaluation and Research [CLEAR] profile of Schochet et al. 20011 for full results). For this report, the authors used data from the NJCS 48-month follow-up survey to match Job Corps participants to control group members who had similar propensities to obtain a GED or vocational certificate.
The study found that Jobs Corps participants who completed a vocational certificate during the course of the program earned $40 to $50 per week more than their control group counterparts, and those who completed a GED earned $60 to $70 per week more.
The quality of causal evidence presented in this study is moderate, the highest possible rating for a nonexperimental study. This means that we have some confidence that the estimated impacts are attributable to achieving programmatic milestones in the Job Corps program, although other factors might also have contributed.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2001,http://wdr.doleta.gov/opr/fulltext/MilestoneImpactReport-Final.pdf
"Step to College: Moving from the High School Career Academy through the 4 Year University","Maxwell, N. (2001). Step to College: Moving from the High School Career Academy through the 4 Year University. Evaluation Review, 25(6), 619–654.","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains","Summary:

	The study aimed to examine the effect of attending a Career Academy on students’ secondary and post-secondary academic outcomes. The authors compared the outcomes of students who had attended a Career Academy in a large, inner-city school district in California and had applied to a medium-sized state university in California, with those of peers who had graduated from a traditional public high school in the same district and had applied to the same university.
	The analysis was based on university records, which provided information on student demographics, high school grade point average (GPA) and college GPA, enrollment status, and major of those students who actually attended the university.
	The study found that students from Career Academies had higher GPAs in college and less need for remediation in English at the university level. Students from career academies still had a high need for remediation in math and low college graduation rates, but they graduated at a 4-percent-higher rate than students from traditional high schools.
	The quality of causal evidence presented in this study is low, because the authors did not adequately control for the academic achievement of students before they enrolled in a career academy, nor for students’ pre-intervention financial disadvantage. This means that we are not confident that the results estimated in the study are attributable to Career Academies; other factors are likely to be responsible.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2001,
"Evaluation of the Center for Employment Training replication sites: Interim report.","Walsh, S., Goldsmith, D., Abe, Y., & Cann, A. (2000). Evaluation of the Center for Employment Training replication sites: Interim report. Oakland, CA: Berkeley Policy Associates.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

This report presents an implementation analysis of 12 Center for Employment Training (CET) replication sites.
The Center for Employment Training (CET) model targets economically disadvantaged youth who are not in school or employed. It delivers training in a work-like environment, requires full-time participation, and involves local employers in program design and delivery.
The analysis assessed the fidelity of implementation to the CET model using qualitative data collected during site visits to 12 sites and preliminary administrative data from 8 sites.
The study found that all the replication sites were generally successful in structuring services to mirror the workplace. Sites operated by CET (8 of 12) had overall higher fidelity to the model than non-CET-operated sites. Additionally, the study suggested that organizational capacity and stability are critical to replication; the 7 replication sites led by less-experienced organizations were prone to upheavals, and 4 closed during the course of the evaluation.","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2000,
"National Job Corps Study: Job Corps applicants’ programmatic experiences","Johnson, T., Gritz, M., & Dugan, M. (2000). National Job Corps Study: Job Corps applicants’ programmatic experiences. Seattle, WA: Battelle Memorial Institute.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

This report built on the process and descriptive analyses of the National Job Corps Study to understand which Job Corps program features led to positive results for applicants and participants. Job Corps offers intensive academic classroom instruction and vocational skills training to economically disadvantaged youth.
The authors investigated programs’ enrollment procedures, characteristics of the Job Corps centers, and program practices to identify those that seemed to be related to positive programmatic experiences for participants. The authors used data from the program’s management information system, the Bureau of Labor Statistics, and surveys of program staff.
The study found that students who had admissions counselors who put the onus on them to complete the admissions process, attended smaller centers in rural areas, and had access to high quality vocational training and academic instruction were more likely to have positive programmatic outcomes than those that did not.
The extent to which staff and student populations had a similar racial make-up and gender composition, and the types and variety of vocational training offered, did not appear to influence programmatic outcomes.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2000,http://wdr.doleta.gov/research/FullText_Documents/00-jc_programmatic.pdf
"Career Academies: Impacts on students’ engagement and performance in high school","Kemple, J., & Snipes, J. (2000). Career Academies: Impacts on students’ engagement and performance in high school. New York: MDRC.","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment","Summary:

	The report’s objective was to evaluate the impact of Career Academies on students’ engagement and performance in high school three to four years after enrollment in a Career Academy. Later reports present impacts on transitions to post-secondary education measured 14 months after scheduled graduation and employment and earnings four and eight years after scheduled graduation.
	For this evaluation, about 2,000 9th-grade students who applied to participate in a Career Academy were randomly assigned to the treatment group and admitted into a Career Academy, or the control group, which continued to participate in general education. Data sources for this report include school transcript records, student surveys, and standardized math and reading tests.
	This study reported a statistically significant, positive impact on the number of vocational classes taken and credits completed to graduate, but no impacts on standardized test scores, dropout rates, or the proportion of students who applied to college or for a job.
	The quality of the causal evidence presented in this report is high because it was a well-implemented randomized controlled trial. This means we are confident that the estimated impacts are attributable solely to Career Academies, not other factors.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",2000,http://www.mdrc.org/sites/default/files/full_45.pdf
"Retention in the United States Job Corps: Analysis and recommendations.","Ginsburg, K. R., Forke, C.M., Kinsman, S.B., Fleegler, E., Grimes, E.K., et al. (2000). Retention in the United States Job Corps: Analysis and recommendations. Philadelphia, PA: The Children’s Hospital of Philadelphia.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	The study’s objective was to collect information to help Job Corps program and policy staff improve participant retention in the program. Job Corps offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth.
	The authors used information from the Job Corps database on the demographic and other characteristics of participants who dropped out to study the timing of and reasons for withdrawal from the program. They administered a survey to the centers with the highest and lowest retention rates, and they conducted focus groups, interviews with program staff and participants, and observations of service delivery at five Job Corps sites.
	The authors’ analysis of characteristics and survey responses found that students with certain characteristics—for example, older students, those who entered the program with more advanced educational attainment, and those who interacted more closely with admissions counselors at Job Corps centers—were more likely to remain in the program. However, the authors noted that these were not highly reliable predictors of whether a student would remain in the program, suggesting unobserved factors played a role as well.
	The qualitative analysis of focus groups, interviews, and observations indicated that the students’ motivation, emotional maturity, and interpersonal skills and the strength of the relationships between participants and staff were important determinants of retention. Based on these findings, the authors recommended launching a staff training initiative to ensure staff were prepared to communicate effectively with students, challenge them, and build their sense of connectedness with one another and the program.","Job Corps","Job search assistance and supportive services Youth programs Other training and education Work based and other occupational training","Youth, Low-skilled, Low income",,"United States",2000,http://wdr.doleta.gov/research/FullText_Documents/00-jobcorps.pdf
"National Job Corps Study: Report on the Process Analysis","Johnson, T., Gritz, M., Jackson, R., Burghardt, J., Boussy, C., Leonard, J., & Orians, C. (1999). National Job Corps Study: Report on the Process Analysis. Submitted to the U.S. Department of Labor, Employment and Training Administration, Office of Policy and Research. Seattle: Battelle Human Affairs Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

This report presents a process study of the national Job Corps program. Initiated in 1964, Job Corps provides comprehensive education and employment skills training to disadvantaged youth ages 16 to 24.
The study drew on survey, administrative, and qualitative data to present students’ and Job Corps centers’ characteristics across the full population of participating students and centers in 1996; sampling for site visits excluded noncontiguous states. This study was part of the National Job Corps Study that also included an impact evaluation and a benefit-cost analysis.
Job Corps united federal agencies, private contractors, and unions in implementing a training and support model for disadvantaged youth. Job Corps centers generally implemented core service components with consistency. Links between outreach and admissions counselors to Job Corps centers, and job placement services, proved challenging.
Findings are generally applicable to program implementation nationally; however, the study did not measure outputs such as content or quality of services, participation, or dosage.","the Job Corps Program","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1999,http://wdr.doleta.gov/opr/FULLTEXT/99-jc_analysis.pdf
"The effects of enrollment in the Transportation Career Academy Program on student outcomes","Hanser, L., & Stasz, C. (1999). The effects of enrollment in the Transportation Career Academy Program on student outcomes. Paper presented at the American Educational Research Association (Unpublished).","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts
      
    
  
              


      
            Education and skills gains","Summary:

	The study’s objective was to examine the effects of enrolling in a Transportation Career Academy Program (TCAP) on students’ academic outcomes.
	The authors used school district administrative records of students in the six high schools included in the evaluation in school year 1996–1997.
	TCAP students achieved higher grade point averages, earned more credits, and had higher attendance rates than students in general academic programs. Outcomes for TCAP students were not statistically significantly different, however, from those for magnet school students.
	The quality of causal evidence in this study is low because the authors did not adequately control for the academic achievement of students before they enrolled in TCAP. This means we are not confident that the results estimated in the study are attributable to TCAP; other factors are likely responsible.","Transportation Career Academy Program (TCAP)","Youth programs Community college education and other classroom training Work based and other occupational training","Youth, Other barriers",,"Urban, United States",1999,
"National Job Corps Study: Report on study implementation.","Burghardt, J., McConnell, S., Meckstroth, A., Schochet, P., Johnson, T., & Homrighausen, J. (1999). National Job Corps Study: Report on study implementation. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

This report describes the implementation of and lessons learned from the National Job Corps Study, a random assignment impact evaluation of Job Corps. Job Corps provides comprehensive job training to disadvantaged youth in the areas of basic education, vocational skills training, health care and education, counseling, and residential support.
The authors conducted a qualitative analysis of planning and process documents for the study, as well as accounts of study team members’ first-hand experiences.
The authors described the study design, sampling procedures, how they monitored sample build-up and decided when to end random assignment, and how they monitored adherence to the study’s random assignment procedures.
They noted three key factors important for successful implementation of a randomized study design in an ongoing program: (1) commitment of program managers to the goals of the study and its related tasks, (2) close collaboration between research and program staff, and (3) monitoring of study procedures to ensure integrity.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1999,http://wdr.doleta.gov/research/FullText_Documents/99-jc_implement.pdf
"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,
"Matching the disadvantaged to job opportunities: Structural explanations for the past successes of the Center for Employment Training.","Melendez, E., & Harrison, B. (1998). Matching the disadvantaged to job opportunities: Structural explanations for the past successes of the Center for Employment Training. Economic Development Quarterly, 12(1), 3-11.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

The authors’ objective was to propose a plausible explanation for the Center for Employment Training-San Jose’s (CET) success in placing disadvantaged people into jobs.
CET is a national program that provides job training for disadvantaged people and matches them with entry-level jobs. The San Jose site, the focus of this article, served a mostly Hispanic population, consisting of dislocated farm workers, mothers on public assistance, out-of-school youth, and ex-offenders.
The authors reviewed findings from a recent case study on CET-San Jose and posited explanations for the program’s success. They attributed the success of the program to its ability to develop in its participants the skills necessary in the local labor market and become part of employers’ trusted recruiting networks. They also noted that CET-San Jose is embedded in a powerful social movement (West Coast Hispanic politics and culture).","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Hispanic of any race, Low-skilled, Low income",,"United States",1998,
"National Job Corps Study: Characteristics of youths served by Job Corps.","Schochet, P. (1998). National Job Corps Study: Characteristics of youths served by Job Corps. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

One of a series of reports emanating from the National Job Corps Study, a random assignment evaluation of the Job Corps program, this report describes the characteristics of eligible Job Corps applicants and compares them with the broader national population of disadvantaged youth. The Job Corps program offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth.
The authors examined data collected as part of the National Job Corps Study on the characteristics of eligible youth. The study collected data through an interview at the time of random assignment and through surveys administered 12, 30 and 48 months after it. The findings in this report are based on the data collected through baseline interviews.
The authors reported that, as intended, Job Corps served disadvantaged youth, most of whom had not completed high school (about 80 percent). Eligible applicants tended to be male (about 60 percent) and members of racial or ethnic minority groups (about 70 percent; 50 percent African American). More than a quarter of applicants had been arrested before applying to Job Corps. Female applicants tended to be older, more likely to have children and to have completed high school, and less likely to admit drug use or arrests than male applicants.
Compared with the broader national population of disadvantaged youth, eligible Job Corps applicants were more likely to be 16- or 17-year-old African American males from large urban areas who were high school dropouts.","Job Corps","Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1998,http://wdr.doleta.gov/opr/fulltext/99-jc_characteristics.pdf
"Job Training Partnership Act: Long-term earnings and employment outcomes (GAO/HEHS-96-40).","United States General Accounting Office. (1996). Job Training Partnership Act: Long-term earnings and employment outcomes (GAO/HEHS-96-40). Washington, DC: U.S. Government Printing Office.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Mod/high-No impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to estimate the impact of Job Training Partnership Act (JTPA) programs on the long-term earnings and employment of male and female out-of-school youth and adults. This review focuses on the findings for out-of-school youth.
The programs’ effectiveness was evaluated by analyzing outcomes five years after program entry for a subset of participants in the National JTPA Study, a random assignment study that examined impacts of JTPA programs in 16 local service-delivery areas.
The authors found no statistically significant impacts of JTPA on earnings or employment rates five years after program entry.
The quality of the causal evidence presented in this study is high because it is a well-executed randomized controlled trial. This means we have confidence that estimated effects would be attributable to JTPA programs, and not other factors.","Job Training Partnership Act","Basic skills Community college education and other classroom training Job search assistance and supportive services Work based and other occupational training Youth programs",Youth,,"United States",1997,http://www.gao.gov/assets/230/222393.pdf
"The benefits and costs of JTPA Title II-A programs: Key findings from the National Job Training Partnership Act Study","Bloom, Howard S. et. al. (1997). The benefits and costs of JTPA Title II-A programs: Key findings from the National Job Training Partnership Act Study. The Journal of Human Resources, 32(3), 549-546.1","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Mixed impacts
      
    
  
              


      
            Education and skills gains","Summary:

The study’s objective was to determine the impact of the offer to enroll in Job Training Partnership Act (JTPA) Title II-A programs on labor market earnings, educational and training participation and attainment, and welfare receipt compared with a control group that that was not allowed to enroll in JTPA services.
About 6,000 out-of-school youth across 16 service delivery areas (SDAs) in the United States were randomly assigned to the treatment group (which was offered JTPA Title II-A services) or the control group (which could not participate in JTPA Title II services for 18 months). Although not the focus of this review, the study also randomly assigned more than 14,000 adults to treatment and control groups. Random assignment occurred from 1987 to 1989. The study team administered surveys to treatment and control group members 18 and 30 months after random assignment to collect information on earnings and educational attainment.
The study found that, for female youth, JTPA had a statistically significant, positive impact on attainment of a general educational development (GED) or high school diploma after 30 months; however, this did not hold for male youth. In addition, JTPA did not have a statistically significant impact on earnings for either female or male youth who had never been arrested.
The quality of the causal evidence presented in this study is high for the employment outcomes for female and male youth who had not been arrested. This means we are confident that estimated impacts are solely attributable to JTPA, and not other factors. The education outcomes for all groups, and the employment outcomes for male youth who had been arrested, have moderate evidence. This means we have some confidence that the estimated effects would be attributable to JTPA, but other factors might also have contributed.","Job Training Partnership Act","Basic skills Community college education and other classroom training Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs",Youth,,"United States",1997,
"Helping at-risk youth: Lessons from community-based initiatives.","Morley, E., & Rossman, S. (1997). Helping at-risk youth: Lessons from community-based initiatives. Washington, DC: The Urban Institute.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

The report sought to provide guidance on best practices for operating programs for at-risk youth.
The authors based their conclusions on best practices from evaluations they conducted of three comprehensive, integrated programs for at-risk youth: Communities in Schools, SafeFutures, and Children at Risk. Each of these programs was designed to coordinate services across community agencies in order to prevent and mitigate risky behaviors among at-risk youth.
The authors provided suggested practices in six key areas: services integration, case management, parental involvement, volunteer tutors and mentors, fund-raising and marketing, and monitoring of program outcomes to improve accountability.","Communities in Schools (CIS) and SafeFutures","Mentoring Other training and education Youth programs",Youth,,"United States",1997,
"The relative impact of a Career Academy on post-secondary work and education skills in urban, public high schools.","Maxwell, N., & Rubin, V. (1997). The relative impact of a Career Academy on post-secondary work and education skills in urban, public high schools. Hayward, CA: The Human Investment Research and Education Center discussion paper.","Career Academies","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Low-Favorable impacts
      
    
  
              


      
            Employment","Summary:

	The study aimed to examine the academic and labor market outcomes of students who were enrolled in a Career Academy track in a large, West Coast, urban high school district, compared with peers enrolled in general, vocational, and academic track programs.
	The analysis is based on a 1996 survey of students who were high school sophomores in 1990 to 1993.
	Career Academy graduates reported higher graduation rates (8.7 percentage points) and higher rates of enrollment in a two- or four-year college (11.6 and 17.9 percentage points, respectively) than students in the general education track.
	The quality of causal evidence presented in this study is low because the authors did not adequately control for the academic achievement of students before they enrolled in a Career Academy. This means we are not confident that the results estimated in the study are attributable to Career Academies; other factors are likely responsible.","Career Academies","Youth programs Community college education and other classroom training Work based and other occupational training",Youth,,"Urban, United States",1997,
"Youth Corps: Promising strategies for young people and their communities","Jastrzab, J., Blomquist, J., Masker, J., & Orr, L. (1997). Youth Corps: Promising strategies for young people and their communities. Cambridge, MA: Abt Associates Inc.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

This report provides a high-level summary of a study on Youth Corps programs, which have engaged disadvantaged youth in community service projects since 1933. An in-depth impact analysis is contained in Jastrzab et al. 1996. The study’s objective was to gain insight into participants’ contributions and experiences; analyze program impacts on educational, employment, and behavioral outcomes; and assess the costs and benefits of the programs.
The authors analyzed data on initiatives sponsored by the Commission on National and Community Service in 1993 and 1994, and during that time also collected data directly from Youth Corps programs for the impact analysis and cost-benefit assessment. In addition, the authors talked with several program staff and participants.
The study found that although program completion rates were low, most participants felt the program was helpful and sponsors and beneficiaries were generally satisfied with youths’ performance.
The program had a significant impact on the employment and earnings of corps members. The analysis of program costs and benefits showed aggregate benefits to society.","Youth Corps Programs","Mentoring Youth programs","Youth, Disconnected youth, Low-skilled, Low income",,"United States",1997,http://www.abtassociates.com/reports/Youth-Corps.pdf
"Impacts of service: Final report on the evaluation of American Conservation and Youth Service Corps.","Jastrzab, J., Masker, J., Blomquist, J., & Orr, L. (1996). Impacts of service: Final report on the evaluation of American Conservation and Youth Service Corps. Cambridge, MA: Abt Associates Inc.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Employment-Mod/high-Favorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to estimate the impacts of eight Conservation and Youth Service Corps programs that sought to improve educational and employment outcomes for out-of-school youth ages 18 to 25 and to improve their personal development.
The full evaluation consisted of an estimation of participant impacts and cost-benefit analysis for four of eight study sites and estimation of community impacts for all eight sites. Data sources for the participant-level impact analysis included a self-administered baseline survey and enrollment form and a follow-up telephone survey conducted 15 months after random assignment.
The study found statistically significant, positive impacts for program participants on the likelihood of having worked for pay since program enrollment and working a larger number of total hours since program enrollment (including time spent in the corps).
The quality of the causal evidence presented in this study is moderate. This means we have some confidence that the estimated effects are attributable to the Conservation and Youth Service Corps programs, but other factors might also have contributed.","Youth Corps Programs","Job search assistance and supportive services Other training and education Youth programs",Youth,,"United States",1996,
"The study of the replication of the CET job training model.","Hershey, A., & Rosenberg, L. (1994). The study of the replication of the CET job training model. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary:

The Center for Employment Training (CET) was shown by rigorous research conducted in the 1980s to increase the earnings and employment prospects of disadvantaged youth. The U.S. Department of Labor (DOL) commissioned a study to determine whether other organizations could replicate the CET model. This study reported on early efforts by 10 replication sites to implement the key features of the CET job training model. DOL later commissioned an impact evaluation of CET replication sites, including some sites examined in this study (see CLEAR profile of Miller et al. 2005).
The CET model provides individualized, intensive, full-time job training. Its focus is on integrating basic and technical skills with job placement as the final goal. CET’s advisory board and instructors are well connected to industry and help to ensure that the skills taught in the program align with those desired by employers.
The authors conducted telephone interviews with staff from the CET main office in San Jose, California, telephone interviews with key staff and project directors of the 10 replication sites, and site visits to 5 of the 10 sites.
The authors noted that the replication sites faced considerable challenges initiating the program, including finding a suitable space and ensuring consistent funding. When the programs began offering services, the authors reported some deviations from the CET model. In particular, they found that some sites used a screening process, rather than allowing open access to training, as specified by the CET model; some sites used whole group rather than individualized instruction; some did not integrate basic skills and technical skills training; some had not formed an advisory board to provide labor market analysis and guidance for needed training areas; and most were not placing participants into jobs at the completion of training.","the Center for Employment Training (CET) Replication","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1994,
"Job Corps costs and outcomes","Crawford, C. (1993). Job Corps costs and outcomes. Washington, DC: Government Accountability Office.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary:

	This Government Accountability Office brief studied the costs and outcomes of the Job Corps program during program year 1991 (covering calendar year July 1991 through June 1992). Job Corps offers intensive academic classroom instruction and vocational skills training, along with support services, to economically disadvantaged youth.
	The authors used data from the Department of Labor's Office of Job Corps to explore the differences in the costs of Job Corps centers run by contractors and those run by federal agencies. They also studied the employment outcomes of Job Corps participants who received training from sole-source contractors—those awarded contracts through a non-competitive process.
	The authors found that the cost per participant was higher in Job Corps centers run by federal departments than in centers run by contractors. This difference was driven by variation in the types of training the centers offered.
	Participants in Job Corps centers operated by sole-source contractors, especially those offering training under national training contracts, tended to have higher rates of job placement than participants in other types of Job Corps centers.","Job Corps","Job search assistance and supportive services Youth programs Other training and education Work based and other occupational training","Youth, High-skilled, Low-skilled",,"United States",1993,http://www.gao.gov/assets/90/82925.pdf
"JOBSTART: Final report on a program for school dropouts.","Cave, G., Bos, H., Doolittle, F. & Toussaint, C. (1993). JOBSTART: Final report on a program for school dropouts. New York: MDRC.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts
      
    
  
              


      
            Earnings and wages
      


  
      
            Education and skills gains-Mod/high-Favorable impacts
      
    
  
              


      
            Education and skills gains
      


  
      
            Employment-Mod/high-Unfavorable impacts
      
    
  
              


      
            Employment","Summary:

The study’s objective was to examine the impact of the JOBSTART program on employment, earnings, and education and training outcomes over a four-year follow-up period.
About 2,300 youth were randomly assigned to either the treatment group, which was eligible to participate in JOBSTART, or the control group, which could not participate in JOBSTART but could access other services in the community. The authors compared the outcomes of the treatment and control groups using data collected through follow-up surveys 12, 24, and 48 months after random assignment.
The study found that, 48 months after random assignment, members of the treatment group were significantly more likely to have participated in education or training, and completed significantly more hours of it, compared with the control group. The treatment group was significantly less likely to be employed and earned significantly less than the control group in the first year after random assignment. There were no significant impacts on earnings or employment outcomes in later follow-up years.
The quality of causal evidence presented in this report is high because it is based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the JOBSTART program, and not to other factors.","the JOBSTART Program","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",1993,http://www.mdrc.org/sites/default/files/full_416.pdf