Title,Citation,Topic_area,Study_type,Study_evidence_rating,Outcome_effectiveness,Findings,Intervention_program,Topics,Target_population,Firm_characteristics,Geographic_setting,Original_publication_date,Original_publication_link,"Review Protocol" "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",,,,,"Career Academies Review Protocol" "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",,,,,"Opportunities for Youth Review Protocol" "Oregon Credentials, Acceleration and Support for Employment (CASE) evaluation report: Results, key issues and implications for policy, practice and systems","Watrus, B., & Fercho, H. (2015). Oregon Credentials, Acceleration and Support for Employment (CASE) evaluation report: Results, key issues and implications for policy, practice and systems. Retrieved from https://www.roguecc.edu/Programs/CareerPathways/pdf/CASE%20final%20evaluation%20report_Final.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Credentials, Acceleration and Support for Employment (CASE) program on education and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the CASE program to a matched comparison group. The study found a positive relationship between participation in the CASE program and program completion and employment; however, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar or use sufficient. This means we are not confident that the estimated effects are attributable to the CASE program; other factors are likely to have contributed.","the Credentials, Acceleration and Support for Employment (CASE) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Other",,"United States",2020,https://www.roguecc.edu/Programs/CareerPathways/pdf/CASE%20final%20evaluation%2…,"Community College Review Protocol" "Encouraging evidence on a sector-focused advancement strategy","Hendra, R., Greenberg, D. H., Hamilton, G., Oppenheim, A. Pennington, A. Schaberg, K., and Tessler, B. L. (2016). Encouraging evidence on a sector-focused advancement strategy. New York: MDRC. [Towards Employment]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the WorkAdvance sectoral training program at the Towards Employment site on employment, earnings, education, and training from 2011 to 2015. The authors investigated similar research questions with three other sites, the profiles of which are available here. The study used a randomized controlled trial design to compare the treatment group, which was able to access the WorkAdvance program at the Towards Employment site, and the control group, which was not eligible for WorkAdvance services but could access other services in the community. The authors collected data from two sources: a follow-up survey and unemployment insurance (UI) wage and employment data. Using survey data, the authors found that those in the treatment group were significantly more likely to complete education or training compared with those in the control group. The authors found no statistically significant impacts of the program on employment or earnings from either the UI data or survey data. The quality of the causal evidence 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 WorkAdvance program at the Towards Employment site and not to other factors.","the WorkAdvance sectoral training program","Work based and other occupational training","Low income",,"Urban, United States",2020,https://files.eric.ed.gov/fulltext/ED568395.pdf,"Employment and Training Review Protocol" "WIOA impacts on community college student success (Doctoral dissertation).","Crumpton, J. A. (2019). WIOA impacts on community college student success (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 13861007).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a workforce development program administered by a community college under the Workforce Innovation and Opportunity Act (WIOA) on education outcomes. This summary focuses on the comparison between WIOA program participants and non-participants. The author used a nonexperimental design to compare WIOA program student education outcomes (measured by degree or certificate attainment) to the outcomes of students with similar backgrounds (Pell Grant recipients) who were not enrolled in WIOA. Data from the community college were used to examine education success rates over the course of three years (2014-2017). The study found that WIOA program participants were significantly more likely to attain a degree or certificate than students who were not enrolled in the WIOA program. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the WIOA Program; other factors are likely to have contributed","Workforce Innovation and Opportunity Act (WIOA) program","Basic skills Capacity building programs Community college education and other classroom training Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Adult, Low income",,"Rural, United States",2019,https://search.proquest.com/openview/f270d29734cd670349c3aed2866ce41a/1?pq-orig…,"Community College Review Protocol" "Effects of a two-generation human capital program on low-income parents' education, employment, and psychological wellbeing.","Chase-Lansdale, P. L., Sabol, T. J., Eckrich Sommer, T., Chor, E., Cooperman, A. W., Brooks-Gunn, J., Yoshikawa, H., King, C., & Morris, A. (2019). Effects of a two-generation human capital program on low-income parents’ education, employment, and psychological wellbeing. Journal of Family Psychology, 33(4), 433-443.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of CareerAdvance on education, employment, and earnings outcomes. The study used a nonexperimental design to compare the outcomes of parents who participated in CareerAdvance to outcomes of parents who did not participate. The study found that parents in the treatment group had significantly higher rates of certification, more years of education, and higher rates of enrollment in education and training programs than parents in the comparison group. The treatment group also had significantly higher rates of employment in the healthcare sector, higher rates of part-time employment, and worked more irregular hours than the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the CareerAdvance program, but other factors might also have contributed.","CareerAdvance Program","Capacity building programs Community college education and other classroom training","Adult, Parent, Low income",,"United States",2019,https://www.semanticscholar.org/paper/Effects-of-a-two-generation-human-capital…,"Community College Review Protocol" "Information technology career preparation for rural areas.","Hahs-Vaughn, D. L., Swan, B., & Clark, M. H. (2019). Information technology career preparation for rural areas. Community College Journal of Research and Practice, 1-13.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Florida Information Technology Careers for Rural Areas (XCEL-IT) program on education, employment, and earnings outcomes. The authors used a nonexperimental design to compare the differences in outcomes between XCEL-IT program participants and a comparison group. The study found that XCEL-IT program participation was significantly related to program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the XCEL-IT program; other factors are likely to have contributed.","the Florida Information Technology Careers for Rural Areas (XCEL-IT)","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Unemployed, Veteran or military",,"Rural, United States",2019,,"Community College Review Protocol" "WIOA impacts on community college student success (Doctoral dissertation).","Crumpton, J. A. (2019). WIOA impacts on community college student success (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 13861007).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a workforce development program administered by a community college under the Workforce Innovation and Opportunity Act (WIOA) on education outcomes. This summary focuses on the comparison between the community college WIOA program participants and the state workforce WIOA program participants. The author used a nonexperimental design to compare WIOA program student education outcomes (measured by degree or certificate attainment) to the outcomes of participants in WIOA programs administered by entities other than community colleges (throughout the state). Data from the community college and the State Board for Workforce Development were used to examine education success rates over the course of three years (2014-2017). The study found that WIOA program participants were significantly more likely to attain a degree or certificate than participants who entered the WIOA program through a state workforce development board. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the WIOA program; other factors are likely to have contributed","Workforce Innovation and Opportunity Act (WIOA) program","Basic skills Capacity building programs Community college education and other classroom training Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA) training programs","Adult, Low income",,"Rural, United States",2019,https://search.proquest.com/openview/f270d29734cd670349c3aed2866ce41a/1?pq-orig…,"Community College Review Protocol" "Reflections on Accelerating CTE: Final evaluation report","Smith, T. (2019). Reflections on Accelerating CTE: Final evaluation report. Washington, DC: JFF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerating Career & Technical Education (CTE) program on community college students’ credential completion. The author compared outcomes before the implementation of the Accelerating CTE program and during the program using an interrupted time-series (ITS) design based on aggregate college data. The study participants were enrolled in Accelerating CTE programs, including health career and applied technologies pathways. The study found that participating in the Accelerated CTE program was associated with an increase in credential completion. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the author did not account for trends in outcomes before the intervention. This means we are not confident that the effects are attributable to the Accelerating CTE program; other factors are likely to have contributed.","Accelerating Career & Technical Education (CTE) Program","Community college education and other classroom training","Adult, Other barriers",,"Rural, United States",2019,https://files.eric.ed.gov/fulltext/ED598367.pdf,"Community College Review Protocol" "The effect of participation in a Title V program on Latinx student success at a community college","Lacagnino, S. N. (2019). The effect of participation in a Title V program on Latinx student success at a community college. (Unpublished doctoral dissertation). Seton Hall University, South Orange, NJ.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to determine the impact of participation in the Project Accel program on education outcomes for community college students. The study used a nonexperimental design to compare the outcomes of students who participated in the Project Accel program with those who did not, based on administrative data from the community college. Using several demographic characteristics, the author created a matched comparison group of students who were not in the program to assess the effectiveness of the program on course completion, program persistence, and fall-to-fall retention. For the accelerated English as a Second Language (ESL) program, the study found that program participation was significantly related to higher completion, persistence, and retention rates. For the accelerated developmental English program, the study found that program participation was significantly related to higher completion and persistence rates. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Project Accel program; other factors are likely to have contributed.","the Project Accel program","Community college education and other classroom training","Adult, Hispanic of any race",,"United States",2019,https://scholarship.shu.edu/dissertations/2642/,"Community College Review Protocol" "Does stacking work? The academic value of short-term, stackable certificates (Unpublished doctoral dissertation)","Bowers, J. M. (2018). Does stacking work? The academic value of short-term, stackable certificates (Unpublished doctoral dissertation). University of Washington, Seattle, WA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the benefits of stackable certificates on education and earnings outcomes for full-time students with no prior post-secondary education. The author used a nonexperimental design to compare the effects of participating in stackable short-term certificate programs on outcomes for those in the treatment group versus those in the comparison group. The study found that students who attained a single short-term stackable certificate had a sufficiently lower likelihood of earning a two-year degree, whereas attaining two or more short-term, stackable certificates more than doubled a student’s likelihood of earning a degree. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to short-term stackable certificates, but other factors might also have contributed.","Short-Term Stackable Certificates","Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/43361/Bo…,"Community College Review Protocol" "Evaluation of the Idaho Center of Excellence Healthcare Partnership (ICE): Final report","Negoita, M., Paprocki, A., & Gutierrez, I. (2018). Evaluation of the Idaho Center of Excellence Healthcare Partnership (ICE): Final report. Oakland, CA: Social Policy Research Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Idaho Center of Excellence Healthcare Partnership (ICE) on education outcomes. The authors used a nonexperimental design to compare outcomes of students who enrolled in ICE-enhanced courses to a matched comparison group. The study found a significant positive association between enrollment in ICE-enhanced courses and prerequisite course completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the ICE enhancements; other factors are likely to have contributed.","the Idaho Center of Excellence Healthcare Partnership (ICE)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18548/ICE%20Final%20Evalu…,"Community College Review Protocol" "Mali Speed School Program: Long term impact","Dillon, A., Porreca, E., & Rosati, F. (2018). Mali Speed School Program: Long term impact. Understanding Children's Work (UCW) Working Paper Series. Rome, Italy: UCW","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mali Speed School Program on child labor and education outcomes. The study used a randomized controlled trial to compare outcomes between children who participated in the Mali Speed School Program with children who did not. Using survey data, the authors conducted difference-in-differences models to examine long-term program outcomes between the groups. The study found that the percentage of children who worked in agriculture in the last seven days or wage employment in the previous 12 months was significantly lower in the treatment group than the control group. The study also found that the percentage of children enrolled in school five years after program implementation was significantly higher in the treatment group than the control group. The quality of the causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with high attrition, the authors demonstrated that the treatment and control groups were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Mali Speed School Program, but other factors might also have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2018,,"Child Labor Review Protocol" "M-PATH: Advanced manufacturing final evaluation report. (Rep. No. 33VCDOLTACT2014.Y4S)","Swan, B., Clarke, M. H., Serpa, A., DeStefano, C., & Hahs-Vaughn (2018). M-PATH: Advanced manufacturing final evaluation report. (Rep. No. 33VCDOLTACT2014.Y4S). Orlando, FL: University of Central Florida, Program Evaluation and Educational Research Group (PEER).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the M-PATH: Advanced Manufacturing Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on education, earnings, and employment outcomes. Using a nonexperimental design, the authors compared students in the M-PATH TAACCCT program to a matched comparison group. The study found that participation in the M-PATH TAACCCT program was significantly related to increased program completion and decreased continued education in another certificate program. The study also found that non-incumbent workers who completed the program were significantly more likely to enter employment than the comparison group. The quality of causal evidence presented in this report is low because the authors did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to the M-PATH TAACCCT program; other factors are likely to have contributed.","the M-PATH: Advanced Manufacturing Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18579/TC-26475-14-60-A-12…,"Community College Review Protocol" "Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models","Martinez, A. F. (2018). Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models. (Unpublished doctoral dissertation). California State University, Long Beach, CA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two accelerated pathway models (course redesign and compression) on completion rates for community college students. This summary focuses on the compression accelerated model. This study used a nonexperimental design to compare accelerated and non-accelerated pathways to college-level math by tracking the progress of students placed in developmental math courses. The study found that participation in the compression accelerated program was significantly related to higher college-level and developmental math completion rates for students placed in mid-level remediation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the accelerated pathway programs; other factors are likely to have contributed.","the Compression Accelerated Model","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://search.proquest.com/openview/adffc87f79e0373131993e9c4e2f5070/1?pq-orig…,"Community College Review Protocol" "Improving the labor market outcomes of U.S. veterans: The long-run effect of the Transition Assistance Program","Li, X. (2018). Improving the labor market outcomes of U.S. veterans: The long-run effect of the Transition Assistance Program. New York: Syracuse University.",Veterans,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact the Transitional Assistance Program (TAP) had on outcomes related to employment, earnings, and education. The study used statistical models to compare veterans who had been offered and received TAP to veterans who were not offered TAP. Data came from the veterans supplement of the Current Population Survey for survey years 1995 to 2010. The study found positive associations between participation in TAP and employment, earnings, and education. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to TAP; other factors are likely to have contributed to the findings.","the Transitional Assistance Program","Job search assistance and supportive services Veterans' reemployment Other training and education","Dislocated or displaced worker, Veteran or military",,"United States",2018,,"Employment and Training Review Protocol" "Tanzania Youth Study of the Productive Social Safety Net (PSSN) impact evaluation: Endline report.","The Tanzania Cash Plus Evaluation Team (2018). Tanzania Youth Study of the Productive Social Safety Net (PSSN) impact evaluation: Endline report. Retrieved from: https://www.unicef-irc.org/publications/942-.html","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Mixed impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Productive Social Safety Net (PSSN) program on child labor and school participation outcomes. This summary focuses on the comparison of the PSSN group (both treatment groups) versus the control group. The study was a randomized controlled trial where villages were randomly assigned to one of three study arms: conditional cash transfer (CCT) only, CCT with a supplemental public works program (PWP), and the control condition. The authors used difference-in-differences models to compare the changes in outcomes between the groups. The study found that the probability of participation in paid work outside the household significantly decreased for children in PSSN households compared to children in control households. However, the probability of participation in livestock herding significantly increased for children in PSSN households compared to children in control households. Also, the probability of attending school significantly increased for children in PSSN households compared to children in control households. 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 impacts are attributable to the Productive Social Safety Net program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2018,https://www.unicef-irc.org/publications/942-.html,"Child Labor Review Protocol" "Evaluation of the Pennsylvania’s Advanced Training and Hiring Program: Final report","Davis, S., & Bill, N. (2018). Evaluation of the Pennsylvania’s Advanced Training and Hiring Program: Final report. Washington, DC: Impaq International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Pennsylvania’s Advanced Training and Hiring (PATH) initiative on education outcomes. Using college administrative data, the authors conducted a nonexperimental study to compare education outcomes of students in the PATH program to a matched comparison group. The study found that PATH participation was significantly associated with higher rates of program completion and academic progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the PATH initiative; other factors are likely to have contributed.","Pennsylvania’s Advanced Training and Hiring (PATH) Initiative","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://www.impaqint.com/work/case-studies/evaluation-pennsylvania%E2%80%99s-ad…,"Community College Review Protocol" "Oklahoma City Community College TAACCCT: Commercial Food Equipment Service Technician (CFEST) program third-party evaluation final report","WorkED Consulting. (2018). Oklahoma City Community College TAACCCT: Commercial Food Equipment Service Technician (CFEST) program third-party evaluation final report. Burke, VA: WorkED Consulting, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Commercial Food Equipment Service Technician (CFEST) program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of CFEST program participants to a matched comparison group at the same community college. The study did not find a significant association between participation in the CFEST program and earned credentials, program completion, attainment of employment, or hourly wage. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the CFEST program; other factors are likely to have contributed.","the Commercial Food Equipment Service Technician (CFEST) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,,"Community College Review Protocol" "Greater Memphis Alliance for a Competitive Workforce: TAACCCT round 4 grant, impact evaluation final report","Patnaik, A. (2018). Greater Memphis Alliance for a Competitive Workforce: TAACCCT round 4 grant, impact evaluation final report. Austin, TX: Ray Marshall Center for the Study of Human Resources, The University of Texas at Austin, Lyndon B. Johnson School of Public Affairs.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Greater Memphis Alliance for a Competitive Workforce (GMACW) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on credential attainment. Using a nonexperimental design, the study author compared students in the program to a matched historical comparison group. The study found that students in the GMACW TAACCCT program were significantly more likely to achieve a credential than students in the comparison group. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the GMACW TAACCCT; other factors are likely to have contributed.","the Greater Memphis Alliance for a Competitive Workforce (GMACW) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://raymarshallcenter.org/files/2018/10/FINAL-GMACW-TAACCCT-Impact-Evaluati…,"Community College Review Protocol" "Developmental students' persistence towards graduation in paired coursework programs among African American and Latino males in community colleges","Davis, E. (2018). Developmental students' persistence towards graduation in paired coursework programs among African American and Latino males in community colleges. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of accelerated paired courses on male African American and Latino students’ academic persistence. The study used a nonexperimental design to compare the outcomes of students who completed paired coursework to students who did not. The author examined enrollment and course completion using college administrative records. The study found that students who completed paired coursework were significantly more likely to enroll in college the following semester than students in the comparison group. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the paired coursework; other factors are likely to have contributed.","Accelerated paired courses","Community college education and other classroom training","Adult, Male, Black or African American, Hispanic of any race",,"United States",2018,https://jscholarship.library.jhu.edu/handle/1774.2/59950,"Community College Review Protocol" "KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System","Hughes, K., Belfield, C., Ran, F., & Jenkins, D. (2018). KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System. New York, NY: Community College Research Center, Teacher's College, Columbia University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Enhancing Programs for IT Certification’s (EPIC) Learn on Demand (LoD) courses on community college students’ education outcomes. This summary focuses on the comparison between students who enrolled in EPIC LoD courses and students who enrolled in non-EPIC LoD courses. The authors used a nonexperimental design to compare the outcomes of students enrolled in EPIC LoD courses with those enrolled in non-EPIC LoD courses. The study found that EPIC LoD course participation was significantly associated with increased course completion and certificate completion. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the EPIC LoD courses, but other factors might also have contributed.","the Enhancing Programs for IT Certification (EPIC) Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://ccrc.tc.columbia.edu/media/k2/attachments/CCRC_KCTCS_EPIC_Report_09-26-…,"Community College Review Protocol" "Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing Network Statewide Consortium (IHUM) final evaluation report","de la Mora, A., Abraham, W., & Callen, E. (2018). Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing Network Statewide Consortium (IHUM) final evaluation report. Ames, IA: Iowa State University, Research Institute for Studies in Education.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing (IHUM) Network Consortium project on education outcomes. The authors used a nonexperimental design to compare the education outcomes of the IHUM treatment group to a comparison group comprised of both historical and concurrent cohorts of students. The study found that IHUM participation was significantly related to higher rates of program diplomas earned and lower rates of earning an Associate’s degree. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to IHUM; other factors are likely to have contributed.","Iowa’s Information Technology, Healthcare, Utilities, and Manufacturing (IHUM) Network Consortium","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,,"Community College Review Protocol" "University of the District of Columbia - Final annual evaluation report TAACCCT grant program, round 4","Hendricks, A., Mitran, A., & Ferroggiaro, E. (2018). University of the District of Columbia - Final annual evaluation report TAACCCT grant program, round 4 (Contract #: PO-GF-2015-C-0134-DJ). Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the University of the District of Columbia Community College (UDC-CC) grant-funded healthcare and hospitality programs on education, earnings, and employment outcomes. This summary focuses on the healthcare program. The authors used a randomized controlled trial to compare the education, employment, and earnings outcomes of participants enrolled in healthcare pathway courses and received the contextualized learning program, compared to participants enrolled in the same program, who received the traditional curriculum. The study found that program participation was significantly related to increased credential attainment. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the UDC-CC grant-funded healthcare program; other factors are likely to have contributed.","the University of the District of Columbia Community College (UDC-CC) TAACCCT Healthcare program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2018,,"Community College Review Protocol" "Third-party evaluation of MoSTEMWINs: Implementation, outcomes, and impact","Cosgrove, J., & Cosgrove, M. (2018). Third-party evaluation of MoSTEMWINs: Implementation, outcomes, and impact. St. Louis, MO: Cosgrove & Associates, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Missouri STEM Workforce Innovation Networks (MoSTEMWINs) program on education and employment outcomes. The authors used a nonexperimental design to compare education and employment outcomes of MoSTEMWINs participants to a historical comparison group. The study found that MoSTEMWINs participants were significantly more likely to complete the program and attain employment than the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MoSTEMWINs program; other factors are likely to have contributed.",MoSTEMWINs,"Basic skills Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/10845/MoSTEMWINs%20Mid-Po…,"Community College Review Protocol" "Washington State’s Integrated Basic Education and Skills Training (I-BEST) program in three colleges: Implementation and early impact report (Report No. 2018-87)","Glosser, A., Martinson, K., Cho, S.W., & K. Gardiner. (2018). Washington State’s Integrated Basic Education and Skills Training (I-BEST) program in three colleges: Implementation and early impact report (Report No. 2018-87). Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Washington State Integrated Basic Education and Skills Training (I-BEST) program on education outcomes. The study was a randomized controlled trial conducted at three community and technical colleges in Washington State. Eligible students were randomly assigned to either the treatment or control groups. The authors used statistical models to examine differences in outcomes between the groups up to 24 months after the study began. The study found that I-BEST participants were significantly more likely to enroll in and complete courses, earn credits, and earn credentials than control group participants. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the I-BEST program, and not to other factors.","the Washington State Integrated Basic Education and Skills Training (I-BEST) Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://mefassociates.com/wordpress/wp-content/uploads/2018/10/i_best_implement…,"Community College Review Protocol" "Tanzania Youth Study of the Productive Social Safety Net (PSSN) impact evaluation: Endline report","The Tanzania Cash Plus Evaluation Team (2018). Tanzania Youth Study of the Productive Social Safety Net (PSSN) impact evaluation: Endline report. Retrieved from: https://www.unicef-irc.org/publications/942-.html","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Mixed impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Productive Social Safety Net (PSSN) program on child labor and school participation outcomes. This summary focuses on the comparison of the conditional cash transfers with Public Works Program component treatment group versus the control group. The study was a randomized controlled trial where villages were randomly assigned to one of three study arms: conditional cash transfer (CCT) only, CCT with a supplemental public works program (PWP), and the control condition. The authors used difference-in-differences models to compare the changes in outcomes between the groups. The study found that the probability of participation in paid work outside the household significantly decreased for children in PWP households compared to children in control group households. However, the probability of participation in livestock herding significantly increased for children in PSSN households compared to children in control households. Also, the likelihood of dropping out of school significantly decreased for children in PSSN households compared to children in control households. 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 impacts are attributable to the Productive Social Safety Net program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2018,https://www.unicef-irc.org/publications/942-.html,"Child Labor Review Protocol" "Knowledge to work summative evaluation: Lord Fairfax Community College.","Voorhees, R. A. (2018). Knowledge to work summative evaluation: Lord Fairfax Community College. Voorhees, NJ: Voorhees Group LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Knowledge to Work (K2W) program on education outcomes. The study used a non-experimental design to compare participants in the K2W program with participants from a comparison group. The study found no statistically significant relationships between K2W program participation and education outcomes. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the K2W program; other factors are likely to have contributed.","the Knowledge to Work (K2W) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Low-skilled",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/17589/K2W%20Summative%20R…,"Community College Review Protocol" "SUN PATH comparison group study","Dauphinee, T., & Bishwakarma, R. (2018). SUN PATH comparison group study. Albuquerque, NM: University of New Mexico, Career to Cradle Policy Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Skill‐UP Network Pathways Acceleration in Technology and Healthcare (SUN PATH) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the SUN PATH program to a matched comparison group of students. The study found that SUN PATH students had higher rates of program completion, certificates/degree attainment, program retention, employment, and earnings than students in the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the SUN PATH program, but other factors might also have contributed.","the Skill‐UP Network Pathways Acceleration in Technology and Healthcare (SUN PATH) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Other, Low-skilled, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18108/SUN%20PATH%20Compa…,"Community College Review Protocol" "Southern Regional Technical College TAACCCT: Healthcare Career Works! (HCW) program third-party evaluation final report","WorkED Consulting. (2018). Southern Regional Technical College TAACCCT: Healthcare Career Works! (HCW) program third-party evaluation final report. Burke, VA: WorkED Consulting.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Healthcare Career Works! (HCW) program on education outcomes. The authors used a nonexperimental design to compare differences in education outcomes between HCW participants and a matched comparison group. The study found no statistically significant relationships between the HCW program and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the HCW program; other factors are likely to have contributed.","Healthcare Career Works! (HCW)","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2018,,"Community College Review Protocol" "Final evaluation report: Trade Adjustment Assistance Community – round 4: Nevada Community College Consortium","Pacific Research and Evaluation. (2018). Final evaluation report: Trade Adjustment Assistance Community – round 4: Nevada Community College Consortium. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/18580/NCCC%20TAACCCT%20Final%20Evaluation%20Report-Pacific%20Research%20and%20Evaluation.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Nevada Community College Consortium (NCCC) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on education, earnings, and employment. Using community college data, the authors used a nonexperimental design to compare the outcomes of students in the program to a comparison group comprised of both concurrent and historical cohorts of students. The study found no statistically significant relationships between NCCC and education, earnings, and employment outcomes. The quality of causal evidence presented in this report is low because the authors did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to NCCC; other factors are likely to have contributed.","Nevada Community College Consortium (NCCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18580/NCCC%20TAACCCT%20F…,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training Grant (TAACCCT): Final evaluation report","The Greater Cincinnati Supply Chain Career Development Center (SCCDC). (2018). Trade Adjustment Assistance Community College Career Training Grant (TAACCCT): Final evaluation report. Cincinnati, OH: Author.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of The Greater Cincinnati Supply Chain Career and Development Center’s (SCCDC) Supply Chain Management and Materials Handling & Logistics programs on education outcomes. The study used a nonexperimental design to compare the program completion of students enrolled in SCCDC programs to students in a matched comparison group. The study found that participation in the Supply Chain Management program, one of the SCCDC programs, was associated with a significant increase in the likelihood of program completion. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the SCCDC programs; other factors are likely to have contributed.","the SCCDC’s Supply Chain Management and Materials Handling & Logistics Technologies Programs","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://www.skillscommons.org/handle/taaccct/17943,"Community College Review Protocol" "Starting to succeed: The impact of CUNY Start on academic momentum","Webber (2018). Starting to succeed: The impact of CUNY Start on academic momentum. Retrieved from http://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2018/08/gateway_brief_final.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the CUNY Start program on community college students’ gateway course completion. The study used a nonexperimental design to compare the outcomes of students who participated in the CUNY Start program to a matched comparison group who did not participate in the program. Using program and institutional research data, the author conducted statistical models to examine differences between the groups. The study found that students participating in CUNY Start were significantly more likely to complete gateway courses than nonparticipating students. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to CUNY Start, but other factors might also have contributed.","the CUNY Start Program","Community college education and other classroom training","Age, Other barriers",,"United States",2018,http://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2018/08/gatewa…,"Community College Review Protocol" "Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN) TAACCCT IV evaluation final report","Foster, L. R., Staklis, S., Ott, N. R., & Moyer, R. (2018). Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN) TAACCCT IV evaluation final report. Raleigh, NC: RTI International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of KanTRAIN participants to a matched comparison group. The study found KanTRAIN participants were significantly more likely to earn more credits per semester, pass a higher percentage of the credits attempted, attain more credentials, and earn a nondegree credential or a college degree, and receive a wage increase than the comparison group. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the KanTRAIN program; other factors are likely to have contributed.","Kansas Technical Re/training Among Industry-targeted Networks (KanTRAIN)","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18334/KanTRAIN_TAACCCT_I…,"Community College Review Protocol" "Third-party evaluation of DOL Round 4 TAACCCT grant Mechatronics Re-envisioned: Final evaluation report","North Carolina State University. (2018). Third-party evaluation of DOL Round 4 TAACCCT grant Mechatronics Re-envisioned: Final evaluation report. Raleigh, NC: North Carolina State University Industry Expansion Solutions.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Mechatronics Re-envisioned (MRE) program on education outcomes. Using college administrative data, the authors conducted a nonexperimental study to compare the differences in outcomes between students in the MRE program and a matched comparison group. The study found a significant relationship between MRE program participation and higher rates of program retention and completion, relative to the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRE program; other factors are likely to have contributed.","the Mechatronics Re-envisioned (MRE) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,,"Community College Review Protocol" "Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39)","Dockery, J., Bottomley, M., Murray, C., Tichnell, T., Stover, S., Schroeder, N., Hance, D., Fruchey, K., & Franco, S. (2018). Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39). Dayton, OH: Wright State University, Applied Policy Research Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) initiative on education outcomes. The authors used a nonexperimental design to compare education outcomes of students enrolled in the IAM iSTAR program to a historic cohort of students enrolled in the same programs of study prior to the implementation of the IAM iSTAR program. The study found that IAM iSTAR program participation was significantly associated with higher numbers of credit hours attempted and completed per semester. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the IAM iSTAR initiative; other factors are likely to have contributed.","Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18570/2018%20IAM%20iSTAR…,"Community College Review Protocol" "Final evaluation of the ACED grant at Salt Lake Community College","Bragg, D., Cosgrove, J., Cosgrove, M. & Blume, G. (2018). Final evaluation of the ACED grant at Salt Lake Community College. Salt Lake City, UT: Bragg & Associates, Inc.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to evaluate the impact of a competency-based education (CBE) program offered by Salt Lake Community College on educational, employment, and earnings outcomes. The study used a nonexperimental design to compare outcomes among students enrolled in the CBE-based program and students who were not enrolled in CBE. The study found CBE program participation was associated with a statistically significant increase in post-program wages. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Salt Lake Community College’s CBE Program; other factors are likely to have contributed.","Salt Lake Community College's CBE Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18574/Final-SATTS-TAA-Rep…,"Community College Review Protocol" "Tanzania Youth Study of the Productive Social Safety Net (PSSN) impact evaluation: Endline report.","The Tanzania Cash Plus Evaluation Team (2018). Tanzania Youth Study of the Productive Social Safety Net (PSSN) impact evaluation: Endline report. Retrieved from: https://www.unicef-irc.org/publications/942-.html","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Productive Social Safety Net (PSSN) program on child labor and school participation outcomes. This summary focuses on the comparison of the conditional cash transfers (CCT) only treatment group versus the control group. The study was a randomized controlled trial where villages were randomly assigned to one of three study arms: conditional cash transfer (CCT) only, CCT with a supplemental public works program (PWP), and the control condition. The authors used difference-in-differences models to compare the changes in outcomes between the groups. The study found that the probability of participation in paid work outside the household significantly decreased for children in households receiving the CCT only compared to children in control households. 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 impacts are attributable to the Productive Social Safety Net program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2018,https://www.unicef-irc.org/publications/942-.html,"Child Labor Review Protocol" "Does AVID Higher Education (AVID HE) increase student term-to-term progression, persistence toward credited classes and social capital for first-generation college students placing into developmental education: A mixed methods study","Plinski, C. M. (2018). Does AVID Higher Education (AVID HE) increase student term-to-term progression, persistence toward credited classes and social capital for first-generation college students placing into developmental education: A mixed methods study. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 10825692) doi: 10.15760/etd.6311","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Advancement via Individual Determination Higher Education (AVID HE), a developmental education program, on first generation college students’ educational persistence. The study used a nonexperimental design to compare the outcomes of students who participated in AVID HE and those who did not. Using data from college institutional records, the author tested for group differences in educational persistence. The study found that AVID HE participation was significantly related to higher cumulative credits and higher enrollment rates in a credit-earning writing course. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to AVID HE; other factors are likely to have contributed.","the Advancement via Individual Determination Higher Education (AVID HE)","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,http://dx.doi.org/10.15760/etd.6311,"Community College Review Protocol" "TAACCCT building Illinois' bio-economy (BIB) consortium final evaluation report","The New Growth Group. (2018). TAACCCT building Illinois' bio-economy (BIB) consortium final evaluation report. Cleveland, OH: New Growth Group.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Building Illinois’ Bio-economy (BIB) consortium on education outcomes. The authors used a nonexperimental design to compare the outcomes of students in BIB grant-affected programs to a matched comparison group of students in non-BIB grant-affected programs. The study found a significant positive relationship between BIB program participation and program completion rates at two of the five colleges. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to participation in BIB grant-affected programs; other factors are likely to have contributed.","the Building Illinois’ Bio-economy (BIB) Consortium","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Veteran or military",,"United States",2018,,"Community College Review Protocol" "Doubling graduation rates in a new state: Two-year findings from the ASAP Ohio demonstration","Sommo, C., Cullinan, D., Manno, M., Blake, S., & Alonzo, E. (2018). Doubling graduation rates in a new state: Two-year findings from the ASAP Ohio demonstration. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Ohio’s Accelerated Study in Associate Programs (ASAP) on community college students’ persistence, credit accumulation, and degree completion rates. The study was a randomized controlled trial conducted at three community colleges in Ohio. Eligible students were randomly assigned to either the treatment or control groups. The authors conducted statistical tests to examine differences in outcomes between the groups over four semesters. The study found that when compared to the control group, ASAP students had significantly higher enrollment rates and credit accumulation over the two-year period, and also had significantly higher degree completion rates. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the Ohio Accelerated Study in Associate Programs, and not to other factors.","the Ohio Accelerated Study in Associate Programs (ASAP)","Community college education and other classroom training","Adult, Low income",,"United States",2018,https://files.eric.ed.gov/fulltext/ED592008.pdf,"Community College Review Protocol" "Advancing Careers and Training (ACT) for Healthcare in Wisconsin","Price, D., Valentine, J., Sedlak, W., & Roberts, B. (2018). Advancing Careers and Training (ACT) for Healthcare in Wisconsin. Retrieved from: http://support.skillscommons.org/showcases/outcomes/healthcare/act/","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to assess the impact of the Advancing Careers and Training for Healthcare (ACT for Healthcare) program on education, earnings, and employment outcomes. Using college administrative data and state unemployment insurance data, the authors conducted a nonexperimental study to compare the outcomes of students who were in the ACT for Healthcare program to a matched comparison group. The study found that a significantly larger proportion of students in the ACT for Healthcare treatment group earned a credential, stayed in their institution after one semester, and stayed in their institution after one year, relative to the comparison group. In addition, a significantly larger proportion of students in the treatment group gained employment and increased their wages, relative to the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the ACT for Healthcare program, but other factors might also have contributed.","the Advancing Careers and Training for Healthcare (ACT for Healthcare)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://support.skillscommons.org/showcases/outcomes/healthcare/act/,"Community College Review Protocol" "The Ohio Technical Skills Innovation Network (Ohio TechNet) Trade Adjustment Assistance Community College Career Training Grant (TAACCCT) Final Evaluation Report","The New Growth Group, LLC & The Ohio Education Research Center at The Ohio State University. (2018). The Ohio Technical Skills Innovation Network (Ohio TechNet) Trade Adjustment Assistance Community College Career Training Grant (TAACCCT) Final Evaluation Report. Retrieved from https://oerc.osu.edu/sites/oerc/themes/oerc/publications/LCCC%20OTN%20Lead%20Team%20Evaluation%20Final%20Report.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to evaluate the impact of advanced manufacturing programs offered through the Ohio Technical Skills Innovation Network (OTN) initiative on education, earnings, and employment outcomes. The study used a nonexperimental design to compare outcomes of students enrolled in OTN-affected programs/core courses to a matched comparison group. The study found that OTN participation was associated with a significant increase in program completion, program retention, credit hour completion, continuing further education, credential attainment, immediate employment, and job retention. Program participation was also associated with a significant decrease in retention in other programs and earning a degree. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the OTN grant programs; other factors are likely to have contributed.","The Ohio Technical Skills Innovation Network Initiative","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://oerc.osu.edu/sites/oerc/themes/oerc/publications/LCCC%20OTN%20Lead%20Te…,"Community College Review Protocol" "PluggedIn and WorkREADY! at Southwest Virginia Community College: 2018 final report","Styers, M., Haden, C., Cosby, A., & Peery, E. (2018). PluggedIn and WorkREADY! at Southwest Virginia Community College: 2018 final report. Charlottesville, VA: Magnolia Consulting, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the PluggedIn and WorkREADY! advanced manufacturing training program on education, employment, and earnings outcomes. The study used a nonexperimental design to compare the outcomes of students enrolled in the PluggedIn and WorkREADY! program with students enrolled at Southwest Virginia Community College (SWCC) in comparable majors. The study found a significant positive relationship between PluggedIn and WorkREADY! program participation and program completion, credential attainment, number of credentials attained, and employment and a significant negative relationship with program dropout. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the PluggedIn and WorkREADY! program; other factors are likely to have contributed.","the PluggedIn and WorkREADY! Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,,"Community College Review Protocol" "Summative evaluation report: Training for Regional Energy in North Dakota (TREND)","Dervarics, C., Evans, W. D., Bucci, P. T., Fox, D. A., Bishop, K., & Balraj, N. (2018). Summative evaluation report: Training for Regional Energy in North Dakota (TREND). Washington, DC: PTB and Associates","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Training for Regional Energy in North Dakota (TREND) program on education outcomes. The authors used a nonexperimental design to compare students enrolled in the TREND program to a matched comparison group of students at a community college in North Dakota. Using secondary data, the authors conducted statistical models to examine differences between the groups. The study found that TREND program participation was significantly related to higher credential attainment and higher rates of retention. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the TREND program; other factors are likely to have contributed.","the Training for Regional Energy in North Dakota (TREND) program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18122/FINAL%20TREND%20Ro…,"Community College Review Protocol" "Heroes for Hire (H4H) program evaluation final report","Horwood, T., Campbell, J., McKinney, M., & Bishop, M. (2018). Heroes for Hire (H4H) program evaluation final report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Heroes for Hire (H4H) program on education and earnings outcomes. The authors used a nonexperimental design to compare the education outcomes of H4H program participants to a matched comparison group of students enrolled at the same college, at the same point of entry. and in similar programs of study. The authors also compared the earnings outcomes of students before and after participating in the H4H program. The study found that H4H participants were significantly more likely to complete the program and attain credit hours than the comparison group. In addition, participation in the H4H program was significantly associated with higher post-enrollment salaries compared to initial enrollment salaries. The quality of causal evidence presented in this study is low for the education outcomes because the authors did not ensure that the groups being compared were similar before the intervention nor include sufficient control variables. The quality of causal evidence is also low for the earnings outcomes because the authors did not account for trends in outcomes before the intervention. This means we are not confident that the estimated effects are attributable to the H4H program; other factors are likely to have contributed.","the Heroes for Hire (H4H) Program","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2018,,"Community College Review Protocol" "Assessing the effectiveness of Quantway®: A multilevel model with propensity score matching","Yamada, H., Bohannon, A. X., Grunow, A., & Thorn, C. A. (2018). Assessing the effectiveness of Quantway®: A multilevel model with propensity score matching. Community College Review, 46(3), 257-287. doi: 10.1177/0091552118771754","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Quantway® 1 math program on community college students’ developmental math completion rates. The authors used a nonexperimental design to compare the outcomes of students who were in the Quantway® 1 program to a matched comparison group. When compared to non-participating students, the study found that Quantway® 1 program participation was associated with a significantly higher likelihood of successfully completing the developmental math course. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Quantway® 1 program; other factors are likely to have contributed.",Quantway®,"Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://doi.org/10.1177%2F0091552118771754,"Community College Review Protocol" "STEM education for workforce development through online contextualized training","Mohammadi, A. (2018). STEM education for workforce development through online contextualized training. (Unpublished doctoral dissertation). University of Nebraska, Lincoln, Nebraska.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of contextualized teaching and learning (CTL) on education outcomes. Using institutional data, the author conducted a nonexperimental design to compare education outcomes of CTL participants to non-CTL participants. The study found no statistically significant relationships between participation in the contextualized teaching and learning training and credit hours completed, length of program enrollment, or credentials attained. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to CTL; other factors are likely to have contributed.","the Contextualized Teaching and Learning (CTL) Training","Basic skills Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Other barriers, Dislocated or displaced worker",,"United States",2018,https://search.proquest.com/openview/2185911e68616901d0e3cf2e958e11d6/1?cbl=187…,"Community College Review Protocol" "Evaluation of Clark State Community College’s Advanced Manufacturing to Compete in a Global Economy (AMCGE) training program final report","Haviland, S. B., Van Noy, M., Kuang, L., Vinton, J., & Pardalis, N. (2018). Evaluation of Clark State Community College’s Advanced Manufacturing to Compete in a Global Economy (AMCGE) training program final report.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Advanced Manufacturing to Compete in a Global Economy (AMCGE) workforce training program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students participating in the AMCGE program to a matched comparison group using data from college administrative records. The study found a significant relationship between AMCGE program participation and increased number of credits earned and increased program completion rates in the first year. The quality of causal evidence presented in this report is low because the authors used a comparison group from a different academic program presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the AMCGE program; other factors are likely to have contributed.","the Advanced Manufacturing to Compete in a Global Economy (AMCGE) program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/17927/Clark%20State_Final…,"Community College Review Protocol" "Johnson County Community College (JCCC) TAACCCT final evaluation report","York, V. (2018). Johnson County Community College (JCCC) TAACCCT final evaluation report. Office of Educational Innovation and Evaluation. Manhattan, KS: Kansas State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of Johnson County Community College’s (JCCC) Accelerated, Collaborative Technology Training Services (ACTTS) project on education outcomes. The author used a nonexperimental design to compare cohorts of students enrolled in ACTTS and comparison programs on five educational outcomes of interest. The study found that ACTTS students were significantly more likely than comparison group participants to complete their program of study, be retained in their program of study, complete credit hours, and earn credentials. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention or include sufficient controls. This means we are not confident that the estimated effects are attributable to ACTTS; other factors are likely to have contributed.","JCCC’s Accelerated, Collaborative Technology Training Services (ACTTS) project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/17872/JCCC%20TAACCCT%20F…,"Community College Review Protocol" "Health Profession Opportunity Grants (HPOG 1.0) impact study interim report: Program implementation and short-term impacts. (Report No. 2018-16a)","Peck, L. R., Werner, A., Harvill, E., Litwok, D., Moulton, S., Fountain, A. R., & Locke, G. (2018). Health Profession Opportunity Grants (HPOG 1.0) impact study interim report: Program implementation and short-term impacts. (Report No. 2018-16a). Washington, DC: Office of Planning. Research, and Evaluation, Administration for Children and Families, US Department of Health and Human Services.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Health Profession Opportunity Grant (HPOG) program on educational progress, earnings, and employment. The authors used a randomized controlled trial to analyze the effects of the program between a treatment group, an enhanced treatment group, and a control group. The study found that HPOG participants had significantly higher rates of educational progress, significantly higher earnings in the fifth quarter, and a significantly higher likelihood to be employed in healthcare than the control group. The quality of causal evidence presented in the study is high for the employment and earnings outcomes because they are based on a well-implemented randomized controlled trial with low attrition. However, the quality of causal evidence is moderate for the educational progress and employment in healthcare outcomes because sample attrition for these outcomes was high, but the authors controlled for key differences between the treatment and control groups at baseline. This means we are somewhat confident that estimated effects on these outcomes would be attributable to HPOG, but other factors might have also contributed.","the Health Profession Opportunity Grant (HPOG)","Capacity building programs Community college education and other classroom training","Adult, Low income",,"United States",2018,https://www.acf.hhs.gov/sites/default/files/opre/hpog_interim_appendices_final_…,"Community College Review Protocol" "Evaluation of Ivy Tech’s pathways to information technology: Implementation and outcomes, final report","Edwards, R., Douglas, D., Van Noy, M., Javed, S., Hubbard-Mattix, L., & Pardalis, N. (2018). Evaluation of Ivy Tech’s pathways to information technology: Implementation and outcomes, final report. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the effects of Ivy Tech Community College’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant for enhanced Information Technology (IT) curriculum on education outcomes of community college students. The study used a nonexperimental design to compare the outcomes of students who were in enhanced IT courses to a comparison group of students in Advanced Manufacturing courses. Using Ivy Tech College’s administrative records, the authors conducted statistical models to examine differences between the groups. The study found no statistically significant relationships between participating in the TAACCCT IT program and the number of terms enrolled or number of credits earned. The quality of causal evidence presented in this report is low because the authors used a comparison group from a different academic program presenting a confounding factor. This means we are not confident that the estimated effects are attributable to Ivy Tech’s TAACCCT IT program; other factors are likely to have contributed.","Ivy Tech’s TAACCCT IT program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,https://smlr.rutgers.edu/sites/default/files/ivy_tech_report_1.pdf,"Community College Review Protocol" "Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models","Martinez, A. F. (2018). Accelerating developmental math students in California community colleges: A comparative assessment of two acceleration models. (Unpublished doctoral dissertation). California State University, Long Beach, CA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to compare the impact of two accelerated pathway models (course redesign and compression) on completion rates for community college students. This summary focuses on the course redesign accelerated model. This study used a nonexperimental design to compare accelerated and non-accelerated pathways to college-level math by tracking the progress of students placed in developmental math courses. The study found that participation in the course redesign accelerated program was significantly related to higher college-level and developmental math completion rates for first-generation students and students placed in both low-level and mid-level remediation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the course redesign accelerated model; other factors are likely to have contributed.","the course redesign accelerated model","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://search.proquest.com/openview/adffc87f79e0373131993e9c4e2f5070/1?pq-orig…,"Community College Review Protocol" "Minnesota advanced manufacturing project: Final external evaluation report","Bucci, P., Evans, W.D., Friesenborg, L., Fox, D.A., Bishop, K., Balraj, N., & Jang, B. (2018). Minnesota advanced manufacturing project: Final external evaluation report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/18521/MnAMP%20Final%20Evaluation%20Report.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Minnesota Advanced Manufacturing Partnership (MnAMP) program on education outcomes. The authors used a nonexperimental design to compare education outcomes of MnAMP participants to a matched comparison group using institutional data. The study found that MnAMP program participation was significantly associated with earning fewer credits and fewer credentials relative to the comparison group. However, among students who attained credentials, participating in the MnAMP program was significantly associated with completing a one-year certificate in less time than comparison group students. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years, presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MnAMP program; other factors are likely to have contributed.","Minnesota Advanced Manufacturing Partnership (MnAMP) Program","Capacity building programs Community college education and other classroom training","Adult, Unemployed, Veteran or military",,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18521/MnAMP%20Final%20Ev…,"Community College Review Protocol" "Evaluation of Richland College's Veterans-Focused Engineering Technology Project: Final Report","Haviland, S., Van Noy, M., Kuang, L., Vinton, J., & Pardalis, N. (2018). Evaluation of Richland College's Veterans-Focused Engineering Technology Project: Final Report. New Brunswick, NJ: Rutgers University Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Richland College’s Veterans-Focused Engineering Technology Project on education outcomes. The authors used a nonexperimental design to compare education outcomes of program participants to a matched comparison group one and two years after enrollment. The study found that program participation was significantly associated with fewer credit hours earned one year after enrollment. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the Veterans-Focused Engineering Technology Project; other factors are likely to have contributed program.","the Veterans-Focused Engineering Technology Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Veteran or military",,"United States",2018,https://smlr.rutgers.edu/sites/default/files/evaluation_of_richland_colleges_ve…,"Community College Review Protocol" "Becoming college-ready: Early findings from a CUNY Start evaluation","Scrivener, S., Gupta, H., Weiss, M. J., Cohen, B., Cormier, M. S., & Brathwaite, J. (2018). Becoming college-ready: Early findings from a CUNY Start evaluation. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective is to examine the impact of the CUNY Start program on community college students’ enrollment rates, college readiness, and credits attempted and earned. The study used a randomized controlled trial that examined data obtained from CUNY student transcripts, the CUNY Administrative Data Warehouse, and Start applications. The study found that CUNY Start participants were significantly more likely to enroll in college and become college-ready by the end of the program than students in the control group. The quality of causal evidence presented in this report is high because it is a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to CUNY Start, and not to other factors.","the CUNY Start Program","Community college education and other classroom training","Adult, Other barriers",,"United States",2018,https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3269901,"Community College Review Protocol" "Get IT project evaluation: Final report","Singer, S. (2018). Get IT project evaluation: Final report. Syracuse, NY: Hezel Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the enhanced Growing the Economy through Information Technology (Get IT) curricula on student education outcomes. The study used a nonexperimental design to compare the outcomes of students in enhanced Get IT courses to a comparison group of students not taking enhanced IT courses. Using administrative records, the author conducted statistical tests to examine the differences between groups. The study found that students in enhanced Get IT courses were significantly more likely to remain in school than students who were not in enhanced Get IT courses. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to NHTI’s enhanced Get IT program; other factors are likely to have contributed.","NHTI’s Get IT Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18125/HezelAssoc_GetITEva…,"Community College Review Protocol" "The impact of developmental English learning communities on the academic performance of diverse freshmen at an urban community college","Elabid, H. (2018). The impact of developmental English learning communities on the academic performance of diverse freshmen at an urban community college (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (UMI No. 10826529).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors Learning Communities on community college students’ credit accumulation and persistence. The study used a nonexperimental design to compare the outcomes of students who participated in the Opening Doors Learning Communities (ODLC) to students who did not participate in the program. Using administrative data from the community college, the author tested for group differences in credit accumulation and persistence. When compared to non-participating students, the study did not find a significant relationship between participation in OLDC and student persistence or credit accumulation. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Opening Doors Learning Communities; other factors are likely to have contributed.","the Opening Doors Learning Communities","Community college education and other classroom training",Adult,,"United States",2018,https://search.proquest.com/openview/af06e2baf83811d1fc06d8ad9827b853/1?pq-orig…,"Community College Review Protocol" "KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System","Hughes, K., Belfield, C., Ran, F., & Jenkins, D. (2018). KCTCS Enhancing Programs for IT Certification (EPIC): Independent evaluation contracted by the Kentucky Community and Technical College System. New York, NY: Community College Research Center, Teacher's College, Columbia University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Enhancing Programs for IT Certification’s (EPIC) Learn on Demand (LoD) courses on community college students’ education outcomes. This summary focuses on the comparison between students who enrolled in EPIC LoD courses and students who enrolled in the traditional format courses. The authors used a nonexperimental design to compare the outcomes of students enrolled in EPIC LoD courses with those enrolled in traditional formats of courses where an EPIC LoD version was available. The study found that EPIC LoD course participation was significantly associated with increased course completion and certificate completion. The quality of causal evidence presented in this report is moderate for the course completion outcome because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the EPIC LoD courses, but other factors might also have contributed. For the certificate completion outcome, the quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the EPIC LoD courses; other factors are likely to have contributed.","the Enhancing Programs for IT Certification (EPIC) Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2018,https://ccrc.tc.columbia.edu/media/k2/attachments/CCRC_KCTCS_EPIC_Report_09-26-…,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from University of Arkansas Community College at Hope. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Supply Chain Management and Electric/General Technology programs to those enrolled in the Medical Office Management and Information Systems programs at the same community college. The study found that there was no statistically significant relationship between participation in the grant-enhanced programming and program completion. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "University of the District of Columbia Community College TAACCCT round 3 final evaluation report.","Takyi-Laryea, A., Passa, K., & Gall, A. (2017). University of the District of Columbia Community College TAACCCT round 3 final evaluation report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the grant-funded DC Construction Academy (DCCA) program on education outcomes. The study used a nonexperimental design to compare the education outcomes of DCCA program participants to a matched historical comparison group of students enrolled in the same construction programs prior to TAACCCT funding. The study found that DCCA program participants were significantly more likely to attain a credential than the comparison group. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the DCCA program; other factors are likely to have contributed.","the DC Construction Academy (DCCA)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15691/UDC-CC%20TAACCCT%2…,"Community College Review Protocol" "Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas","Weisburst, E., Daughetry, L., Miller, T., Martorell, P., & Coisairt, J. (2017). Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas. The Journal of Higher Education, 88(2), 183-209. doi: 10.1080/00221546.2016.1243956","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two developmental math courses on community college students’ rates of passing, enrollment, completion, persistence, transfer, and graduation. This summary focuses on the developmental math paired with student success course. This study used a nonexperimental design to compare the outcomes of students who participated in the developmental math paired with student success course to those who did not. The study reported outcomes one semester, one year, and two years after students first enrolled in the courses. The study found that enrollment in the developmental math paired with student success course was associated with an increase in passing rates in the developmental math course after one semester, an increased likelihood of enrolling and passing the college-level math course after one semester and one year later, and an increased likelihood of persistence one and two years after initial enrollment. These outcomes were all statistically significant. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the developmental math paired with student success course, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2017,https://doi.org/10.1080/00221546.2016.1243956,"Community College Review Protocol" "Northeast Resiliency Consortium final evaluation report","Price, D., Childress, L., Sedlak, W., & Roach, R. (2017). Northeast Resiliency Consortium final evaluation report. Indianapolis, IN: DVP-PRAXIS LTD.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Northeast Resiliency Consortium (NRC) on education, earnings, and employment outcomes. This summary focuses on the comprehensive support services strategy. The authors used a nonexperimental design to compare the outcomes of NRC students who received comprehensive support services to a matched comparison group. The study found a significant association between receipt of support services and increased program completion, credential attainment, credit accumulation, earnings for incumbent workers, and employment attainment and retention. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the NRC program; other factors are likely to have contributed.","the Northeast Resiliency Consortium (NRC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.dvp-praxis.org/wp-content/uploads/2015/05/Northeast-Resiliency-Cons…,"Community College Review Protocol" "New evidence on integrated  career pathways: Final impact report for Accelerating Opportunity","Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.:  Urban Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Illinois. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group. The study found that AO participants were significantly more likely to earn a credential, earn more credentials, and earn more than 12 credits than the comparison group. AO participants also had a significantly higher employment rate and medium-term earning gains compared to the comparison group. However, AO participants earned fewer college credits than the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf,"Community College Review Protocol" "New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. ","Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.:  Urban Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Louisiana. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group.  The study found AO participants were significantly more likely to earn a credential and earn more credentials than the comparison group. AO participants also had a significantly higher short-term employment rate and earning gains compared to the comparison group.  However, AO participants earned significantly fewer college credits than the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Southwest Tennessee Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Final evaluation Golden Triangle Modern Manufacturing Project","Harpole, S. (2017). Final evaluation Golden Triangle Modern Manufacturing Project. SHH Consulting, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Golden Triangle Modern Manufacturing Project on education, earnings, and employment outcomes. The author used a nonexperimental design to compare outcomes of Golden Triangle Modern Manufacturing Project participants to a matched comparison group. The study found that program participation was significantly associated with increases in program retention, credential attainment, and earnings. The quality of causal evidence presented in this study is low because the author used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to Golden Triangle Modern Manufacturing Project; other factors are likely to have contributed.","the Golden Triangle Modern Manufacturing Project","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Low-skilled, Veteran or military",,"United States",2017,https://www.skillscommons.org/handle/taaccct/15669,"Community College Review Protocol" "Transitioning students from adult education to postsecondary education through co-enrollment career pathways model","Maisak, N. (2017). Transitioning students from adult education to postsecondary education through co-enrollment career pathways model. (Unpublished doctoral dissertation). Charlotte, NC: Wingate University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the Pathways to Careers program on community college students’ education outcomes. The author used a nonexperimental design to compare the outcomes of students enrolled in the Pathways to Careers program to students enrolled in a traditional Adult Secondary Education (ASE) program. The study found that participation in the Pathways to Careers program was significantly related to increased retention rates and a higher likelihood of transition to postsecondary education. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Pathways to Careers program; other factors are likely to have contributed.","the Pathways to Careers Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"Urban, United States",2017,https://eric.ed.gov/?id=ED580629,"Community College Review Protocol" "Midlands Technical College TAACCCT Better Occupational Outcomes with Simulation Training: Program evaluation final report.","Center for Applied Research. (2017). Midlands Technical College TAACCCT Better Occupational Outcomes with Simulation Training: Program evaluation final report. Charlotte, NC: Center for Applied Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Better Occupational Outcomes with Simulation Training (BOOST) program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students participating in BOOST to a matched comparison group using data from the colleges’ student information systems and the National Student Clearinghouse. The study found a significant relationship between BOOST participation and increased semester enrollment, increased certificate program completion, lower transfer rates, and faster rates of school completion. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the BOOST program; other factors are likely to have contributed.","Better Occupational Outcomes with Simulation Training (BOOST) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15679/BOOST%20Final%20Ev…,"Community College Review Protocol" "Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs [Comparison Between Full-WIA Services versus Core-and-Intensive Services].","Fortson, K., Rotz, D., Burkander, P., Mastri, A., Schochet, P., Rosenberg, L., McConnell, S., & D'Amico, R. (2017). Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs (No. 42e8b3550e40408f854b966d0229c3b5). Washington, DC: Mathematica Policy Research. [Comparison Between Full-WIA Services versus Core-and-Intensive Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 30 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core-and-intensive services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 30 months after study enrollment. The study found that full-WIA customers were significantly more likely than core-and-intensive customers to complete a training program. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2017,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov…,"Review Protocol" "Southeastern Economic and Education Leadership Consortium (SEELC) final report","Takyi-Laryea, A., Gall, A., Chamberlin, M., Naughton, L., & Spychala, B. G. (2017). Southeastern Economic and Education Leadership Consortium (SEELC) final report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the WorkKeys® assessment, a component of the TAACCCT-funded programming at Southeastern Economic and Education Leadership Consortium (SEELC) colleges, on education, earnings outcomes, and employment. The authors used a nonexperimental design to compare the education, earnings outcomes, and employment of SEELC program participants that took the WorkKeys® assessment to a matched comparison group of SEELC participants enrolled at the same colleges who did not take the assessment. The study found a significant relationship between taking the WorkKeys® assessment and earnings, with SEELC participants who took the assessment receiving higher post-program hourly wages than the comparison group of students who did not take the assessment. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention nor include sufficient control variables. This means we are not confident that the estimated effects are attributable to the SEELC consortium WorkKeys® assessment; other factors are likely to have contributed.","the Southeastern Economic and Education Leadership Consortium (SEELC)","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2017,http://www.skillscommons.org/handle/taaccct/13986,"Community College Review Protocol" "Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas","Weisburst, E., Daughetry, L., Miller, T., Martorell, P., & Coisairt, J. (2017). Innovative pathways through developmental education and postsecondary success: An examination of developmental math interventions across Texas. The Journal of Higher Education, 88(2), 183-209. doi: 10.1080/00221546.2016.1243956","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two developmental math courses on community college students’ rates of passing, enrollment, completion, persistence, transfer, and graduation. This summary focuses on the accelerated developmental courses. This study used a nonexperimental design to compare the outcomes of students who participated in the accelerated developmental courses to those who did not. The study reported outcomes one semester, one year, and two years after students first enrolled in the courses. The study found that enrollment in the accelerated developmental courses was associated with a significant increase in passing rates in the developmental math course after one semester and a significant increased likelihood of enrolling and passing the college-level math course after one semester and each subsequent year. Accelerated course enrollment was also significantly associated with an increased likelihood of graduating after two years. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the accelerated developmental courses, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2017,https://doi.org/10.1080/00221546.2016.1243956,"Community College Review Protocol" "Ozarks Technical Community College Technology-Enabled Pathways to Healthcare (TEPH): Department of Labor TAACCCCT Round III grant final evaluation report","Mittapalli, K., Keyes, D., Banerjee, A. & de las Alas, N. (2017). Ozarks Technical Community College Technology-Enabled Pathways to Healthcare (TEPH): Department of Labor TAACCCCT Round III grant final evaluation report. MN Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Ozarks Technical Community College (OTC) Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant on student’s education and earnings outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the TAACCCT-enhanced Technology-Enabled Pathways to Healthcare (TEPH) to a comparison group of Biology students. Using the OTC database of administrative and student records, the authors conducted statistical models to examine differences between the groups. The study did not report statistical significance on the education and earnings outcomes of treatment versus comparison group students. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the OTC TEPH TAACCCT program; other factors are likely to have contributed.","Technology-Enabled Pathways to Healthcare (TEPH) TAACCCT grant","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/9755/OTC%20TEPH%20final%…,"Community College Review Protocol" "Northeast Resiliency Consortium final evaluation report","Price, D., Childress, L., Sedlak, W., & Roach, R. (2017). Northeast Resiliency Consortium final evaluation report. Indianapolis, IN: DVP-PRAXIS LTD.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Northeast Resiliency Consortium (NRC) on education, earnings, and employment outcomes. This summary focuses on the continuing education to credit-based educational pathways strategy. The authors used a nonexperimental design to compare the outcomes of NRC students who enrolled in continuing education to credit pathways to a matched comparison group. The study found a significant association between NRC program participation and increased credit accumulation, matriculation, and employment attainment and retention. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the NRC program; other factors are likely to have contributed.","the Northeast Resiliency Consortium (NRC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.dvp-praxis.org/wp-content/uploads/2015/05/Northeast-Resiliency-Cons…,"Community College Review Protocol" "Household micro-entrepreneurial activity and child work: Evidence from two African unconditional cash transfer programs","de Hoop, J., Groppo, V., & Handa, S. (2017). Household micro-entrepreneurial activity and child work: Evidence from two African unconditional cash transfer programs. Retrieved from https://sites.tufts.edu/neudc2017/files/2017/10/paper_303.pdf","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Unfavorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of unconditional cash transfers on child labor and school attendance in Malawi and Zambia. This summary focuses on the Zambia Multiple Categorical Targeting Group (MCTG) program. The study used a randomized controlled trial to compare outcomes between children in households that received the cash transfer with children in households that did not. The study found that children in the treatment group were significantly more likely than children in the control group to participate in livestock herding and collect water or firewood. However, program participants were significantly more likely to attend school than those in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to Zambia's Multiple Categorical Targeting Group program and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2017,,"Child Labor Review Protocol" "Final evaluation report: Linn-Benton Community College","Kelley-Smith, A., Schoeph, K., Hamai, T., & Bishop, M. (2017). Final evaluation report: Linn-Benton Community College. Albany, OR: LB iLearn Campus.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to assess the impact of degree and certificate programming offered at Linn-Benton Community College’s (LBCC) iLearn campus compared to traditional programming offered at the community college on various educational, employment, and earnings outcomes. The study used a nonexperimental design to compare the outcomes of students enrolled in the Linn-Benton (LB) iLearn campus to students enrolled in traditional programming. The study found that program participation was significantly associated with increased rates of program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the LB iLearn campus program; other factors are likely to have contributed.","the LB iLearn Campus Program","Capacity building programs Community college education and other classroom training","Adult, Other barriers, Dislocated or displaced worker, Veteran or military",,"United States",2017,https://www.skillscommons.org/handle/taaccct/15675,"Community College Review Protocol" "The impact of a cohort-based learning model on student success within vocational technical certificates at a community college (Doctoral dissertation, Northeastern University)","Oldham, T. M. (2017). The impact of a cohort-based learning model on student success within vocational technical certificates at a community college (Doctoral dissertation, Northeastern University). Retrieved from https://repository.library.northeastern.edu/files/neu:cj82pw09w/fulltext.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a cohort-based learning model within a certificate program at a community college on the students’ education completion rate. Using community college data, the study used a nonexperimental design to compare students in the cohort-based learning model with those in the traditional program. The author found a statistically significant association between the cohort-learning model and education completion rates where students in the cohort model were more likely to complete the program than students in the traditional model. The quality of causal evidence presented in this report is low because the authors did not include sufficient control variables. This means we are not confident that the estimated effects are attributable to the cohort-based learning model; other factors are likely to have contributed.","the Cohort-Based Learning Model","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://repository.library.northeastern.edu/files/neu:cj82pw09w/fulltext.pdf,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Delgado Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Minnesota State College – Southeast Technical. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that there was no statistically significant relationship between enrollment in grant-funded programming and program completion. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from Cossatot Community College of the University of Arkansas. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Industrial Technology program to those enrolled in the Automotive Service Technology program at the same community college. The study found that participation in the grant-enhanced Industrial Technology treatment group was significantly associated with a higher likelihood of program completion relative to the Automotive Service Technology comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs [Comparison Between Full-WIA Services versus Core Services].","Fortson, K., Rotz, D., Burkander, P., Mastri, A., Schochet, P., Rosenberg, L., McConnell, S., & D'Amico, R. (2017). Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs (No. 42e8b3550e40408f854b966d0229c3b5). Washington, DC: Mathematica Policy Research. [Comparison Between Full-WIA Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 30 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 30 months after study enrollment. The study found that compared to core customers, full-WIA customers reported a higher number of hours worked, an increased likelihood to receive a credential and complete a training program, and a decreased likelihood to receive public assistance. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2017,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov…,"Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Arkansas State University Mid-South. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that there was no statistically significant relationship between enrollment in grant-funded programming and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Quantitative analysis of an urban community college S-STEM program","Chapman, A. (2017). Quantitative analysis of an urban community college S-STEM program. (Unpublished doctoral dissertation). University of Phoenix, Phoenix, AZ.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program on community college students’ success and progress. The study used a nonexperimental design to compare the outcomes of S-STEM program participants to a matched comparison group. Using administrative data from the community college, the author tested for group differences in student success and progress rate. The study found that participation in the S-STEM program was associated with significantly higher rates of student success and progress. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the S-STEM program, but other factors might also have contributed.","the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program","Community college education and other classroom training Mentoring Science, Technology, Engineering, and Math (STEM) programs","Adult, Low income",,"United States",2017,https://search.proquest.com/openview/0549b8ce7f3331a8abe04827df253116/1?pq-orig…,"Community College Review Protocol" "RevUp: Empowering Montana's workforce student impact analysis","Hong, Y., Boyette, J., & Staklis, S. (2017). RevUp: Empowering Montana's workforce student impact analysis study report. Berkeley, CA: RTI International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Montana’s RevUp program on education outcomes. The authors used a nonexperimental design to compare education outcomes of RevUp participants to a matched comparison group. The study found that RevUp participation was significantly associated with lower college credit accumulation, higher RevUp course credit accumulation, lower program persistence, and higher dropout. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the RevUp program; other factors are likely to have contributed.","the RevUp Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,http://www.gfcmsu.edu/revup/documents/RevUp_DevMathStudy_09302017.pdf,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from Southern Arkansas University Tech. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Supply Chain Management program to those enrolled in the General Technology/Engineering Technology program at the same community college. The study found that there was no statistically significant relationship between participation in the grant-enhanced programming and program completion. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "North Dakota State College of Science TAACCCT Project: North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) final evaluation report","WorkED Consulting. (2017). North Dakota State College of Science TAACCCT Project: North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) final evaluation report. Burke, VA: WorkED Consulting.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI) on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of the NDAMSTI program participants to a historic cohort of students enrolled in the same welding program five years prior to the grant funding. The study found that NDAMSTI participation was positively related to program completion and negatively related to rates of continuing education, employment, and wage increases. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the NDAMSTI program; other factors are likely to have contributed.","the North Dakota Advanced Manufacturing Skills Training Initiative (NDAMSTI)","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,,"Community College Review Protocol" "Evaluation of Accelerated Training or Illinois Manufacturing (ATIM): Impact report.","Betesh, H., Kim, H., Kogan, D., Lindy, R., Paprocki, A. (2017). Evaluation of Accelerated Training for Illinois Manufacturing (ATIM): Impact report. Retrieved from https://www.spra.com/wordpress2/wp-content/uploads/2017/05/ATIM-Impact-Report_Final.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to assess the impact of Accelerated Training for Illinois Manufacturing (ATIM) Program, a workforce training intervention, on education, employment, and earnings outcomes. The authors used a randomized controlled trial to assess the program’s impact and compared education, employment, and earnings outcomes between the treatment and control group. Data on participant characteristics and outcomes was gathered from grant data systems, the Illinois Workforce Development System, and Illinois State Unemployment Insurance. The study found that significantly higher percentages of people in the treatment group than the control group enrolled in education training, completed training, and earned a certificate. In addition, those who were in the treatment group earned a significantly higher number of certificates than participants in the control group, and had significantly higher wages in the second year after beginning study participation. The quality of causal evidence presented in this report is high for the education outcomes because it was based on a randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the ATIM program, and not to other factors. The quality of causal evidence is moderate for the employment and earnings outcomes because these outcomes had high attrition but the authors included sufficient controls in their analysis. This means we are somewhat confident that the estimated effects are attributable to the ATIM program, but other factors might also have contributed.","Accelerated Training for Illinois Manufacturing (ATIM) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Low-skilled",,"United States",2017,https://www.spra.com/wordpress2/wp-content/uploads/2017/05/ATIM-Impact-Report_F…,"Community College Review Protocol" "Household micro-entrepreneurial activity and child work: Evidence from two African unconditional cash transfer programs","de Hoop, J., Groppo, V., & Handa, S. (2017). Household micro-entrepreneurial activity and child work: Evidence from two African unconditional cash transfer programs. Retrieved from https://sites.tufts.edu/neudc2017/files/2017/10/paper_303.pdf","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Mixed impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of unconditional cash transfers on child labor and school attendance in Malawi and Zambia. This summary focuses on the Malawi Social Cash Transfer Program. The study used a randomized controlled trial to compare outcomes between children in households that received the cash transfer with children in households that did not. The study found children in the treatment group were less likely to work for pay outside of the household, had less time spent in paid work, were more likely to attend school, but had an increase in hazardous work than children in the control group; these findings were statistically significant. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Malawi Social Cash Transfer Program and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2017,,"Child Labor Review Protocol" "Evaluation of the Community College Consortium for Bioscience Credentials (c3bc): Final report.","Alamprese, J. A., Costelloe, S., Price, C., & Zeidenberg, M. (2017). Evaluation of the Community College Consortium for Bioscience Credentials (c3bc): Final report. Cambridge, MA: Abt Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Community College Consortium for Bioscience Credentials (c3bc) redesigned courses on course completion rates. The authors used a nonexperimental design to compare course completion outcomes of c3bc participants to a matched comparison group. The study found that enrollment in c3bc courses was significantly associated with lower course completion rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the c3bc redesigned courses; other factors are likely to have contributed.","the Community College Consortium for Bioscience Credentials (c3bc) Course Redesigns","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2017,https://www.abtassociates.com/insights/publications/report/evaluation-of-the-co…,"Community College Review Protocol" "New evidence on integrated  career pathways: Final impact report for Accelerating Opportunity"," Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.: Urban Institute.  ","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Kentucky. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group.  The study found AO participants were significantly more likely to earn a credential, earn more credentials, earn more college credits, and were likely to earn more than 12 credits than the comparison group. AO participants also had a significantly higher employment rate, but also lower earnings compared to the comparison group.  The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf,"Community College Review Protocol" "Maine is IT! program evaluation final report","Horwood, T., Usher, K.., McKinney, M., & Passa, K. (2017). Maine is IT! program evaluation final report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the Maine is IT! program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students enrolled in the Maine is IT! program to a matched comparison group of students enrolled at the same college and at the same point of entry in business administration programs of study. Using student tracking data, the authors conducted statistical models to examine differences between the groups. The study found that compared to non-participating students, students enrolled in the Maine is IT! program were significantly more likely to complete credit hours, be retained in their program of study, and earn a degree. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Maine is IT! program; other factors are likely to have contributed.","Maine is IT! Program","and Math (STEM) programs Engineering Science Technology Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/handle/taaccct/13794,"Community College Review Protocol" "Pima Community College Pathways to Healthcare Program: Implementation and early impact report (Report No. 2017-10)","Gardiner, K., Rolston, H., Fein, D., & Cho, S-W. (2017). Pima Community College Pathways to Healthcare Program: Implementation and early impact report (Report No. 2017-10). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to assess the impact of the Pathways to Healthcare program on students’ education and employment outcomes. The study used a randomized controlled trial to compare outcomes of students enrolled in the Pathways to Healthcare program with non-participants. The study found that Pathways to Healthcare program participants had significantly higher average total hours of college occupational training, higher rates of certification receipt, and higher rates of credential receipt from a college than the control group. The quality of causal evidence presented in this study is high because it is based on a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the Pathways to Healthcare program and not to other factors.","the Pathways to Healthcare Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled, Low income","Health care and social assistance","United States",2017,https://www.acf.hhs.gov/sites/default/files/opre/pathways_to_healthcare_impleme…,"Community College Review Protocol" "Essays on the economics of higher education: The academic and labor market outcomes to four to two-year transfer, summer enrollment, and year-round Pell","Liu, Y. T. (2017). Essays on the economics of higher education: The academic and labor market outcomes to four to two-year transfer, summer enrollment, and year-round Pell (Unpublished doctoral dissertation). Columbia University, New York, NY. doi: 10.7916/D8M90N11","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of receiving year-round Pell (YRP) funding on community college students’ enrollment, credit accumulation, degree completion, employment, and earnings. The study used a nonexperimental design to compare the effects of receiving the YRP funding on outcomes for those in the treatment group versus those in the comparison group. The study found that students who received YRP were significantly more likely to enroll in summer courses that year, earn more credits during the semester, and earn more money three years later. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the YRP, but other factors might also have contributed.","Year-Round Pell (YRP) funding","Community college education and other classroom training","Adult, Low income",,"United States",2017,https://academiccommons.columbia.edu/doi/10.7916/D8M90N11,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from College of the Ouachitas. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Mechatronic and Truck Driving program to those enrolled in the Criminal Justice programs at the same community college. The study found that there was no statistically significant relationship between participation in the grant-enhanced program and program completion. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "Weber State University Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant-round 3: Final third party evaluation report","Wixom, G. (2017). Weber State University Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant-round 3: Final third party evaluation report. Orem, UT: Education Matters.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the enhanced Health Information Technology Career Mobility (HITCM) program on education outcomes. The author used a nonexperimental design to compare the outcomes of students who were in the enhanced HITCM program to a matched comparison group of students in the non-enhanced HITCM program. The study found that enhanced HITCM program participation was significantly associated with more credits earned and higher graduation rates. The quality of causal evidence presented in this study is low because the author used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the enhanced HITCM program; other factors are likely to have contributed.","the Health Information Technology Career Mobility (HITCM) program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,,"Community College Review Protocol" "Saddleback College TAACCCT grant final evaluation report.","Pacific Research and Evaluation, LLC. (2017). Saddleback College TAACCCT grant final evaluation report. Portland, OR: Pacific Research and Evaluation, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Saddleback College’s Fast Track to Success program on student education outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the Medical Assistant (MA) and Registered Nurse (RN) tracks of the Fast Track to Success program to a comparison group. The study found that MA and RN students in Fast Track to Success programming were significantly more likely to earn certificates, degrees, and credentials in the MA and RN areas. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to the Fast Track to Success program; other factors are likely to have contributed.","the Fast Track to Success Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/13850/Saddleback%20Colle…,"Community College Review Protocol" "Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs [Comparison between Core-and-Intensive Services versus Core Services].","Fortson, K., Rotz, D., Burkander, P., Mastri, A., Schochet, P., Rosenberg, L., McConnell, S., & D'Amico, R. (2017). Providing Public Workforce Services to Job Seekers: 30-Month Impact Findings on the WIA Adult and Dislocated Worker Programs (No. 42e8b3550e40408f854b966d0229c3b5). Washington, DC: Mathematica Policy Research. [Comparison between Core-and-Intensive Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 30 months. This summary focuses on the comparison between the group who received core-and-intensive services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 30 months after study enrollment. The study found that compared to core customers, core-and-intensive customers were significantly more likely to receive a credential through a training program and have higher earnings. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2017,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov…,"Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Lewis & Clark Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "The differences in first-year retention rates for adult and traditional community college students enrolled and not enrolled in learning communities","Budd, L. B. (2017). The differences in first-year retention rates for adult and traditional community college students enrolled and not enrolled in learning communities. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 10639485)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to determine the impact of participation in the learning communities on retention rates for community college students. The author used a nonexperimental design to compare the enrollment rates of first-time community college students who enrolled in learning communities to those who did not, including one semester and one year after initial enrollment. The study found that students who participated in learning communities were significantly more likely to enroll in college one year later. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the learning communities; other factors are likely to have contributed.","the learning communities","Community college education and other classroom training",Adult,,"United States",2017,https://search.proquest.com/docview/2007545357,"Community College Review Protocol" "Child schooling and child work in the presence of a partial education subsidy","de Hoop, J., Friedman, J., Kandpal, E., & Rosati, F. (2017). Child schooling and child work in the presence of a partial education subsidy. Retrieved from http://documents.worldbank.org/curated/en/501961504719564270/pdf/WPS8182.pdf","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Unfavorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The purpose of the study was to assess the impact of a conditional cash transfer program, the Pantawid Pamilya Pilipino Program, on children’s school attendance and participation and their participation in work inside and outside of their households. The study was a randomized controlled trial. The researchers used household surveys, administered at baseline and two and half years after the intervention began, to assess program impact on schooling and child labor outcomes between the treatment and control groups. The study found that, two and a half years after the program began, a significantly higher proportion of children participating in the program worked for pay outside of their household than children not participating in the program. However, there was a significantly greater proportion of children in the treatment group than the control group who attended school and attended school regularly. Similarly, children in the treatment group attended a significantly greater number of days of school than those in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the the Pantawid Pamilya Pilipino Program, and not to other factors.","Pantawid Pamilya Pilipino Program","Child labor","Other, Low income",,International,2017,http://documents.worldbank.org/curated/en/501961504719564270/pdf/WPS8182.pdf,"Child Labor Review Protocol" "WV Bridging the gap TAACCCT round 3: Final evaluation report.","Bellville et al. (2017). WV Bridging the gap TAACCCT round 3: Final evaluation report. Indianapolis, IN: Thomas P. Miller & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Bridging the Gap (BTG) program on education, employment, and earnings outcomes. The authors used a nonexperimental design to compare the outcomes of BTG participants to a matched comparison group.  The study found that BTG participation was significantly associated with fewer credits earned and higher dropout rates, but significantly associated with higher credential attainment relative to the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Bridging the Gap program, but other factors might also have contributed.","Accelerated Study in the West Virginia Bridging the Gap (BTG) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/16343/WVBTG%20Evaluation…,"Community College Review Protocol" "Central Georgia Technical College, TAACCCT","Center for Applied Research. (2017). Central Georgia Technical College, TAACCCT. Charlotte, NC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the BlendFlex program on community college students’ education outcomes. The study used a nonexperimental design to compare outcomes of students who completed at least one BlendFlex course to a matched comparison group using student records and data from the National Student Clearinghouse. The study found that when compared to non-participating students, BlendFlex program participation was associated with higher credit accumulation, a higher overall transfer rate, a higher transfer rate to a 4-year college, and a higher rate of earning a certificate or diploma. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the BlendFlex programming, but other factors might also have contributed.",BlendFlex,"Capacity building programs Community college education and other classroom training",Adult,,"Rural, United States",2017,,"Community College Review Protocol" "Maintaining success rates: Does Statway® sustain its impact as it scales to new classrooms and institutions?","Huang, M., & Yamada, H. (2017). Maintaining success rates: Does Statway® sustain its impact as it scales to new classrooms and institutions? Carnegie Foundation for the Advancement of Teaching: Stanford, CA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Statway® math program on community college students’ earning of math credits. The authors used a nonexperimental design to compare the outcomes of students who were in the Statway® program to a matched comparison group. When compared to non-participating students, the study found that Statway® program participation was associated with a significantly higher likelihood of earning college math credit. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Statway® program; other factors are likely to have contributed.","the Statway® math program","Community college education and other classroom training",Adult,,"United States",2017,https://eric.ed.gov/?id=ED582441,"Community College Review Protocol" "RITA consortium final evaluation report","The Improve Group. (2017). RITA consortium final evaluation report. Saint Paul, MN: The Improve Group.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of enhancements to the Rural Information Technology Alliance (RITA) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of RITA participants to a matched comparison group at four community colleges. The study found that RITA program students were significantly more likely to complete an associate’s degree at two of the four colleges; however, RITA students were significantly less likely to complete an associate’s degree at the other two colleges. RITA participation was also positively associated with completing any degree (associate, diploma, or certificate) at one school, and negatively associated with completing any degree at another school. These findings were significant. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the RITA program; other factors are likely to have contributed.","the Rural Information Technology Alliance (RITA)","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"Rural, United States",2017,http://www.skillscommons.org/bitstream/handle/taaccct/13172/RITA%20Final%20Summ…,"Community College Review Protocol" "Project IMPACT: Innovative multi-industry partnership and career training project final evaluation report. Gateway Community Technical College","Jensen, J., Horohov, J., & Waddington, J. (2017). Project IMPACT: Innovative multi-industry partnership and career training project final evaluation report. Gateway Community Technical College. Lexington, KY: University of Kentucky, College of Education, Educational Policy Studies & Evaluation.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to assess the impact of Project IMPACT on education, earnings, and employment outcomes. Using academic records from the college as well as data obtained from the Kentucky Center for Workforce Statistics, the authors used a nonexperimental design to compare outcomes of Project IMPACT participants to outcomes of historical cohort students who were enrolled in the Project IMPACT programs of study prior to grant implementation. The study found that participating in Project IMPACT was significantly associated with a higher likelihood to take courses, pass courses, earn credits, and receive credentials. The study also found that participating in Project IMPACT was significantly associated with higher earnings in the quarter following enrollment. The quality of causal evidence presented in this study is low for the education and employment outcomes because the authors used a comparison group from previous enrollment years presenting a confounding factor and because the authors did not ensure the groups being compared were similar before the intervention, respectively. This means we are not confident that the estimated effects are attributable to Project IMPACT; other factors are likely to have contributed.","Project IMPACT","Employer partnerships Capacity building programs Community college education and other classroom training","Adult, Other barriers, Veteran or military",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15674/IMPACT%20Final%20E…,"Community College Review Protocol" "The impact of the Child Grant Programme on child labour and education in Lesotho","Universita di Roma Tor Vergata, Centre for Economic and International Studies, the International Labour Organisation, UNICEF and the World Bank. (2017). The impact of the Child Grant Programme on child labour and education in Lesotho. Understanding Children's Work (UCW) Working Paper Series. Rome, Italy: UCW.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Child Grant Programme (CGP) on child labor and education outcomes in Lesotho. The study used a randomized controlled trial to compare outcomes between children in households that received the cash transfer with children in households that did not. The study found that participation in the CGP was significantly associated with increased school enrollment two years after the introduction of the program. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with high attrition and the treatment group received a second grant payment, the Food Emergency Grant, which presents a confound. This means we are not confident that the estimated effects are attributable to Child Grant Programme (CGP); other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2017,,"Child Labor Review Protocol" "Final evaluation report: Cincinnati State Technical and Community College: Greater Cincinnati Manufacturing Careers Accelerator (GCMCA)","Belville, J., Romano, G., Frisby, M., Chamberlin, M., & Strem, L. (2017). Final evaluation report: Cincinnati State Technical and Community College: Greater Cincinnati Manufacturing Careers Accelerator (GCMCA).","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Greater Cincinnati Manufacturing Careers Accelerator (GCMCA) program on education outcomes. The author used a nonexperimental design to compare the education persistence of students in the treatment group to students in a matched comparison group. The study found that students in the comparison group were significantly more likely to complete the program than students in the treatment group for both the Welding or Mechanical Engineering Technology Manufacturing and Design programs. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the Greater Cincinnati Manufacturing Careers Accelerator (GCMCA) program; other factors are likely to have contributed.    ","Greater Cincinnati Manufacturing Careers Accelerator (GCMCA) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2017,,"Community College Review Protocol" "Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant: Round 3 Kapiʻolani Community College","Pacific Research & Evaluation, LLC. (2017). Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant: Round 3 Kapiʻolani Community College. Portland, OR: Pacific Research & Evaluation, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the grant-funded Implementing an Island-wide Strategy for Industry Cluster Formation and Community Revitalization in Hawai'i (C3T) project on education outcomes. The authors used a nonexperimental design to compare the outcomes of students enrolled in C3T programs and courses with students enrolled in comparable programs offered at the same community college. When compared to nonparticipating students, the study found that C3T participation was significantly associated with higher program completion and retention rates for students enrolled in the hospitality program. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the C3T project; other factors are likely to have contributed.","the Implementing an Island-wide Strategy for Industry Cluster Formation and Community Revitalization in Hawai'i (C3T) Project","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,,"Community College Review Protocol" "Testing rapid connections to subsidized private sector jobs for low-income individuals in San Francisco: Implementation and early impacts of the STEP Forward program","Walter, J., Navarro, D., Anderson, C., & Tso, A. (2017). Testing rapid connections to subsidized private sector jobs for low-income individuals in San Francisco: Implementation and early impacts of the STEP Forward program. OPRE Report 2017-103. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of STEP Forward on employment, earnings, and education outcomes. The authors used a randomized controlled trial to estimate impacts of enrollment in STEP Forward, using administrative data on enrollees and enrollees’ self-reported data. The study found that people enrolled in STEP Forward were more likely to become employed and earned more after random assignment than people in the control group. There were no significant differences between the groups in their education outcomes. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to STEP Forward, and not to other factors.","STEP Forward","Adult and Dislocated Worker programs Job search assistance and supportive services","Other barriers",,"Urban, United States",2017,https://www.acf.hhs.gov/opre/resource/testing-rapid-connections-subsidized-priv…,"Employment and Training Review Protocol" "Final evaluation report Round 3 TAACCCT grant: Mission critical operations","NC State Industry Expansion Solutions. (2017). Final evaluation report Round 3 TAACCCT grant: Mission critical operations. Raleigh, NC: NC State Industry Expansion Solutions.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the National Consortium for Mission Critical Operations (MCO) program on educational outcomes. This summary contains the findings from Cleveland Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in the MCO program to a matched comparison group of students enrolled in the same courses of study prior to the implementation of the MCO program. The study found that participation in the MCO program was significantly associated with a higher retention rate, but lower rates of program progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MCO program; other factors are likely to have contributed.","the Mission Critical Operations (MCO) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,http://www.skillscommons.org/handle/taaccct/13778,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report.","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from John Wood Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly lower for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs and also used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from West Kentucky Community and Technical College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from Rich Mountain Community College. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced General Technology program to those enrolled in the Machine Tool Technology program at the same community college. The study found that participation in the grant-enhanced General Technology treatment group was significantly associated with a lower likelihood of program completion relative to the Machine Tool Technology comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "Final evaluation report Round 3 TAACCCT grant: Mission critical operations","NC State Industry Expansion Solutions. (2017). Final evaluation report Round 3 TAACCCT grant: Mission critical operations. Raleigh, NC: NC State Industry Expansion Solutions.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the National Consortium for Mission Critical Operations (MCO) program on educational outcomes. This summary contains the findings from Wake Tech Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in the MCO program to a matched comparison group of students enrolled in the same courses of study prior to the implementation of the MCO program. The study found that participation in the MCO program was significantly associated with higher rates of retention and program progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MCO program; other factors are likely to have contributed.","the Mission Critical Operations (MCO) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,http://www.skillscommons.org/handle/taaccct/13778,"Community College Review Protocol" "TAACCCT3 INTERFACE project: Final evaluation report","Smith, L., Gregg, A., Roth, L., Stoeklen, P., Krueger, B., Lawton, G., & Knaeble, B. (2017). TAACCCT3 INTERFACE project: Final evaluation report. Menomonie, WI: University of Wisconsin-Stout, Applied Research Center, Wisconsin’s Polytechnic University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE) project on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of students in the INTERFACE program to a matched comparison group. The study found that INTERFACE students had significantly higher pass rates, graduation rates, and employment rates than students in the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the INTERFACE program, but other factors might also have contributed.","the Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Veteran or military",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14262/INTERFACE%20Projec…,"Community College Review Protocol" "Impact of the Accelerate You! instructional model on student success","Henderson, T. F. (2017). Impact of the Accelerate You! instructional model on student success. (Unpublished doctoral dissertation). Murray State University, Murray, KY.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the effects of the Accelerate You! (AY!) program on academic persistence. The study used a nonexperimental design to compare the outcomes of AY! program participants to a comparison group. Using academic records, the author tested for group differences in semester-to-semester persistence. The study found no significant relationships between AY! program participation and academic persistence. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Accelerate You!; other factors are likely to have contributed.","the Accelerate You! (AY!) program","Community college education and other classroom training","Adult, Other barriers",,"United States",2017,https://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?referer=https%3A//sc…,"Community College Review Protocol" "Orthotics, Prosthetics, and Pedorthics (HOPE) careers consortium: Final evaluation report","Good, K., & Yeh-Ho, H. (2017). Orthotics, Prosthetics, and Pedorthics (HOPE) careers consortium: Final evaluation report. Denver, CO: McREL International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Orthotics, Prosthetics & Pedorthics (HOPE) careers consortium program on education outcomes. The authors used a nonexperimental design to compare education outcomes of HOPE participants to a matched comparison group with institutional research data. The study found no significant associations between HOPE participation and program completion rates, completion of more than one certificate or degree, or furthering education status. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the HOPE program; other factors are likely to have contributed.","the Orthotics, Prosthetics & Pedorthics (HOPE) Careers Consortium Program","Capacity building programs Community college education and other classroom training","Adult, Other barriers, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/13872/hope-consortium-tc…,"Community College Review Protocol" "Iowa Western 2017 ITC2 annual evaluation report: Information technology - Credentials to Careers (ITC2), Iowa Western Community College","de la Mora, A., Callen, E., Kemis, M., & Abraham, W. (2017). Iowa Western 2017 ITC2 annual evaluation report: Information technology - Credentials to Careers (ITC2), Iowa Western Community College. Arnes, IA: Research Institute for Studies in Education.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Information Technology – Credentials to Careers (ITC2) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were enrolled in Computer Information Technology (CIT) programs after the initiation of ITC2 programming to those who were enrolled in CIT programs prior to the start of the ITC2 program. The study found that ITC2 program participation was associated with a significant increase in certificate attainment. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to the ITC2 program; other factors are likely to have contributed.","Information Technology – Credentials to Careers (ITC2) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,,"Community College Review Protocol" "Accelerating Connections to Employment volume I final evaluation report","Modicamore, D., Lamb, Y., Taylor, J., Takyi-Laryea, A., Karageorge, K., & Ferroggiaro, E. (2017). Accelerating Connections to Employment volume I final evaluation report. Fairfax, VA: ICF.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Connections to Employment (ACE) program on education, earnings, and employment outcomes. The authors used a randomized controlled trial. Eligible participants were randomly assigned to either the treatment group, which received ACE training services, or the control group, which received business-as-usual services. The primary data sources were administrative enrollment and tracking records, one- and two-year follow-up surveys, and state unemployment insurance (UI) records. The study found that the ACE program had a significant, positive impact on employment rates, earnings, and rates of occupational credential attainment when compared to the control group. However, individuals in the control group were significantly more likely to enroll in other training or education programs than ACE participants. The quality of causal evidence presented in this report is high for the education outcome measure ""enrolled in additional training or education program"" because it was based on a randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the ACE program, and not to other factors. However, the quality of causal evidence is moderate for the remaining education, earnings, and employment outcomes because sample attrition for these outcomes was high, but the authors controlled for key differences between the treatment and control groups at baseline. This means we are somewhat confident that estimated effects on these outcomes would be attributable to the ACE program, but other factors might have also contributed.","the Accelerating Connections to Employment (ACE) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2017,,"Community College Review Protocol" "Developing pathways for careers in health: The Los Angeles Healthcare Competencies to Careers Consortium","Tan, C., & Moore, C. (2017). Developing pathways for careers in health: The Los Angeles Healthcare Competencies to Careers Consortium. Sacramento, CA: Education Insights Center, California State University, Sacramento.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Los Angeles Healthcare Competencies to Careers Consortium (LAH3C) on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare outcomes between students in the LAH3C with a matched comparison group. The study found that LAH3C program participation was significantly related to improvements in retention, credit completion, and program completion. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the LAH3C; other factors are likely to have contributed.","the Los Angeles Healthcare Competencies to Careers Consortium (LAH3C)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,,"Community College Review Protocol" "New evidence on integrated career pathways: Final impact report for Accelerating Opportunity","Anderson, T., Kuehn, D., Eyster, L., Barnow, B., & Lerman, R. I. (2017). New evidence on integrated career pathways: Final impact report for Accelerating Opportunity. Washington, D.C.: Urban Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Mixed impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Accelerating Opportunity (AO) program on education, earnings, and employment outcomes in four states. This summary contains the findings from Kansas. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of AO participants to a matched comparison group.  The study found AO participants were significantly more likely to earn a credential and earn more credentials than the comparison group. AO participants also had a significantly higher employment rate and earning gains compared to the comparison group. However, AO participants earned significantly fewer college credits than the comparison group. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerating Opportunity program, but other factors might also have contributed.  ","Accelerating Opportunity (AO) program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Other barriers",,"United States",2017,http://tawb.org/wp-content/uploads/2017/06/ao_final_impacts.pdf,"Community College Review Protocol" "Butler Community College TAACCCT final evaluation report","Kansas State University Office of Educational Innovation and Evaluation. (2017). Butler Community College TAACCCT final evaluation report. Manhattan, KS: Kansas State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Butler Community College Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the Butler TAACCCT Information Technology (IT) program to a comparison group. The study found that students in the Butler TAACCCT IT program were significantly more likely to complete their program, be retained in their program, and earn credentials than their counterparts in other selected Career and Technical Education (CTE) courses. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention or include sufficient controls. This means we are not confident that the estimated effects are attributable to the Butler TAACCCT IT program; other factors are likely to have contributed.","the Butler Community College TAACCCT Project","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Veteran or military",,"United States",2017,https://www.skillscommons.org/handle/taaccct/15664,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report. (Mississippi River Transportation, Distribution & Logistics Consortium, 2017)","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from Hinds Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Trade Adjustment Assistance Community College Career Training grant final report","Mississippi River Transportation, Distribution & Logistics Consortium. (2017). Trade Adjustment Assistance Community College Career Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Report_9_30_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mississippi River Transportation, Distribution and Logistics (MRTDL) Consortium’s grant-funded programs on education outcomes. This summary contains the findings from St. Louis Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in programs enhanced through grant funding to those enrolled in a similar program at the same community college. The study found that the odds of program completion were significantly higher for participants in the grant-funded programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors used a comparison group from different academic programs presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MRTDL Consortium’s grant-funded programs; other factors are likely to have contributed.","the Mississippi River Transportation, Distribution and Logistics (MRTDL) TAACCCT Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/14261/MRTDL%20Final%20Re…,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from National Park College. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Aerospace Fabrication and Assembly, Industrial Technology, and Welding Technology programs to those enrolled in the Marine Repair Technology, HVAC, and Automotive Service Technology programs at the same community college. The study found that participation in the grant-enhanced program treatment group was significantly associated with a higher likelihood of program completion relative to the comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report","TAACCCT enhanced training. (2017). Southwest Arkansas Community College Consortium: Trade Adjustment Assistance Community College Training grant final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Report_9_27_2017.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the South West Arkansas Community College Consortium’s (SWACCC) grant-enhanced programs on education outcomes. This summary contains the findings from South Arkansas Community College. The author used a nonexperimental design to compare the outcomes of students enrolled in the grant-enhanced Industrial Technology/Mechatronics or Process Technology programs to those enrolled in the Automotive Service Technology program at the same community college. The study found that participation in the grant-enhanced Industrial Technology/Mechatronics or Process Technology treatment group was significantly associated with a higher likelihood of program completion relative to the Automotive Service Technology comparison group. The quality of causal evidence presented in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to SWACCC’s grant-enhanced program; other factors are likely to have contributed.","the South West Arkansas Community College Consortium (SWACCC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.skillscommons.org/bitstream/handle/taaccct/15686/SWACCC_Final_Repor…,"Community College Review Protocol" "Final evaluation report Round 3 TAACCCT grant: Mission critical operations","NC State Industry Expansion Solutions. (2017). Final evaluation report Round 3 TAACCCT grant: Mission critical operations. Raleigh, NC: NC State Industry Expansion Solutions.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the effects of the National Consortium for Mission Critical Operations (MCO) program on educational outcomes. This summary contains the findings from Nash Community College. The authors used a nonexperimental design to compare the outcomes of students enrolled in the MCO program to a matched comparison group of students enrolled in the same courses of study prior to the implementation of the MCO program. The study found that participation in the MCO program was significantly associated with higher rates of retention and program progress. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the MCO program; other factors are likely to have contributed.","the Mission Critical Operations (MCO) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2017,http://www.skillscommons.org/handle/taaccct/13778,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Jefferson Community and Technical College in Kentucky. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Final evaluation report Trade adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2 CyberSecurity Career Pathways Program","Pacific Research and Evaluation. (2016). Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2 CyberSecurity Career Pathways Program. Portland, OR: Pacific Research & Evaluation, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the CyberSecurity Career Pathways Program (CSCPP) on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the CSCPP to a historical comparison group. When compared to a historical cohort, the study found a significant relationship between CSCPP participation and high rates of program completion and retention, and wage increases. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before program participation or include sufficient control variables. This means we are not confident that the estimated effects are attributable to CSCPP; other factors are likely to have contributed.","the CyberSecurity Career Pathways Program (CSCPP)","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,,"Community College Review Protocol" "Testing two subsidized employment approaches for recipients of Temporary Assistance for Needy Families: Implementation and early impacts of the Los Angeles County Transitional Subsidized Employment Program","Glosser, A., Barden, B., Williams, S., & Anderson, C. (2016). Testing two subsidized employment approaches for recipients of Temporary Assistance for Needy Families: Implementation and early impacts of the Los Angeles County Transitional Subsidized Employment Program. (OPRE Report 2016-77). Washington, DC: Office of Planning, Research, and Evaluation. [Contrast 2: On-the-job training versus comparison]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Unfavorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of on-the-job training, part of Los Angeles’ Subsidized and Transitional Employment Demonstration, on employment, earnings, education, training, and public benefit receipt relative to no subsidized job opportunities. The authors also investigated related impacts, the profiles of which are available [here]. The authors used regression methods in a randomized controlled trial study to examine the impacts of participating in on-the-job training. The data sources included administrative wage records, subsidized employment payroll records, Temporary Assistance for Needy Families (TANF) benefit payment records, and survey data. The study found that on-the-job training had positive, statistically significant impacts on employment and earnings compared with the control condition of no subsidized job opportunities. There were mixed impacts on benefit receipt and negative impacts on earning a professional license or certification. 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 on-the-job training program and not to other factors.","Los Angeles’ Subsidized and Transitional Employment Demonstration","Adult and Dislocated Worker programs Job search assistance and supportive services Other training and education","Low income",,"United States",2016,https://www.mdrc.org/publication/testing-two-subsidized-employment-approaches-r…,"Employment and Training Review Protocol" "Evaluation of the Connecticut Health and Life Sciences Career Initiative. Final report.","Mokher, C., & Pearson, J. (2016) Evaluation of the Connecticut Health and Life Sciences Career Initiative. Final report. Alexandria, VA: CNA Corporation.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Health and Life Sciences Career Initiative (HL-SCI) program on education outcomes. Using school records, the authors conducted a nonexperimental design to compare education outcomes of HL-SCI participants to a comparison group of non-participants. The study found no significant relationships between participation in HL-SCI and college persistence, credential completion, and credit accumulation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to the HCI-SCI program; other factors are likely to have contributed.","the HL-SCI program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,https://www.cna.org/cna_files/pdf/CT%20HL-SCI%20Final%20Evaluation%20Report-FIN…,"Community College Review Protocol" "Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs [Comparison between Core-and-Intensive Services versus Core Services].","McConnell, S., Fortson, K., Rotz, D., Schochet, P., Burkander, P., Rosenberg, L., Mastri, A., & D’Amico, R. (2016). Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs.  Washington, DC: Mathematica Policy Research. [Comparison between Core-and-Intensive Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 15 months. This summary focuses on the comparison between the group who received core-and-intensive services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 15 months after random assignment. The study found that core-and-intensive customers were significantly more likely than core customers to complete a training program, receive a training credential, and have higher earnings. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2016,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov…,"Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Spartanburg Community College in South Carolina. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Consortium for Healthcare Education Online: Final evaluation report","Edwards, R., McKay, H., Mattoon, A., & Yang, S. (2016). Consortium for Healthcare Education Online: Final evaluation report. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Unfavorable impacts Earnings and wages Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Consortium for Healthcare Education Online (CHEO) on education, earnings, and employment outcomes. This summary contains the findings from Flathead Valley Community College. Using institutional, employment, and wage data, the authors conducted a nonexperimental design to compare the outcomes of students who were enrolled in the CHEO program to a historic comparison group of students from previous enrollment years. The study found that CHEO program participation was significantly associated with earning more course credits, lower pass rates, a greater likelihood of pursuing further education, and higher rates of employment after program completion for incumbent workers. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the CHEO program; other factors are likely to have contributed.","the Consortium for Healthcare Education Online (CHEO) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://epe.rutgers.edu/sites/default/files/images/Research_Documents/cheo_fina…,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Bluegrass Community and Technical College in Kentucky. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly lower for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Third-party evaluation services for the Trade Adjustment Assistance Community College and Career Training grant final report","Selzer, A. K., Sanchez, R., Michaelides, M., Shetty, S., & Bertane, C. (2016). Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC): Third-party evaluation services for the Trade Adjustment Assistance Community College and Career Training grant final report. Columbia, MD: IMPAQ International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) program on student education outcomes. The study used a nonexperimental design to compare the education outcomes of students who were in the ASC-GIEC program to a comparison group of students in other Career and Technical Education (CTE) programs. The study found that participation in the ASC-GIEC program was associated with higher program completion rates than the comparison program. However, the study did not include tests of statistical significance for this outcome. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the ASC-GIEC program; other factors are likely to have contributed.","the Arizona Sun Corridor Get Into Energy Consortium (ASC-GIEC) Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15587/Estrella%20Mountai…,"Community College Review Protocol" "Labor intensive public works and children's activities: The case of Malawi","de Hoop, J., & Rosati, F. C. (2016). Labor intensive public works and children's activities: The case of Malawi. Retrieved from http://ucw-project.org/attachment/11052017285Public_work_malawi_dehoop_rosati.pdf","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Unfavorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of Malawai’s Labour Intensive Public Works program (LIPW) on children’s school participation and involvement in paid work and household chores. The study was a randomized controlled trial where eligible villages were randomly assigned to a control group that would not receive any benefits, or to one of four treatment groups that differed by agricultural season (lean vs. post-harvest) and payment schedule (lump sum vs. installments). Using household survey data, the authors analyzed the impact of the treatment conditions on school attendance and work 3-months, 6-months, and 12-months after implementation. The study found that post-harvest program participation was significantly related to higher rates of paid work 6 months after participation for boys, whereas lean harvest program participation was significantly related to higher rates of household chores for girls one year after treatment. Lean program participation was also significantly related to school attendance 6 months after participation for all children. 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 Malawi’s LIPW program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2016,http://ucw-project.org/attachment/11052017285Public_work_malawi_dehoop_rosati.p…,"Child Labor Review Protocol" "Do education and health conditions matter in a large cash transfer? Evidence from a Honduran experiment","Benedetti, F., Ibarrarán, P., & McEwan, P. J. (2016). Do education and health conditions matter in a large cash transfer? Evidence from a Honduran experiment. Economic Development and Cultural Change, 64(4), 759-793. doi:10.1086/686583","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a conditional cash transfer on school enrollment and child labor. The study was a randomized controlled trial conducted in in low-income villages in Honduras. Villages were randomly assigned to the treatment and control groups. Baseline and follow-up survey data were collected from randomly selected households and analyzed using regression. The Bono 10,000 program significantly increased school enrollment but did not significantly reduce child labor. 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 Bono 10,000 program and not to other factors.","Bono 10,000","Child labor","Other, Low income",,International,2016,http://academics.wellesley.edu/Economics/mcewan/PDF/bono.pdf,"Child Labor Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Henry Ford College in Michigan. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Online2Workforce (O2W) Elizabethtown Community & Technical College TAACCCT Round II Grant Final Evaluation Report","Jensen, J., Horohov, J., & Wright, C. (2016). Online2Workforce (O2W) Elizabethtown Community & Technical College TAACCCT Round II Grant Final Evaluation Report. Lexington, KY: University of Kentucky College of Education Evaluation Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Unfavorable impacts Employment","Summary: The study’s objective was to assess the impact of the Online2Workforce (O2W) program on education, earnings, and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who were in the O2W program to a matched comparison group. The study found that O2W program participants had significantly higher rates of credentials earned and awarded, and lower rates of employment after program completion than the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Online2Workforce program, but other factors might also have contributed.","the Online-2-Workforce (O2W) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15586/Elizabethtown%20CT…,"Community College Review Protocol" "Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe","Fenton, R., Nyamukapa, C., Gregson, S., Robertson, L., Mushati, P., Thomas, R., & Eaton, J.W. (2016). Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe. Psychology, Health & Medicine, 21(8), 909-917.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of conditional cash transfers (CCT) and unconditional cash transfers (UCT) on child labor and schooling outcomes. This summary focuses on the comparison between the CCT group and the UCT group. The study was a randomized controlled trial in which households were randomly assigned to receive one of two cash transfers (conditional or unconditional) or to participate in the control group that did not receive a cash transfer. Using household survey data, the authors analyzed the impact of the treatment conditions on child labor and schooling outcomes a year after the intervention began. The study found that the CCT group had significantly higher levels of school attendance than the UCT group for the least poor households. However, the study found no statistically significant difference in the number of hours worked between the two groups. The quality of causal evidence presented in this report is low because it based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before receiving the cash transfers. This means we are not confident that the estimated effects are attributable to the cash transfers; other factors are likely to have contributed.","Cash Transfer Program","Child labor","Other barriers, Other, Low income",,International,2016,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044770/,"Child Labor Review Protocol" "Testing two subsidized employment approaches for recipients of Temporary Assistance for Needy Families: Implementation and early impacts of the Los Angeles County Transitional Subsidized Employment Program","Glosser, A., Barden, B., Williams, S., & Anderson, C. (2016). Testing two subsidized employment approaches for recipients of Temporary Assistance for Needy Families: Implementation and early impacts of the Los Angeles County Transitional Subsidized Employment Program. (OPRE Report 2016-77). Washington, DC: Office of Planning, Research, and Evaluation. [Contrast 1: Paid work experience versus comparison]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of a paid work experience program, part of Los Angeles’ Subsidized and Transitional Employment Demonstration, on employment, earnings, education, training, and public benefit receipt relative to no subsidized job opportunities. The authors also investigated related impacts, the profiles of which are available [here]. The authors used regression methods in a randomized controlled trial study to examine the impacts of participating in paid work experience. The data sources included administrative wage records, subsidized employment payroll records, Temporary Assistance for Needy Families (TANF) benefit payment records, and survey data. The study found that the paid work experience program had positive, statistically significant impacts on employment, earnings, and benefit receipt compared with the control condition of no subsidized job opportunities. Paid work experience had no impacts on education and training outcomes. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the paid work experience program and not to other factors.","Los Angeles’ Subsidized and Transitional Employment Demonstration","Adult and Dislocated Worker programs Job search assistance and supportive services Other training and education","Low income",,"United States",2016,https://www.mdrc.org/publication/testing-two-subsidized-employment-approaches-r…,"Employment and Training Review Protocol" "Coconino County Community College TAACCCT grant: Final report","Magnolia Consulting. (2016). Coconino County Community College TAACCCT grant: Final report. Retrieved from: https://www.skillscommons.org/handle/taaccct/15564","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the CCC2NAU program on students’ education outcomes. Using college administrative data, the authors conducted a nonexperimental study to compare education outcomes of CCC2NAU participants to a matched comparison group. The study found that a significantly larger proportion of participants in the treatment group transferred to a 4-year college, were retained in the program, earned a two-year degree, and earned an Arizona General Education Curriculum (AGEC) certificate, relative to the comparison group. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to CCC2NAU, but other factors might also have contributed.",CCC2NAU,"Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/handle/taaccct/15564,"Community College Review Protocol" "Final external evaluation report: Trade Adjustment and Assistance Community College and Career Training Program Clovis Community College","Caffey, D. L. (2016). Final external evaluation report: Trade Adjustment and Assistance Community College and Career Training Program Clovis Community College. Fresno, CA: Clovis Community College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Clovis Community College’s (CCC) inclusive Nursing and enhanced Radiologic Technology (RADT) programs on education outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the inclusive Nursing or enhanced RADT programs to a comparison group of students. The study found that participation in the Nursing and enhanced RADT program was significantly associated with higher program retention rates. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention and did not include sufficient controls. This means we are not confident that the estimated effects are attributable to the inclusive Nursing or enhanced RADT program; other factors are likely to have contributed.","Inclusive Nursing and Radiologic Technology Programs","Capacity building programs Community college education and other classroom training","Adult, Other",,"United States",2016,,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Grouth Group (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at the Alamo Colleges in Texas. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Making the Future: The Wisconsin strategy: Final evaluation report","Price, D., Sedlak, W., Roberts, B., & Childress, L. (2016). Making the Future: The Wisconsin strategy: Final evaluation report. Indianapolis, IN: Northeast Wisconsin Technical College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Wisconsin Making the Future program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the Making the Future program to a matched comparison group. Using institutional research data from the community colleges and workforce, the authors conducted statistical models to examine differences between the groups. When compared to non-participating students, the study found that Making the Future program participation was associated with a significantly higher likelihood of credential attainment, credit accumulation, and receipt of a one-year technical diploma, a less than one-year technical diploma, and a local certificate. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Making the Future program, but other factors might also have contributed.","Making the Future","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.dvp-praxis.org/wp-content/uploads/2016/11/Final-Evaluation-Report-W…,"Community College Review Protocol" "Encouraging evidence on a sector-focused advancement strategy","Hendra, R., Greenberg, D. H., Hamilton, G., Oppenheim, A. Pennington, A. Schaberg, K., and Tessler, B. L. (2016). Encouraging evidence on a sector-focused advancement strategy. New York: MDRC. [St. Nicks Alliance]","Apprenticeship and Work-Based Training","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-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the WorkAdvance sectoral training program at the St. Nicks Alliance site on employment, earnings, education, and training from 2011 to 2015. The authors investigated similar research questions with three other sites, the profiles of which are available here. The study used a randomized controlled trial design to compare the treatment group, which was able to access the WorkAdvance program at the St. Nicks Alliance site, and the control group, which was not eligible for WorkAdvance services but could access other services in the community. The authors collected data from two sources: a follow-up survey and unemployment insurance (UI) wage and employment data. Using UI data, the authors found that those assigned to the treatment group were significantly more likely to be ever employed in Quarters 2 to 5 after random assignment than those in the control group. Using survey data, the authors also found that those in the treatment group were significantly more likely to complete education or training than the control group. The quality of the causal evidence is high for employment and earnings outcomes based on UI data because those outcomes were based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects for those outcomes are attributable to the WorkAdvance program at the St. Nicks Alliance site and not to other factors. For education and training outcomes from the follow-up survey, the quality of the causal evidence is moderate because those outcomes were based on a randomized controlled trial in which many people did not complete the follow-up survey, but the authors did account for existing differences between the treatment and control groups. This means we are somewhat confident that the estimated effects for those outcomes are attributable to the WorkAdvance program at the St. Nicks Alliance site, but other factors might also have contributed.","the WorkAdvance sectoral training program","Work based and other occupational training","Low income",,"Urban, United States",2016,https://files.eric.ed.gov/fulltext/ED568395.pdf,"Employment and Training Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce, & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Gadsden State Community College in Alabama. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe","Fenton, R, Nyamukapa, C., Gregson, S., Robertson, L., Mushati, P., Thomas, R., & Eaton, J.W. (2016). Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe. Psychology, Health & Medicine, 21(8), 909-917","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of conditional cash transfers (CCT) and unconditional cash transfers (UCT) on child labor and schooling outcomes. This summary focuses on the comparison between the UCT group and the control group. The study was a randomized controlled trial in which households were randomly assigned to receive one of two cash transfers (conditional or unconditional) or to participate in the control group that did not receive a cash transfer. Using household survey data, the authors analyzed the impact of the treatment conditions on child labor and schooling outcomes a year after the intervention began. The study found that receipt of an unconditional cash transfer was significantly associated with an increases in school attendance for the poorest households, but not significantly related to child labor outcomes. The quality of causal evidence presented in this report is low because it based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before receiving the cash transfers. This means we are not confident that the estimated effects are attributable to the unconditional cash transfers; other factors are likely to have contributed.","Cash Transfer Program","Child labor","Other barriers, Other, Low income",,International,2016,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044770/,"Child Labor Review Protocol" "Contra Costa Community College District Design it–Build it–Ship it (DBS) final evaluation report","Rayyes, N., Abe, Y., Sanchez, R., Lai, F., Akiya, K., Chan, V., & Jennings, E. D. (2016). Contra Costa Community College District Design it–Build it–Ship it (DBS) final evaluation report. Oakland, CA: Impaq International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages Education and skills gains-Mod/high-Unfavorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Design it–Build it–Ship it (DBS) program on education, employment, and earnings outcomes. The authors used a nonexperimental design to compare education, earnings, and employment outcomes of DBS participants to a comparison group. The study found that DBS participation was significantly associated with lower rates of enrollment, fewer credentials/degrees earned, lower transfer rates to four-year colleges, and lower wages. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the DBS program, but other factors might also have contributed.","the Design it–Build it–Ship it (DBS) Program","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed",,"United States",2016,https://www.impaqint.com/sites/default/files/files/IMPAQ%20FINAL%20DBS%20Evalua…,"Community College Review Protocol" "Third-party evaluation of implementation & impact of the Southwest Missouri Public Safety and Emergency Medical Initiative TAACCCT grant.","Cosgrove & Associates. (2016). Third-party evaluation of implementation & impact of the Southwest Missouri Public Safety and Emergency Medical Initiative TAACCCT grant. St. Louis, MO: Cosgrove & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of Crowder College’s enhanced Public Safety and Emergency Medical Initiative (PSP) program on education and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in Crowder College’s enhanced PSP program to a comparison group of students who were not enrolled in the program. The study found that participation in the PSP program was significantly associated with higher program completion and employment rates than the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Crowder College’s enhanced PSP program; other factors are likely to have contributed.","Crowder College Public Safety and Emergency Medical Initiative (PSP) Program","Capacity building programs Community college education and other classroom training","Adult, Other barriers, Unemployed, Low-skilled",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9128/Crowder%20College_P…,"Community College Review Protocol" "The influence of conditional cash transfers on eligible children and their siblings","Lincove, J. A., & Parker, A. (2016). The influence of conditional cash transfers on eligible children and their siblings. Education Economics, 24(4), 352-373.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The purpose of the study was to examine the impact of Nicaragua’s Red de Proteccion Social (RPS) conditional cash transfer (CCT) program on attending school, working, and hours worked for children ages 6 to 16. The authors used data from an experimental design where communities were randomly assigned to participate in the program. The authors used difference-in-differences to estimate the effects of the program, controlling for child and family demographics separately by child gender and child age groups. The CCT was not associated with the probability of attending school and working for boys, but was associated with a statistically significant decrease in hours worked for boys ages 6-11 (2.8 hours) and for boys as 12-13 (8.7 hours). The program was also associated with a statistically significant 15.8 percent increase in the probability of school enrollment for girls ages 6-11. 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 the RPS conditional cash transfer program, although other factors could also have contributed.","Red de Protección Social (RPS)","Child labor","Other, Low income",,International,2016,http://www.janelincove.com/uploads/3/7/2/0/37205101/educaton_economics_2015.pdf,"Child Labor Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Rock Valley College in Illinois. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Job training for a knowledge-based economy: The Quincy College Biotechnology and Compliance program","Van Dyke, B., Bayala, I., & Cutaia, K. (2016). Job training for a knowledge-based economy: The Quincy College Biotechnology and Compliance program. Quincy, MA: Quincy College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Unfavorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Quincy College Biotechnology and Compliance program on education, earnings, and employment outcomes. The study used a nonexperimental design to assess the outcomes of students enrolled in the Biotechnology and Compliance program to a comparison group. The study found that Biotechnology and Compliance program participation was associated with higher rates of employment, degree attainment, and pursuit of further education, but lower earnings. However, the study did not include tests of statistical significance. The quality of casual evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Biotechnology and Compliance program; other factors are likely to have contributed.","Quincy College’s Biotechnology and Compliance Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15632/Quincy%20College%2…,"Community College Review Protocol" "An evaluation of the manufacturing advancement and assessment center (MAAC) program, final report","Kundin, D.M., & Dretzke, B.J. (2016). An evaluation of the manufacturing advancement and assessment center (MAAC) program, final report. St. Paul, MN: University of Minnesota, Center for Applied Research and Educational Improvement, College of Education and Human Development.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Manufacturing Assessment and Advancement Centers (MAAC) program on educational outcomes. The authors used a nonexperimental design to compare the outcomes of students who were enrolled in the MAAC program to a historic comparison group of students from previous enrollment years. The study found a significant relationship between program participation and increased credential attainment. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the MAAC program; other factors are likely to have contributed.","the Manufacturing Assessment and Advancement Centers (MAAC) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,,"Community College Review Protocol" "Life after service for post-9/11 veterans: Data, methods, and policy impacts","Gardner, J. S. (2016). Life after service for post-9/11 veterans: Data, methods, and policy impacts (Doctoral dissertation). Retrieved from https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3867&context=thesesdissertations",Veterans,"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 study’s objective was to examine the effects of the 2008 GI Bill on post-9/11 veterans’ employment and educational attainment. The study used a statistical model to compare outcomes between veterans from before and after the passing of the 2008 GI Bill using data from the American Community Survey. The study found statistically significant relationships between the 2008 GI Bill and the education or employment of veterans. The quality of causal evidence presented in this report is low because the author did not observe outcomes for multiple demonstrations of the intervention. This means we are not confident that the estimated effects are attributable to the post-9/11 GI Bill; other factors are likely to have contributed.","the 2008 GI Bill","Veterans' reemployment Other training and education","Veteran or military",,"United States",2016,https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3867&context=th…,"Employment and Training Review Protocol" "Waubonsee Community College Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant final report","Burgin, X. D., Akrom, A., Qin, H., Ball, A., & Pontarelli, J. (2016). Waubonsee Community College Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant final report. DeKalb, IL: The Office of Research, Evaluation, and Policy Studies, Northern Illinois University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant-enhanced Waubonsee Community College (WCC) programs on student education and earnings outcomes. The study used a nonexperimental design to compare education and earnings outcomes of TAACCCT WCC students to a matched comparison group of students in a non-TAACCCT program. The study found TAACCCT WCC participation was associated with lower rates of program completion, when compared to comparison group participation. However, tests of statistical significance were not performed. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to TAACCCT-enhanced WCC programs; other factors are likely to have contributed.","WCC's enhanced programs","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9654/TAACCCT%20Waubonsee…,"Community College Review Protocol" "Alliance evaluation: Final evaluation report","Ho, H. Y. (2016). Advanced Manufacturing Education (AME) Alliance evaluation: Final evaluation report (Grant Number TC-23753-12-60-A-27). Denver, CO: McREL International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: This study’s objective was to examine the impact of the Advanced Manufacturing Education (AME) Alliance on education, earnings, and employment outcomes. The author used a nonexperimental design to compare education, employment, and earnings outcomes of AME participants to a matched comparison group. The study found that AME participants were significantly more likely to complete a program of study relative to the comparison group. The quality of casual evidence provided in this study is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the enhanced AME program; other factors are likely to have contributed.","the Advanced Manufacturing Education (AME) Alliance","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/10174/DOLAME_Y4_FinalEva…,"Community College Review Protocol" "2016 I-AM annual evaluation report: Iowa Advanced Manufacturing Statewide Consortium","de la Mora, A., Kemis, M., Callen, E., & Starobin, S. (2016). 2016 I-AM annual evaluation report: Iowa Advanced Manufacturing Statewide Consortium. Ames, IA: Research Institute for Studies in Education (RISE), Iowa State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Iowa Advanced Manufacturing Consortium (I-AM) on welding student’s education, earnings, and employment outcomes. The study used a nonexperimental design to compare outcomes of students in the I-AM program to a matched comparison group of students. The study found that participating in the I-AM program was significantly associated with higher rates of credential attainment, larger numbers of certificates and welding awards earned, higher employment rates, and higher earnings. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to I-AM; other factors are likely to have contributed.","the Iowa Advanced Manufacturing Consortium (I-AM)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,,"Community College Review Protocol" "Do conditional cash transfers reduce child labor?: Evidence from the Philippines","Galang, I. M. (2016). Do conditional cash transfers reduce child labor?: Evidence from the Philippines (Unpublished Master's thesis). Tokyo, Japan: The University of Tokyo.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The objective of the study was to examine the impact of the Philippines conditional cash transfer program, Pantawid Pamilyang Pilipino Program (4Ps), on child labor and school attendance. The authors used a nonexperimental design to compare the outcomes of children ages 12-14 that received the conditional cash transfers with those who did not, based on data from the 2011 Annual Poverty Indicator Survey. Using several demographic characteristics, they created a matched comparison group of families who did not receive the benefit to assess the effectiveness of the cash transfer program. The study found that receipt of the cash transfer was significantly associated with increased school attendance but not significantly associated with child labor. The quality of causal evidence presented in this report is low because the authors did not account for the outcomes of schooling and work at baseline. This means we are not confident that the estimated effects are attributable to the 4Ps program; other factors are likely to have contributed.","Pantawid Pamilyang Pilipino Program (4Ps)","Child labor","Other, Low income",,International,2016,http://www.pp.u-tokyo.ac.jp/wp-content/uploads/2016/02/1.31-MB-1.pdf,"Child Labor Review Protocol" "Growing Regional Opportunity for the Workforce (Project GROW): Final evaluation report.","Patnaik, A., O'Shea, D., & Prince, H. (2016). Growing Regional Opportunity for the Workforce (Project GROW): Final evaluation report. The University of Texas, Austin Ray Marshall Center for the Study of Human Resources.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study's objective was to examine the impact of Project GROW (Growing Regional Opportunities for the Workforce) on education, earnings, and employment outcomes. The study used a nonexperimental design comparing the outcomes of students in Project GROW to a matched comparison group. Using data from the Workforce Investment Boards’ Administrative System for Program Partners and administrative data from the Texas Workforce Commission and the Texas Health and Human Services Commission, the authors conducted statistical models to examine differences between the groups. The study found no statistically significant differences between the treatment and the comparison group on education, earnings, or employment outcomes. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to Project GROW, but other factors might also have contributed.","Project Growing Regional Opportunities for the Workforce (GROW)","Employment and Training Services Employer Services Employer partnerships Training and Education Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2016,https://repositories.lib.utexas.edu/handle/2152/74399,"Community College Review Protocol" "Evaluation report of the Amplifying Montana's Advanced Manufacturing and Innovation Industry (AMAMII) project: Final report","Feldman, J., Staklis, S., Hong, Y., & Elrahman, J. (2016). Evaluation report of the Amplifying Montana's Advanced Manufacturing and Innovation Industry (AMAMII) project: Final report. Berkeley, CA: RTI International.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Amplifying Montana’s Advanced Manufacturing and Innovation and Industry (AMAMII) program on education outcomes. The authors used a nonexperimental design to compare the outcomes of students participating in AMAMII to a matched comparison group using institutional research data. The study found a significant negative relationship between program participation and credit accumulation, with AMAMII students accumulating fewer credits than comparison students. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analyses. This means we are not confident that the estimated effects are attributable to the AMAMII program; other factors are likely to have contributed.","the Amplifying Montana’s Advanced Manufacturing and Innovation and Industry (AMAMII) Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Low-skilled",,"United States",2016,http://www.skillscommons.org/bitstream/handle/taaccct/15588/Flathead%20Valley%2…,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Rhodes State College in Ohio.  The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Employment and Training Services Training and Education Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "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,,"Review Protocol" "Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomised controlled trial in Zimbabwe","Fenton, R., Nyamukapa, C., Gregson, S., Robertson, L., Mushati, P., Thomas, R., & Eaton, J. W. (2016) Wealth differentials in the impact of conditional and unconditional cash transfers on education: Findings from a community-randomized controlled trial in Zimbabwe. Psychology, Health & Medicine, 21(8), 909-917","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of conditional cash transfers (CCT) and unconditional cash transfers (UCT) on child labor and schooling outcomes. This summary focuses on the comparison between the CCT group and the control group. The study was a randomized controlled trial in which households were randomly assigned to receive one of two cash transfers (conditional or unconditional) or to participate in the control group that did not receive a cash transfer. Using household survey data, the authors analyzed the impact of the treatment conditions on child labor and schooling outcomes a year after the intervention began. The study found that receipt of a conditional cash transfer was significantly associated with a reduction in child work and increases in school attendance for the poorest households. The quality of causal evidence presented in this report is low because it based on a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before receiving the cash transfer. This means we are not confident that the estimated effects are attributable to the conditional cash transfer; other factors are likely to have contributed.","Cash Transfer Program","Child labor","Other barriers, Other, Low income",,International,2016,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044770/,"Child Labor Review Protocol" "Evaluation of the AMP PLUS program: Final report","Public Policy Associates. (2016). Evaluation of the AMP PLUS program: Final report. Lansing, MI: Public Policy Associates, Incorporated.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Advanced Manufacturing Pathways (AMP) PLUS program on education and employment outcomes. The authors used a nonexperimental design to compare the outcomes of students who participated in the AMP PLUS program to a historic comparison group using the college’s administrative data. The study found no statistically significant relationships between participating in the AMP PLUS program and student retention, degree completion, credit hours completed, or employment. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the AMP PLUS program; other factors are likely to have contributed.","the Advanced Manufacturing Pathways (AMP) PLUS Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9571/FVTC%20TAACCCT%20Ro…,"Community College Review Protocol" "Third party evaluation of MoManufacturingWINS: Implementation, outcomes, and impact","Cosgrove, J. J., Cosgrove, M. S., & Bragg, D. D. (2016). Third party evaluation of MoManufacturingWINs: Implementation, outcomes, and impact. St. Louis, MO: Cosgrove & Associates and Bragg & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of Missouri’s Manufacturing Workforce Innovation Networks(MMW) program on student education and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in MMW to a comparison group of students in other manufacturing-technology related programs. The study found that MMW participation was significantly associated with higher retention and employment rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention and they did not include sufficient controls. This means we are not confident that the estimated effects are attributable to MMW; other factors are likely to have contributed.","Missouri’s Manufacturing Workforce Innovation Networks (MMW)","Basic skills Capacity building programs Community college education and other classroom training","Adult, Unemployed, Other, Low-skilled, Veteran or military",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/10116/ThirdPartyFinalEva…,"Community College Review Protocol" "Encouraging evidence on a sector-focused advancement strategy","Hendra, R., Greenberg, D. H., Hamilton, G., Oppenheim, A. Pennington, A. Schaberg, K., and Tessler, B. L. (2016). Encouraging evidence on a sector-focused advancement strategy. New York: MDRC. [Madison Strategies Group]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the WorkAdvance sectoral training program at the Madison Strategies Group site on employment, earnings, education, and training from 2011 to 2015. The authors investigated similar research questions with three other sites, the profiles of which are available here. The study used a randomized controlled trial design to compare the treatment group, which was able to access the WorkAdvance program at the Madison Strategies Group site, and the control group, which was not eligible for WorkAdvance services but could access other services in the community. The authors collected data from two sources: a follow-up survey and unemployment insurance (UI) wage and employment data. Using survey data, the authors found that those in the treatment group were significantly more likely to complete education or training compared with those in the control group. The authors found no statistically significant impacts of the program on employment or earnings from either the UI data or survey data. The quality of the causal evidence is high for employment and earnings outcomes based on UI data because those outcomes were based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects for those outcomes are attributable to the WorkAdvance program at the Madison Strategies Group site and not to other factors. For education and training outcomes from the follow-up survey, the quality of the causal evidence is moderate because those outcomes were based on a randomized controlled trial in which many people did not complete the follow-up survey, but the authors did account for existing differences between the treatment and control groups. This means we are somewhat confident that the estimated effects for those outcomes are attributable to the WorkAdvance program at the Madison Strategies Group site, but other factors might also have contributed.","the WorkAdvance sectoral training program","Work based and other occupational training","Low income",,"United States",2016,https://files.eric.ed.gov/fulltext/ED568395.pdf,"Employment and Training Review Protocol" "Final evaluation report: Summative evaluation TAACCCT round 2 accelerated, blended – online, 2 + 2 TAACCCT training project","Franco, E. O. (2016). Final evaluation report: Summative evaluation TAACCCT round 2 accelerated, blended – online, 2 + 2 TAACCCT training project. Cayey, PR: Colegio Universitario de San Juan.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Colegio Universitario de San Juan’s (CUSJ) modified electronics, engineering, and technology programs on education outcomes. The study used a nonexperimental design to compare education outcomes of CUSJ participants to a comparison group. Using CUSJ’s embedded course assessments, the author conducted statistical tests to examine differences between the groups. The study found that CUSJ participation was significantly associated with higher approval rates (defined as passing a course). The quality of causal evidence presented in this report is low because the author did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the CUSJ course modifications; other factors are likely to have contributed.","the Colegio Universitario de San Juan’s (CUSJ) Modified Courses","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Unemployed",,"United States",2016,https://www.skillscommons.org/handle/taaccct/15668,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Pellissippi State Community College in Tennessee. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly lower for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Final evaluation of Southwest Virginia Community College’s PluggedInVA TAACCCT Grant initiative","Topper, A., Munn, W., Bor, E., Clery, S., & Smith, B. (2016). Final evaluation of Southwest Virginia Community College’s PluggedInVA TAACCCT Grant initiative. Retrieved from: https://www.skillscommons.org//handle/taaccct/15650","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the PluggedInVA (PIVA) program on education and employment outcomes. Using college administrative and state workforce data, the authors conducted a nonexperimental study to compare outcomes between students in the PIVA program with a comparison group of non-participating students. The study found no statistically significant relationships between participation in the PIVA program and education or employment outcomes. The quality of causal evidence presented in this report is low because the authors did not ensure the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to PluggedInVA; other factors are likely to have contributed.","PluggedInVA (PIVA)","Capacity building programs Community college education and other classroom training","Adult, Unemployed, Other",,"United States",2016,https://www.skillscommons.org//handle/taaccct/15650,"Community College Review Protocol" "Delivery of remedial community college mathematics instruction in an emporium learning environment: Predicting academic success, persistence, retention, and completion","Little, M. D. (2016). Delivery of remedial community college mathematics instruction in an emporium learning environment: Predicting academic success, persistence, retention, and completion. (Unpublished doctoral dissertation). University of North Carolina at Charlotte, Charlotte, NC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to determine the impact of an accelerated emporium developmental math course on community college students’ course completion, persistence, retention, and academic success. The study used a nonexperimental design to compare the outcomes of students who enrolled in an accelerated emporium developmental math course with those who enrolled in a traditional developmental math course. The study did not find any statistically significant effects of the emporium delivery format on course completion, course persistence, retention, or student success. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the accelerated emporium math course and not to other factors.","the Accelerated Emporium Developmental Math Course","Community college education and other classroom training",Adult,,"Urban, United States",2016,https://ninercommons.uncc.edu/islandora/object/etd%3A476/datastream/PDF/downloa…,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Tennessee College of Applied Technology at Murfreesboro in Tennessee. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" ,"Wijma, C. (2016). East Los Angeles College: Technology & Logistics program TAACCCT final evaluation report. San Francisco, CA: WestEd.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the enhanced East Los Angeles College’s (ELAC) Technology and Logistics program on student’s education, earnings, and employment outcomes. The study used a nonexperimental design to compare the education, earnings, and employment outcomes of students in the ELAC Technology and Logistics program to a matched comparison group of students in the Automotive Technology program. The study found that participation in the ELAC Technology and Logistics program was significantly associated with improved course and degree completion. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the enhanced ELAC Technology and Logistics program; other factors are likely to have contributed.","the East Los Angeles College’s (ELAC) Technology and Logistics Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2016,,"Community College Review Protocol" "Four-year degree and employment findings from a randomized controlled trial of a one-year performance-based scholarship program in Ohio","Mayer, A. K., Patel, R., & Gutierrez, M. (2016). Four-year degree and employment findings from a randomized controlled trial of a one-year performance-based scholarship program in Ohio. Journal of Research on Educational Effectiveness, 9(3), 283-306. doi: 10.1080/19345747.2015.1086914","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of a performance-based scholarship program on community college students’ credit accumulation, degree/certificate completion, employment, and earnings. The study was a randomized controlled trial conducted at three community colleges in Ohio. Eligible students were randomly assigned to either the treatment or control groups. The authors conducted statistical models to examine differences in outcomes between the groups four years post-random assignment. The study found that when compared to the control group, students in the performance-based scholarship program had significantly higher credit accumulation and rates of degree/ certificate completion. The quality of causal evidence presented in this study is high because it is based on a well-implemented randomized controlled trial with low attrition. This means we are confident that the estimated effects are attributable to the one-year performance-based scholarship program and not to other factors.","the performance-based scholarship program","Community college education and other classroom training","Adult, Low income",,"United States",2016,https://doi.org/10.1080/19345747.2015.1086914,"Community College Review Protocol" "Do conditional cash transfers reduce child labor?: Evidence from the Philippines","Galang, I. M. (2016). Do conditional cash transfers reduce child labor?: Evidence from the Philippines (Unpublished Master's thesis). Tokyo, Japan: The University of Tokyo.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The objective of the study was to examine the impact of the Philippines conditional cash transfer program, Pantawid Pamilyang Pilipino Program (4Ps), on child labor and school attendance. The authors used a nonexperimental design to compare the outcomes of children ages 12-14 that received the conditional cash transfers with those who did not, based on data from the 2011 Annual Poverty Indicator Survey. Using several demographic characteristics, they created a matched comparison group of families who did not receive the benefit to assess the effectiveness of the cash transfer program. The study found that receipt of the cash transfer was significantly associated with increased school attendance but not significantly associated with child labor. The quality of causal evidence presented in this report is low because the authors did not account for the outcomes of schooling and work at baseline. This means we are not confident that the estimated effects are attributable to the 4Ps program; other factors are likely to have contributed.","Pantawid Pamilya Pilipino Program","Child labor","Other, Low income",,International,2016,http://www.pp.u-tokyo.ac.jp/wp-content/uploads/2016/02/1.31-MB-1.pdf,"Child Labor Review Protocol" "Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs [Comparison between Full-WIA Services versus Core-and-Intensive Services].","McConnell, S., Fortson, K., Rotz, D., Schochet, P., Burkander, P., Rosenberg, L., Mastri, A., & D’Amico, R. (2016). Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs. Washington, DC: Mathematica Policy Research.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 15 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core-and-intensive services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 15 months after random assignment. The study found that full-WIA customers were significantly more likely than core-and-intensive customers to complete a training program and receive a training credential. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2016,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov…,"Review Protocol" "The Green Jobs and Health Care impact evaluation: Findings from the impact study of four training programs for unemployed and disadvantaged workers","Martinson, K., Williams, J., Needels, K., Peck, L., Moulton, S., Paxton, N., Mastri, A., Copson, E., Comfort, A., & Brown-Lyons, M. (2016). The Green Jobs and Health Care impact evaluation: Findings from the impact study of four training programs for unemployed and disadvantaged workers. Retrieved from https://wdr.doleta.gov/research/FullText_Documents/ETAOP-2017-07%20Findings%20from%20the%20Impact%20Study.pdf","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Grand Rapids Community College (GRCC) Pathways to Prosperity program on education, earnings, and employment outcomes. The study was a randomized controlled trial. The authors used a baseline information form, the National Directory of New Hires (NDNH), a follow-up survey, and administrative program data to compare the outcomes between the treatment and control groups over an 18-month follow-up period. The study found that the GRCC Pathways to Prosperity program had a significant positive impact on completion rates for vocational training and life skills classes, and receipt of a vocational credential. The quality of causal evidence presented in this report is high because it is based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the GRCC Pathways to Prosperity program and not to other factors.","the Grand Rapids Community College (GRCC) Pathways to Prosperity Program","Basic skills Capacity building programs Community college education and other classroom training","Adult, Justice-involved, Other barriers, Unemployed, Low income",,"United States",2016,https://wdr.doleta.gov/research/FullText_Documents/ETAOP-2017-07%20Findings%20f…,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Danville Community College in Virginia. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly lower for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Assessing the First Two Years’ Effectiveness of Statway®","Yamada, H., & Bryk, A. S. (2016). Assessing the First Two Years’ Effectiveness of Statway®. Community College Review, 44(3), 179–204. doi: 10.1177/0091552116643162","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of Statway® on community college students’ earning of math course credits. The study used a nonexperimental design to compare the outcomes of students who were in the Statway® program to a matched comparison group. Using institutional research data from the community colleges, the authors conducted statistical models to examine differences between the groups. When compared to non-participating students, the study found that Statway® program participation was associated with a significantly higher likelihood of earning college math credit. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Statway®; other factors are likely to have contributed.",Statway®,"Community college education and other classroom training","Adult, Other barriers",,"United States",2016,https://doi.org/10.1177%2F0091552116643162,"Community College Review Protocol" "Evaluation of the Alabama/Florida Technical Employment Network TAACCCT program","PTB & Associates. (2016). Evaluation of the Alabama/Florida Technical Employment Network TAACCCT program. Bethesda, MD: PTB & Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Alabama-Florida Technical Employment Network (AF-TEN) on student education and employment outcomes. The study used a nonexperimental design to compare the education and employment outcomes of students who were in AF-TEN-enhanced welding programs to a matched comparison group of program students from prior years. The study found that participation in the AF-TEN programs was significantly associated with fewer completed credit hours. The quality of causal evidence presented in this report is low because the authors used a comparison group from previous enrollment years, which presents a confound. This means we are not confident that the estimated effects are attributable to the AF-TEN intervention; other factors are likely to have contributed.","the Alabama-Florida Technical Employment Network (AF-TEN)","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15590/George%20C.%20Wall…,"Community College Review Protocol" "Encouraging evidence on a sector-focused advancement strategy","Hendra, R., Greenberg, D. H., Hamilton, G., Oppenheim, A. Pennington, A. Schaberg, K., and Tessler, B. L. (2016). Encouraging evidence on a sector-focused advancement strategy. New York: MDRC. [Per Scholas]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the WorkAdvance sectoral training program at the Per Scholas site on employment, earnings, and education and training from 2011 to 2015. The authors investigated similar research questions with three other sites, the profiles of which are available here. The study used a randomized controlled trial design to compare the treatment group, which was able to access the WorkAdvance program at the Per Scholas site, and the control group, which was not eligible for WorkAdvance services but could access other services in the community. The authors collected data from two sources: a follow-up survey and unemployment insurance (UI) wage and employment data. The study found that the program had a statistically significant impact on quarterly earnings in the second and third years after random assignment (based on UI data) and average weekly earnings in the second year after random assignment (based on survey data). The study also found that the program did not have a significant impact on most employment outcomes. Using survey data, the authors found that members of the WorkAdvance group were significantly more likely to have obtained a degree or credential and to have completed a skills training program two years after random assignment. The quality of the causal evidence is moderate for employment and earnings outcomes based on UI data because those outcomes were based on a randomized controlled trial in which the authors did not demonstrate that they accounted for change in the probability of random assignment, but the authors did account for existing differences between the treatment and control groups. The quality of the causal evidence is moderate for education and training outcomes from the follow-up survey because those outcomes were based on a randomized controlled trial in which many people did not complete the follow-up survey, but the authors did account for existing differences between the treatment and control groups. This means we are somewhat confident that the estimated effects are attributable to the WorkAdvance program at the Per Scholas site, but other factors might also have contributed.","the WorkAdvance sectoral training program","Work based and other occupational training","STEM professional, Low income",,"Urban, United States",2016,https://files.eric.ed.gov/fulltext/ED568395.pdf,"Employment and Training Review Protocol" "Do recent reforms of Mexico's nationwide cash transfer program affect children's work and school attendance?","Universita di Roma Tor Vergata, Centre for Economic and International Studies, the International Labour Organisation, UNICEF and the World Bank. (2016). Do recent reforms of Mexico's nationwide cash transfer program affect children's work and school attendance? Understanding Children's Work (UCW) Working Paper Series. Rome, Italy: UCW.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Unfavorable impacts Child labor Education and skills gains-Mod/high-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the reformed Prospera cash transfer program on child work and education outcomes. The study used a randomized controlled trial to compare outcomes between children in households that received the cash transfer with children in households that did not in two urban areas in Mexico. Outcomes were compared between the treatment and control groups at six months and 18 months post-intervention. The study found that for households with eligible primary and secondary school children, the rates of children working and working for pay were significantly higher in the treatment group than in the control group at six months post-intervention. The study also found that for households with only eligible secondary school children, the rates of school attendance were significantly lower among children in the treatment group than the control group at 18 months post-intervention. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the reformed Prospera cash transfer program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2016,,"Child Labor Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Oakland Community College in Michigan. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study did not find a significant relationship between participation in the M-SAMC programs and program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "Evaluation of the Illinois Network for Advanced Manufacturing: Final Report","Westat. (2016). Evaluation of the Illinois Network for Advanced Manufacturing: Final Report. Rockville, MD: Westat & GEM Software Development, Inc.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Illinois Network for Advanced Manufacturing (INAM) program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the INAM program to a comparison group of students who took similar courses before the creation of INAM. Using data from college databases and the Illinois Department of Employment Security, the authors conducted statistical models to examine differences in outcomes between the groups. The study found that participation in the INAM program was significantly associated with improved rates of certificate or degree completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the INAM program; other factors are likely to have contributed.","the Illinois Network for Advanced Manufacturing (INAM)","Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, Unemployed, Other, Veteran or military",,"United States",2016,https://www.researchgate.net/publication/315664265_Evaluation_of_the_Illinois_N…,"Community College Review Protocol" "Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2.","Pacific Research and Evaluation, LLC. (2016). Final evaluation report Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant: Round 2. Portland, OR: Rogue Community College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Pathways to Allied Health Professions (PATH) program on education, earnings, and employment outcomes. Using institutional and student survey data, the authors conducted a nonexperimental study to compare the outcomes of PATH program participants to non-participants. The study found no significant associations between PATH program participation and education, earnings, and employment outcomes. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the PATH program; other factors are likely to have contributed.","the Pathways to Allied Health Professions (PATH) Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9295/RCC%20TAACCCT%20Fin…,"Community College Review Protocol" "Testing two subsidized employment approaches for recipients of Temporary Assistance for Needy Families: Implementation and early impacts of the Los Angeles County Transitional Subsidized Employment Program","Glosser, A., Barden, B., Williams, S., Anderson, C. (2016). Testing two subsidized employment approaches for recipients of Temporary Assistance for Needy Families: Implementation and early impacts of the Los Angeles County Transitional Subsidized Employment Program. (OPRE Report 2016-77). Washington, DC: Office of Planning, Research, and Evaluation. [Contrast 3: Paid work experience versus on-the-job training]","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of paid work experience, part of Los Angeles’ Subsidized and Transitional Employment Demonstration, on employment, earnings, and public benefit receipt relative to on-the-job training. The authors also investigated related impacts, the profiles of which are available [here]. The authors used regression methods in a randomized controlled trial study to examine the impacts of participating in paid work experience. The data sources included administrative wage records, subsidized employment payroll records, Temporary Assistance for Needy Families (TANF) benefit payment records, and survey data. The study found that paid work experience had positive, statistically significant impacts on employment, earnings, and benefit receipt compared with on-the-job training. 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 paid work experience program and not to other factors.","Los Angeles’ Subsidized and Transitional Employment Demonstration","Adult and Dislocated Worker programs Job search assistance and supportive services Other training and education","Low income",,"Urban, United States",2016,https://www.mdrc.org/publication/testing-two-subsidized-employment-approaches-r…,"Employment and Training Review Protocol" "Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs [Comparison betwwen Full-WIA Services versus Core Services].","McConnell, S., Fortson, K., Rotz, D., Schochet, P., Burkander, P., Rosenberg, L., Mastri, A., & D’Amico, R. (2016). Providing public workforce services to job seekers: 15-month impact findings on the WIA Adult and Dislocated Worker programs. Washington, DC: Mathematica Policy Research. [Comparison betwwen Full-WIA Services versus Core Services]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Adult and Dislocated Worker programs on training, employment, earnings, and service receipt after 15 months. This summary focuses on the comparison between the group who received the full-WIA services versus the group who received core services. The study was a randomized controlled trial, where customers in each local area were randomly assigned to one of three groups: full-WIA, core-and-intensive, or core. The authors compared the outcomes between the groups from baseline to 15 months after random assignment. The study found that full-WIA customers were significantly more likely than core customers to complete a training program and receive a training credential. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects are attributable to the Adult and Dislocated Worker programs and not to other factors.","Adult and Dislocated Worker programs","Adult and Dislocated Worker programs Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Adult, Unemployed",,"United States",2016,https://www.mathematica-mpr.com/our-publications-and-findings/publications/prov…,"Review Protocol" "Cuyahoga Community College Trade Adjustment Assistance Community College Career Training grant: Final report.","The New Growth Group, LLC. (2016). Cuyahoga Community College Trade Adjustment Assistance Community College Career Training grant: Final report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/9890/Tri-C%20Final%20Report.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of the TAACCCT-enhanced Additive Manufacturing (AM) programs or courses on education outcomes. Using data from the College Student Information System, the authors conducted a nonexperimental study to compare the educational outcomes of students who were enrolled in AM programs to a matched comparison group. The study found a significant association between AM program participation and increased credit hour accumulation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the TAACCCT-enhanced Additive Manufacturing programs or courses; other factors are likely to have contributed.","the TAACCCT-enhanced Additive Manufacturing Programs","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9890/Tri-C%20Final%20Rep…,"Community College Review Protocol" "Evidence from a randomized evaluation of the household welfare impacts of conditional and unconditional cash transfers given to mothers or fathers","Akresh, R., de Walque, D., & Kazianga, H. (2016). Evidence from a randomized evaluation of the household welfare impacts of conditional and unconditional cash transfers given to mothers or fathers (Development Research Group Human Development and Public Services Team Working Paper 7730). Washington, DC: World Bank.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Unfavorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impacts of conditional and unconditional cash transfers on child labor and education outcomes.   The study was a randomized controlled trial conducted in a rural province of Burkina Faso. Using household surveys and administrative data records, the authors conducted statistical models to examine differences in outcomes between the groups over two years. The study found that at the two-year follow-up, rates of school enrollment and attendance were significantly higher for children in households receiving conditional cash transfers relative to the control group. At the two-year follow-up, child labor rates were significantly higher when cash transfers (conditional or unconditional) were given to fathers rather than to mothers. 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 Nahouri Cash Transfer Pilot Project, and not to other factors.  ",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Child, Low income",,International,2016,https://documents1.worldbank.org/curated/en/944741467047531083/pdf/WPS7730.pdf,"Child Labor Review Protocol" "Trade Adjustment Assistance Community College and Career Training II Grant Program (TAACCCT II): Summative Evaluation of the University of District of Columbia, Community College’s Transportation Academy","Yoder, B., & Ryland, A. (2016). Trade Adjustment Assistance Community College and Career Training II Grant Program (TAACCCT II): Summative Evaluation of the University of District of Columbia, Community College’s Transportation Academy. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/15654/University%20of%20the%20District%20of%20Columbia%20-%20Final%20Evaluation%20-%202017.01.05.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the TAACCCT funded Transportation Academy program on education, earnings, and employment outcomes. The study used a nonexperimental design to compare education, earnings, and employment outcomes of Transportation Academy participants to a matched comparison group from three different institutional data sources. The study did not find a significant association between participation in the Transportation Academy program and education, earnings, or employment outcomes. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before intervention. This means we are not confident that the estimated effects are attributable to the Transportation Academy program; other factors are likely to have contributed.","the Transportation Academy Program","Capacity building programs Community college education and other classroom training","Adult, Unemployed, Other",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/15654/University%20of%20…,"Community College Review Protocol" "Kansas City Kansas Community College: Training for Employment (T4E) program","Martin, G., & Melzer, B. A. (2016). Kansas City Kansas Community College: Training for Employment (T4E) program. Kansas City, MO: Evalytics, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Kansas City Kansas Community College’s Training for Employment (T4E) program on student education, earnings, and employment outcomes. The study used a nonexperimental design to compare the education, earnings, and employment outcomes of T4E students to a comparison group. Using data from the college’s student database and the American Job Link Alliance, the authors conducted statistical models to examine differences in outcomes between the groups. The study found that participation in the T4E program was significantly associated with a higher likelihood of certificate completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the T4E program; other factors are likely to have contributed.","the Kansas City Kansas Community College’s Training for Employment (T4E) Program","Basic skills Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,,"Community College Review Protocol" "Retraining the Gulf Coast through Information Technology Pathways: Final impact evaluation report","Patnaik, A., & Prince, A. (2016). Retraining the Gulf Coast through Information Technology Pathways: Final Impact evaluation report. Austin, TX: The University of Texas at Austin, Lyndon B. Johnson School of Public Affairs.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Retraining the Gulf Coast Workforce through Information Technology Pathways Consortium (Gulf Coast IT Pathways) grant program on education outcomes. Using a nonexperimental design with institutional data from the college systems, the study authors compared students in the program to a matched historical cohort comparison group. The study found that the Gulf Coast IT Pathways program was significantly related to higher credential, certificate, or a degree attainment and higher credit hour accumulation. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Gulf Coast IT Pathways TAACCCT; other factors are likely to have contributed.","the Gulf Coast IT Pathways Program","Basic skills Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Low-skilled, Veteran or military",,"United States",2016,https://raymarshallcenter.org/files/2016/11/Retraining-the-Gulf-Coast-through-I…,"Community College Review Protocol" "Consortium for Healthcare Education Online: Final Evaluation Report","Edwards, R., McKay, H., Mattoon, A., & Yang, S. (2016). Consortium for Healthcare Education Online: Final evaluation report. Piscataway, NJ: Rutgers Education and Employment Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Consortium for Healthcare Education Online (CHEO) on education, earnings, and employment outcomes. This summary contains the findings from Pueblo Community College. Using institutional, employment, and wage data, the authors conducted a nonexperimental design to compare the outcomes of students who were enrolled in the CHEO program to a historic comparison group of students from previous enrollment years. The study found that CHEO program participation was significantly associated with earning more course credits, a higher probability of passing courses and receiving a credential, greater likelihood of pursuing further education, and higher rates of employment after program completion. The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the CHEO program; other factors are likely to have contributed.","the Consortium for Healthcare Education Online (CHEO) Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://epe.rutgers.edu/sites/default/files/images/Research_Documents/cheo_fina…,"Community College Review Protocol" "Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report.","Corporation for a Skilled Workforce & The New Growth Group. (2016). Multi-State Advanced Manufacturing Consortium (M-SAMC) TAACCCT Round II grant final evaluation report. Ann Arbor, MI: Corporation for a Skilled Workforce (CSW); Cleveland, OH: The New Growth Group, LLC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Multi-State Advanced Manufacturing Consortium (M-SAMC) program participation on education outcomes. This summary focuses on the findings at Bridge Valley Community and Technical College in West Virginia. The authors used a nonexperimental design to compare outcomes of M-SAMC program participants with a matched comparison group. The study found that the odds of program completion were significantly higher for participants in the M-SAMC programs compared to participants in the comparison group. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the M-SAMC; other factors are likely to have contributed.","Multi-State Advanced Manufacturing Consortium (M-SAMC)","Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9692/MSAMC%20Final%20Eva…,"Community College Review Protocol" "The impact of financial education for youth in Ghana","Berry, J., Karlan, D., & Pradhan, M. (2015). The impact of financial education for youth in Ghana (Working Paper No. w21068). Cambridge, MA: National Bureau of Economic Research. doi:10.3386/w21068","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two different financial literacy programs, Aflatoun and Honest Money Box, on child labor and school attendance of children in grades 5 and 7 in southern Ghana. This summary focuses on the comparison between the Honest Money Box program group and the control group. The study was a randomized controlled trial conducted in three districts in southern Ghana. Schools in each district were randomly assigned into one of two treatment groups and a control group. Survey data were collected at baseline and at the end of the school year. Data were analyzed using regression. The study did not find any statistically significant effects on child labor or school attendance for children participating in the Honest Money Box program. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial with low attrition. This means we would be confident that any estimated effects would be attributable to the Honest Money Box program and not to other factors. However, the study did not find statistically significant effects.","Honest Money Box Program","Child labor",Other,,International,2015,https://www.nber.org/papers/w21068.pdf,"Child Labor Review Protocol" "Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students","Scrivener, S., Weiss, M., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effectiveness of the Accelerated Study in Associate Programs (ASAP) at three City University of New York (CUNY) schools on credits earned and completion of a college degree. At the three participating schools, eligible students were randomly assigned to the treatment group, which could participate in ASAP, or to the control group, which could not participate in ASAP but could access existing services at the schools. The primary data sources were a baseline information form, the CUNY Institutional Research Database, and National Student Clearinghouse records. The study found that students in the ASAP group were significantly more likely to earn a degree from any college in the fourth, fifth, and sixth semesters following random assignment, compared with the control group. In addition, during the sixth semester following random assignment, the treatment group was significantly more likely to be enrolled in a four-year college than the control group. Over the six semesters of the study, students in the treatment group earned significantly more total credits, college-level credits, and developmental credits than the control group. The quality of causal evidence presented in this report is high because it was based on a well-conducted randomized controlled trial. This means we are confident that the estimated effects are attributable to ASAP and not to other factors.","the Accelerated Study in Associate Program (ASAP)","Community college education and other classroom training","Adult, Low income",,"United States",2015,http://www.mdrc.org/sites/default/files/doubling_graduation_rates_fr.pdf,"Community College Review Protocol" "Three accelerated developmental education programs: Features, student outcomes, and implications","Jaggars, S. S., Hodara, M, Cho, S., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review 43(1), 3-26. doi: 10.1177/0091552114551752","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This summary focuses on the FastStart Math Program at Denver Community College. This nonexperimental study used regression analysis and propensity score matching to compare the outcomes of students who participated in the FastStart math program to those who did not. The study reported outcomes one year and three years after students first enrolled in the course. The study found that students who participated in the FastStart Math Program had significantly higher course completion rates and course enrollment rates than comparison students one year and three years after enrollment. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the FastStart Math Program, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2015,https://doi.org/10.1177%2F0091552114551752,"Community College Review Protocol" "From the battlefield to the schoolyard: The short-term impact of the Post-9/11 GI Bill","Barr , A. (2015). From the battlefield to the schoolyard: The short-term impact of the Post-9/11 GI Bill. Journal of Human Resources, 50(3), 580-613.",Veterans,"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 effects of Post-9/11 GI Bill on veterans’ college enrollment. The author investigated similar research questions in another study, the profile of which is available [here]. The study used regression methods in a nonexperimental analysis, drawing on data from the American Community Survey and Current Population Survey. The study compared college enrollment of veterans eligible for the GI Bill benefits with civilians, who were not eligible to receive the benefits. The study found that veterans eligible for the Post-9/11 GI Bill benefits were significantly more likely to enroll in college after the introduction of the bill compared with civilians. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Post-9/11 GI Bill; other factors are likely to have contributed.","Post-9/11 GI Bill","Other training and education","Veteran or military",,"United States",2015,http://jhr.uwpress.org/content/50/3/580.full.pdf,"Employment and Training Review Protocol" "First Year Initiative's impact on developmental students' re-enrollment and course success at a community college","Rogers, S. S. (2015). First Year Initiative's impact on developmental students' re-enrollment and course success at a community college. (Unpublished doctoral dissertation). Wilmington University, New Castle, DE","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the First Year Initiative (FYI) program on community college students’ re-enrollment rates and successful completion of developmental math and reading courses. The study used a nonexperimental design to compare the outcomes of students who participated in the FYI program to eligible students who did not participate in the program. When compared to non-participating students, the study found that FYI program participation was associated with significantly higher re-enrollment rates and significantly lower successful course completes rates. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the FYI program; other factors are likely to have contributed.","the First Year Initiative (FYI) program","Community college education and other classroom training","Adult, Other barriers",,"United States",2015,https://search.proquest.com/openview/844c6b71d3a0c97530d29127a97348bd/1?pq-orig…,"Community College Review Protocol" "The impact of financial education for youth in Ghana","Berry, J., Karlan, D., & Pradhan, M. (2015). The impact of financial education for youth in Ghana (Working Paper No. w21068). Cambridge, MA: National Bureau of Economic Research. doi:10.3386/w21068","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two different financial literacy programs, Aflatoun and Honest Money Box, on child labor and school attendance of children in grades 5 and 7 in southern Ghana. This summary focuses on the comparison between the Aflatoun program group and the control group. The study was a randomized controlled trial conducted in three districts in southern Ghana. Schools in each district were randomly assigned into one of two treatment groups and a control group. Survey data were collected at baseline and at the end of the school year. Data were analyzed using regression. The study did not find any statistically significant effects on child labor or school attendance for children participating in the Aflatoun program compared to the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial with low attrition. This means we would be confident that any estimated effects would be attributable to the Aflatoun program and not to other factors. However, the study did not find statistically significant effects.","Aflatoun Program","Child labor",Other,,International,2015,https://www.nber.org/papers/w21068.pdf,"Child Labor Review Protocol" "Three accelerated developmental education programs: Features, student outcomes, and implications","Jaggars, S. S., Hodara, M, Cho, S., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review 43(1), 3-26. doi: 10.1177/0091552114551752","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This summary focuses on the accelerated developmental reading/writing program at Chabot College in California. This nonexperimental study used regression analysis and propensity score matching to compare the outcomes of students who participated in the accelerated reading/writing program to those who did not. The study reported outcomes one year and three years after students first enrolled in the course. The study found that students who participated in the accelerated program had significantly higher course completion rates, course enrollment rates, and credit accumulation than comparison students one year and three years after enrollment. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the accelerated reading/writing program, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training",Adult,,"United States",2015,https://doi.org/10.1177%2F0091552114551752,"Community College Review Protocol" "Engaging community college students using an engineering learning community","Maccariella, J. (2015). Engaging community college students using an engineering learning community. (Unpublished doctoral dissertation). Old Dominion University, Norfolk, VA.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Engineering Tutors and Leaning Communities (TLC) program on community college engineering students’ retention and graduation/transfer rates. The study used a nonexperimental design to compare the outcomes of students who participated in the Engineering TLC program to students who did not participate in the program, one and two semesters after program implementation. When compared to non-participating students, the study did not find a significant relationship between participation in the Engineering TLC program and student retention rates or graduation/transfer rates. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Engineering TLC program, but other factors might also have contributed.","the Engineering Tutors and Leaning Communities (TLC) program","Community college education and other classroom training Mentoring Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2015,https://digitalcommons.odu.edu/cgi/viewcontent.cgi?referer=https%3A//scholar.go…,"Community College Review Protocol" "Third-party evaluation of the outcomes and impact of the National Information, Security, & Geospatial Technologies Consortium (NISGTC)","Bridges, K., Bishop, C., & Giani, M. (2015). Third-party evaluation of the outcomes and impact of the National Information, Security & Geospatial Technologies Consortium (NISGTC). Champaign, IL: Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study’s objective was to assess the impact of TAACCCT-funded programming offered at National Information Security & Geospatial Technology Consortium (NISGTC) colleges on educational and employment outcomes. Using student-level data collected by the colleges’ Institutional Research offices and states’ Unemployment Insurance data systems, the study used a nonexperimental design to compare the outcomes of students enrolled in NISGTC programs with students enrolled in similar programs of study prior to the grant. The study found that students in the NISGTC-affected programs were significantly more likely to attain credentials and have higher average quarterly earnings than students in the comparison group. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis for the education outcomes. This means we are not confident that the estimated effects are attributable to the NISGTC-affected programs; other factors are likely to have contributed.","National Information Security & Geospatial Technology Consortium (NISGTC) Programs","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Other, Low-skilled",,"United States",2015,https://occrl.illinois.edu/docs/librariesprovider4/nisgtc/nisgtc-impact.pdf,"Community College Review Protocol" "Fighting for Education: Financial Aid and Non-traditional Students","Barr, A. C. (2015). Fighting for Education: Financial Aid and Non-traditional Students. (Doctoral dissertation). Online Archive of University of Virginia Scholarship. https://doi.org/10.18130/V35Z6S.",Veterans,"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 effects of Post-9/11 GI Bill on veterans’ college enrollment and degree attainment. The author investigated similar research questions in another study, the profile of which is available [here]. The study used regression methods in a nonexperimental analysis, drawing on data from Defense Manpower Data Center, the National Student Clearinghouse, and the Integrated Postsecondary Education Data System. The author used two statistical models to compare veterans eligible for the benefits with veterans who were not eligible. The study found a statistically significant positive relationship between the Post-9/11 GI Bill benefits and education for veterans who were eligible for the benefits and likely to take them up compared with veterans who were not eligible for the benefits and with veterans who were eligible but unlikely to take up the benefits. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Post-9/11 GI Bill; other factors are likely to have contributed.","Post-9/11 GI Bill","Other training and education","Veteran or military",,"United States",2015,https://doi.org/10.18130/V35Z6S,"Employment and Training Review Protocol" "Exploring the differential impact of public interventions on indigenous people: Lessons from Mexico's conditional cash transfer program","Lopez-Calva, L. F., & Patrinos, H. A. (2015). Exploring the differential impact of public interventions on indigenous people: Lessons from Mexico's conditional cash transfer program. Journal of Human Development and Capabilities, 16(3), 452-467. doi:10.1080/19452829.2015.1072378","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The objective of the study was to examine the impact of Mexico’s conditional cash transfer program (PROGRESA/Oportunidades) on child labor and school attendance for children ages 8 to 17 across 3 indigenous, Spanish-speaking, and bilingual households. Using survey data from a cluster randomized controlled trial, the authors analyzed the average program impact of the PROGRESA/Oportunidades program on indigenous households versus individuals who were bilingual or Spanish-speaking. The study found that the PROGRESA/Oportunidades program was significantly related to a decrease in child labor and an increase in school attendance for indigenous speaking children. The quality of causal evidence presented in this study is low because it was based on a randomized controlled trial with unknown attrition and the authors did not control for the required variables. As a result, we are not confident that the estimated effects are attributable to PROGRESA/Oportunidades; other factors are likely to have contributed.",PROGRESA/Oportunidades,"Child labor","Other, Low income",,"International, Rural",2015,https://www.researchgate.net/publication/242464961_Exploring_the_Differential_I…,"Child Labor Review Protocol" "Community value: The effect of an urban community college's learning community program on developmental English student retention, academic success, and graduation","Risolo, P. L. (2015). Community value: The effect of an urban community college's learning community program on developmental English student retention, academic success, and graduation (Unpublished doctoral dissertation). Creighton University, Omaha, NE.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of participation in a learning community during the first academic semester on community college students’ retention and graduation rates. The study used a nonexperimental design to compare the outcomes of students who participated in a learning community to those who did not participate. Using data from the college’s Institutional Research Department, the author tested for group differences in student retention after one year and graduation after four years. Compared to nonparticipating students, the study found that learning community students were significantly less likely to be retained after one year but more likely to graduate after four years. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the learning community program; other factors are likely to have contributed.","the learning communities","Community college education and other classroom training",Adult,,"United States",2015,https://dspace2.creighton.edu/xmlui/handle/10504/74383,"Community College Review Protocol" "Three accelerated developmental education programs: Features, student outcomes, and implications","Jaggars, S. S., Hodara, M, Cho, S., & Xu, D. (2015). Three accelerated developmental education programs: Features, student outcomes, and implications. Community College Review 43(1), 3-26. doi: 10.1177/0091552114551752","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This summary focuses on the Accelerated Learning Program (ALP) at the Community College of Baltimore. This nonexperimental study used regression analysis and propensity score matching to compare the outcomes of students who participated in the ALP to those who did not. The study reported outcomes one year and three years after students first enrolled in the course. The study found that ALP students had significantly higher course completion rates, course enrollment rates, and credit accumulation than comparison students one year and three years after enrollment. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the Accelerated Learning Program, but other factors might also have contributed.","Accelerated Developmental Education","Community college education and other classroom training","Adult, Other barriers",,"United States",2015,https://doi.org/10.1177%2F0091552114551752,"Community College Review Protocol" "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.","Justice-Involved Youth, 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","Youth programs Basic skills Other training and education","Youth, Justice-involved, Disconnected youth",,"United States",2015,http://www.mdrc.org/sites/default/files/Becoming_Adults_FR.pdf,"Justice-Involved Youth, Opportunities for Youth Review Protocol" "Veterans Homelessness Prevention Demonstration evaluation: Final report","Cunningham, M. K., Biess, J., Emam, D., & Burt., M. R. (2015). Veterans Homelessness Prevention Demonstration evaluation: Final report. Washington, DC: Urban Institute.",Veterans,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment Public benefits receipt-Low-Mixed impacts Public benefit receipt","Summary: The study examined the effect of the Veterans Homelessness Prevention Demonstration (VHPD) program on the employment, earnings, public benefit receipt, and education and training outcomes of veterans at risk of homelessness. The study uses a nonexperimental design to examine whether there were changes in veterans’ outcomes from before the program began to six months after the program ended using self-reported data directly from the veterans. The study found statistically significant positive relationships between the VHPD program and veterans’ employment and earnings six months after the program ended compared with before the program. The study found mixed relationships between the VHPD program and public benefit receipt: significantly fewer veterans in the study received several types of public benefits, such as Temporary Assistance for Needy Families (TANF) or the Supplemental Nutrition Assistance Program (SNAP). Significantly more veterans in the study, however, received Veterans Pension benefits after the program compared with before it. The quality of causal evidence presented in this report is low because the authors did not account for trends in outcomes before the intervention. This means we are not confident that the estimated effects are attributable to the VHPD program; other factors are likely to have contributed.","the Veterans Homelessness Prevention Demonstration (VHPD) program","Job search assistance and supportive services Other training and education","Low income, Veteran or military, Homeless",,"United States",2015,http://apps.urban.org/features/homeless-veterans/,"Employment and Training Review Protocol" "Evaluation of the social cash transfer pilot programme, Tigray region, Ethiopia-endline report","Berhane, G., Devereux, S., Hoddinott, J., Hoel, J., Roelen, K., Abay, K. Kimmel, M., Ledlie, N., & Woldu, T. (2015). Evaluation of the social cash transfer pilot programme, Tigray region, Ethiopia-endline report. New York, NY: UNICEF","Child Labor",,,"Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a conditional cash transfer program on child labor and school enrollment in two districts in Ethiopia (Abi Adi and Hintalo Wajirat). The study used a nonexperimental design to compare the outcomes of children who received the cash transfer to those who did not. Outcomes were measured using baseline and follow-up household surveys and analyzed using regression. The study found that the number of days that girls were engaged in household business (non-farm activities) significantly decreased in Abi Adi; no significant impacts were found for boys in Abi Adi or any children in the Hintalo Wajirat. The study also found that the rates of school enrollment significantly increased for girls aged 6-11 in Hintalo Wajirat; there were no significant impacts for boys in Hintalo Wajirat or any children in Abi Adi. 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 conditional cash transfer program and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2015,,"Child Labor Review Protocol" "Third party evaluation of the impact of the Health Professions Pathways (H2P) Consortium.","Bragg, D. D., Giani, M. S., Fox, H. L., Bishop, C., & Bridges, K. (2015). Third party evaluation of the impact of the Health Professions Pathways (H2P) Consortium. Champaign, IL: Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Health Professions Pathways (H2P) Consortium on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were in the H2P Consortium to a matched comparison group. The study found a statistically significant relationship between H2P participation and the likelihood to be employed and have higher wages in contrast to the comparison group. The quality of the causal evidence rating presented in this report is low because the authors used a cohort from a previous enrollment year for the comparison group presenting a confounding factor. This means we are not confident that the effects are attributable to the Health Professions Pathways (H2P) Consortium; other factors are likely to have contributed.","Health Professions Pathways (H2P) Consortium","Capacity building programs Community college education and other classroom training",Adult,,"United States",2015,https://occrl.illinois.edu/docs/librariesprovider4/h2p/impact.pdf,"Community College Review Protocol" "Evaluation of MoHealthWINS outcomes and impact","Cosgrove, J. J., Cosgrove, M. S., & Bragg, D. D. (2015). Evaluation of MoHealthWINS outcomes and impact. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/5125/SEPTEMBER%202015%20FINAL%20VERSION%20OF%20MHW%20OUTCOME%20IMPACT%20EVALUATION%20REPORT.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to assess the relationship between the MoHealthWINS program and education and employment outcomes. The study used a nonexperimental design, where the program participants were compared to a matched comparison group. Using college administrative data, state employment data, and employer data, the authors compared the program completion and employment rates between the treatment and comparison group. The study found a significant relationship between program participation and the likelihood to complete the program and be employed post-program completion. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention or include sufficient control variables. This means we are not confident that the estimated effects are attributable to MoHealthWINS program; other factors are likely to have contributed.",MoHealthWINS,"Capacity building programs Community college education and other classroom training","Adult, Unemployed, Low-skilled, Veteran or military",,"United States",2015,https://www.skillscommons.org/bitstream/handle/taaccct/5125/SEPTEMBER%202015%20…,"Community College Review Protocol" "You get what you pay for: Schooling incentives and child labor","Edmonds, E. V., & Shrestha, M. (2014). You get what you pay for: Schooling incentives and child labor. Journal of Development Economics, 111, 196-211. doi:10.1016/j.jdeveco.2014.09.005","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of financial schooling incentives (a scholarship and stipend) on school attendance and carpet weaving (a worst form of child labor) among youth ages 10-16 in Nepal. This summary focuses on the comparison between the stipend treatment group and the control group. The study was a randomized controlled trial (RCT) in which children were randomly assigned to receive one of two schooling incentives (a scholarship or stipend) or to participate in the control group that did not receive any incentives. Using administrative data from schools and survey data, the authors analyzed the impact of the treatment conditions on school attendance and child labor at the end of the school year and 16 months after the intervention ended. The study found that the stipend treatment group had significantly higher levels of school attendance and lower rates of carpet weaving than the control group at the end of the school year. 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 Schooling Incentives Project Stipend, and not to other factors.","Schooling Incentives Project","Child labor Tuition assistance","Other, Low income",,International,2014,https://www.sciencedirect.com/science/article/pii/S0304387814001047,"Child Labor Review Protocol" "The impact of the Kenya CT-OVC programme on children's activities","de Hoop, J., Ranzani, M., Rosati, F. C. (2014). The impact of the Kenya CT-OVC programme on children’s activities (Working Paper). Retrieved from http://www.ucw-project.org/attachment/The_impact_of_the_Kenya_CT-OVC20140423_144552.pdf","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The purpose of the study was to assess the impact of the Kenya Cash Transfer for Orphans and Vulnerable Children Program on child labor and school participation. The study used a randomized controlled trial to assess the intervention. Child outcomes were compared between the treatment and control group households, using data from follow-up surveys administered two years after the start of the intervention. The study found a 5 percent reduction in the proportion of children in the treatment group who were working in unpaid labor or conducting household chores compared to the control group. The quality of causal evidence presented in this report is low because randomization was compromised and the authors did not ensure that the groups being compared were similar before the intervention. This means that if there were significant effects, we would not be confident that they were attributable to Kenya CT-OVC; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2014,http://www.ucw-project.org/attachment/The_impact_of_the_Kenya_CT-OVC20140423_14…,"Child Labor Review Protocol" "An examination of the impact of accelerating community college students’ progression through developmental education","Hodara, M., & Jaggars, S. (2014). An examination of the impact of accelerating community college students’ progression through developmental education. Journal of Higher Education, 85(2), 246-276.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of accelerated developmental writing and math sequences on enrollment, persistence, and academic achievement outcomes at six City University of New York (CUNY) community colleges. At some colleges, students assigned to the lowest level of developmental writing or math were required to complete an accelerated sequence of only one or two developmental courses before moving to college-level courses, compared with the longer sequence of two or three courses required at other colleges. This nonexperimental study used regression analysis and propensity-score matching to estimate the impact of accelerated developmental writing and math sequences among students in need of developmental courses from 2001 to 2007. CUNY’s Office of Institutional Research provided students’ data. The study reported outcomes three years after students first enrolled in community college. The study found that students in the shorter math and writing sequences were more likely to enroll in and pass college-level math and writing. Students in the shorter writing sequence earned more credits, on average, within three years and were more likely to earn an associate’s or bachelor’s degree within five years than those in the longer writing sequence. Among students who enrolled in college English, however, those who had taken the shorter English sequence were 2.5 percentage points less likely to pass college English. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the accelerated developmental education program, but other factors might also have contributed.","Accelerated Developmental Education","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2014,,"Community College Review Protocol" "A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later","Weiss, M. J., Mayer, A., Cullinan, D., Ratledge, A., Sommo, C., & Diamond, J. (2014). A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study aimed to examine the impact of the Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree, actual completion of a degree, employment, and earnings. It measured impacts seven years after random assignment. Students in the Opening Doors learning communities took three linked courses during one semester and received tutoring and case management services. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in one of the learning communities, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on the background characteristics of students, student transcripts, degree attainment information from the National Student Clearinghouse, and employment and earnings information from Unemployment Insurance (UI) wage records in New York. The study found no significant impacts on the number of credits earned or attempted, completion of any college degree, or employment or earnings in the seventh year after random assignment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training","Adult, Low income",,"United States",2014,http://www.mdrc.org/sites/default/files/A_Random_Assignment_Evaluation_of_Learn…,"Community College Review Protocol" "Effects of cash transfers on child labor and schooling in Kenya","Owoko, S. A. (2014). Effects of cash transfers on child labor and schooling in Kenya (Unpublished master's thesis). Nairobi, Kenya: University of Nairobi.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The objective of the study was to assess the impact of Kenya’s Cash Transfer to the Orphaned and Vulnerable Children (CT-OVC) program on children’s participation in work and school. The study used a post-test only design to assess differences in school enrollment and work participation between 5-17 year-old children in the CT-OVC program and those who were not in the program. The study found that receipt of the cash transfer was significantly related to lower rates of child labor and higher rates of school enrollment. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to CT-OVC; other factors are likely to have contributed.","Kenya Cash Transfer for Orphans and Vulnerable Children Program (Kenya CT-OVC)","Child labor","Other barriers, Other",,International,2014,,"Child Labor Review Protocol" "You get what you pay for: Schooling incentives and child labor","Edmonds, E. V., & Shrestha, M. (2014). You get what you pay for: Schooling incentives and child labor. Journal of Development Economics, 111, 196-211. doi:10.1016/j.jdeveco.2014.09.005","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of financial schooling incentives (a scholarship and stipend) on school attendance and carpet weaving (a worst form of child labor) among youth ages 10-16 in Nepal. This summary focuses on the comparison between the scholarship treatment group and the control group. The study was a randomized controlled trial (RCT) in which children were randomly assigned to receive one of two schooling incentives (a scholarship or stipend) or to participate in the control group that did not receive any incentives. Using administrative data from schools and survey data, the authors analyzed the impact of the treatment conditions on school attendance and child labor at the end of the school year and 16 months after the intervention ended. The study found no statistically significant difference in rates of involvement in weaving carpets or the hours worked between the scholarship treatment and control groups. There was also no statistically significant difference in rates of school attendance or school enrollment between the two groups. 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 Schooling Incentives Project Scholarship, and not to other factors. However, the study did not find statistically significant effects.","Schooling Incentives Project","Child labor Tuition assistance","Other, Low income",,International,2014,https://www.sciencedirect.com/science/article/pii/S0304387814001047,"Child Labor Review Protocol" "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,"Opportunities for Youth Review Protocol" "An experimental evaluation of a nationally recognized employment-focused offender reentry program.","Farabee, D., Zhang, S. X., & Wright, B. (2014). An experimental evaluation of a nationally recognized employment-focused offender reentry program. Journal of Experimental Criminology, 10(3), 309–322.",Reentry,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study examined the impact of an employment-focused offender reentry program (STRIVE) operated in Southern California on the education, employment, and recidivism outcomes of a sample of people released from prison or jail between 2008 and 2011. Study members were randomly assigned to either receive STRIVE services (the treatment) or a list of other resources in the community, but not STRIVE services (the control). The primary data sources were interviews conducted at baseline and 12 months after random assignment and administrative recidivism data provided by the California Department of Justice. The study found no statistically significant relationships between STRIVE and education, employment, or recidivism 12 months after random assignment. The study also found no statistically significant relationship between STRIVE and recidivism two years after random assignment. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with fewer members of the control group participating in the study at follow-up than members of the STRIVE intervention group (thus, the study has high attrition). 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 would have been attributable to the STRIVE program if the study had found statistically significant effects.","the STRIVE program","Reentry Other training and education",Justice-involved,,"United States",2014,,"Employment and Training Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "The impact of ABS program participation on long-term GED attainment","Reder, S. (2014). The impact of ABS program participation on long-term GED attainment. Washington, DC: United States Department of Education, Office of Career, Technical and Adult Education.",Literacy,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Adult Basic Skills (ABS) training on GED attainment. The author used a nonexperimental design to compare the outcomes of adults who participated in various levels of ABS training to a matched comparison group who did not, over a ten-year time period. The study found that ABS participants had significantly higher rates of GED attainment than adults who did not participate in ABS training. The quality of causal evidence presented in this report is moderate because it is based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to Adult Basic Skills training, but other factors might also have contributed.",,"Basic skills","Adult, Other barriers, Low-skilled",,"United States",2014,https://lincs.ed.gov/publications/pdf/ABS_GED.pdf,"Employment and Training Review Protocol" "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,,"Opportunities for Youth Review Protocol" "Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College","Sommo, C., Boynton, M., Collado, H., Diamond, J., Gardenhire, A., Ratledge, A., . . . Weiss, M. J. (2014). Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Mathematics Access Performance Scholarship (MAPS) on completion of developmental and college-level math, credits attempted and earned, and retention at two Hillsborough Community College campuses in Florida (the Dale Mabry campus and the Brandon campus). Developmental math students were randomly assigned to the MAPS program or to the control group. College transcripts were used to assess outcomes. The study found that students in the treatment group attempted and earned more math credits and were more likely to complete Intermediate Algebra (a developmental math course). The quality of causal evidence provided in this study is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the MAPS program and not to other factors.","the Mathematics Access Performance Scholarship (MAPS)","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2014,http://test.mdrc.org/sites/default/files/PBS-HCC%202014%20Full%20Report.pdf,"Community College Review Protocol" "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…,"Opportunities for Youth Review Protocol" "The impact of Brazil's Bolsa Familia Program on school attendance, age-grade discrepancy, and child labor","de Lima Amaral, E. F., Goncalves, G. Q., & Weiss, C. (2014). The impact of Brazil's Bolsa Familia Program on school attendance, age-grade discrepancy, and child labor. Journal of Social Science for Policy Implications, 2, 101-125","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Unfavorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The purpose of the study was to examine the impact of the Brazilian conditional cash transfer program, Bolsa Familia, on child labor and school enrollment. The authors used a nonexperimental design to compare the outcomes of children ages 7 to 14 who resided in families who met the income threshold for the Bolsa Familia program compared with those who had not, based on data from the 2010 Brazilian Census. The study found that receipt of the cash transfer was significantly associated with an increase in school enrollment. However, receipt of the transfer was also associated with significantly higher rates of work. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to Bolsa Familia program; other factors are likely to have contributed.","Bolsa Familia","Child labor","Other, Low income",,International,2014,,"Child Labor Review Protocol" "Cash transfer programme, productive activities and labour supply: Evidence from a randomised experiment in Kenya","Asfaw, S., Davis, B., Dewbre, J., Handa, S., & Winters, P. (2014). Cash transfer programme, productive activities and labour supply: Evidence from a randomised experiment in Kenya. The Journal of Development Studies, 50(8), 1172-1196. doi: 10.1080/00220388.2014.919383","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of a monthly cash transfer program on household food consumption, resources, and work, including child labor. The study used survey data from a clustered randomized controlled trial. Households from seven districts in Kenya were randomly assigned to either the treatment or control group. Within those locations, 20 percent of the poorest households were recruited if they had one or more children 17 years old or younger who was an orphan or had a chronically ill parent or caregiver.  The study found a statistically significant relationship between the program and a reduction in farm labor for children ages 10-15. This relationship was significant for boys but not for girls. There was also a statistically significant relationship between the program and an increase in school enrollment for children ages 12-18. The quality of causal evidence presented in this report is low because it was based on a randomized controlled trial with high attrition and the authors did not demonstrate that groups were similar at baseline. This means we are not confident that the estimated effects are attributable to the Kenya Cash Transfer Programme for Orphans and Vulnerable Children; other factors are likely to have contributed.","Kenya Cash Transfer Programme for Orphans and Vulnerable Children (CT-OVC) Experiment","Child labor","Other barriers, Other, Low income",,International,2014,,"Child Labor Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "The role of intensive case management services in reentry: The northern Kentucky female offender reentry project","McDonald, D., & Arlinghaus, S. L. (2014). The role of intensive case management services in reentry: The northern Kentucky female offender reentry project. Women & Criminal Justice, 24(3), 229-251.",Reentry,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: This study examined the impact of the Northern Kentucky Female Offender Reentry Project’s intensive case management (ICM) services on releasees’ education, employment, and recidivism outcomes. Using program data and administrative data from state and county judicial databases, the study compared outcomes of the treatment group, which received ICM services pre-release (in prison) and post-release (in the community), with outcomes of the comparison group, which only received ICM services pre-release (in prison). The study found mixed results for education, employment, and recidivism. The authors did not conduct statistical significance tests. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Female Offender Reentry Project’s pre- and post- release ICM services; other factors are likely to have contributed.","Northern Kentucky Female Offender Reentry Project’s intensive case management (ICM) services","Other employment and reemployment Reentry","Justice-involved, Female",,"United States",2014,https://doi.org/10.1080/08974454.2014.909759,"Employment and Training Review Protocol" "You get what you pay for: Schooling incentives and child labor","Edmonds, E. V., & Shrestha, M. (2014). You get what you pay for: Schooling incentives and child labor. Journal of Development Economics, 111, 196-211. doi:10.1016/j.deveco.2014.09.005","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of financial schooling incentives (a scholarship and stipend) on school attendance and carpet weaving (a worst form of child labor) among youth ages 10-16 in Nepal. This summary focuses on the comparison between the scholarship treatment group and the stipend treatment group. The study was a randomized controlled trial (RCT) in which children were randomly assigned to receive one of two schooling incentives (a scholarship or stipend) or to participate in the control group that did not receive any incentives. Using administrative data from schools and survey data, the authors analyzed the impact of the treatment conditions on school attendance and child labor at the end of the school year and 16 months after the intervention ended. The study found that the stipend treatment group had significantly higher levels of school attendance than the scholarship treatment group at the end of the school year. However, the study found no statistically significant difference in rates of involvement in weaving carpets or the hours worked between the two groups. 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 Schooling Incentives Project, and not to other factors.","Schooling Incentives Project","Child labor Tuition assistance","Other, Low income",,International,2014,https://www.sciencedirect.com/science/article/pii/S0304387814001047,"Child Labor Review Protocol" "The impact of Oportunidades on school participation and child labour","Ranzani, M., & Rosati, F. (2014). The impact of Oportunidades on school participation and child labour. Rome, Italy: Understanding Children’s Work.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Mexico’s conditional cash transfer program (Oportunidades) on school attendance and participation in work for children ages 8 to 14 (during the time of the intervention). Using survey data from a randomized controlled trial, the authors analyzed the average program impact of the Oportunidades program on schooling and work for boys and girls using a statistical model. The study found that Oportunidades significantly increased school participation for boys and girls and significantly decreased participation in work for boys only. 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 Oportunidades, although other factors could also have contributed.",Oportunidades,"Child labor",Other,,International,2014,http://www.ucw-project.org/attachment/Oportunidades_school_part_child_labour_Ja…,"Child Labor Review Protocol" "Impact evaluation: Combating worst forms of child labor by reinforcing policy response and promoting sustainable livelihoods and educational opportunities in Egypt, 2011-2012","ICF International. (2013). Impact evaluation: Combating worst forms of child labor by reinforcing policy response and promoting sustainable livelihoods and educational opportunities in Egypt, 2011-2012. Calverton, MD: Author.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The purpose of the study was to examine the impact of Combating Worst Forms of Child Labor by Reinforcing Policy Response and Promoting Sustainable Livelihoods and Educational Opportunities in Egypt (CWCLP) on schooling and work for children ages 6 to 11 (at the time of the baseline survey). Using survey data from a randomized controlled trial, the authors analyzed the impact of the CWCLP program on schooling and work after approximately 12-16 months of implementation (the timing of implementation varied). When compared to control group children, the study found that CWCLP participating children spent significantly less time in economic activities and unpaid household services and significantly more time in school-related activities. Participating children also had significantly higher school enrollment and significantly higher school attendance than children in the control group. The quality of causal evidence presented in this report 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 are somewhat confident that the estimated effects are attributable to the CWCLP program, but other factors might also have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2013,,"Child Labor Review Protocol" "Early college, early success: Early college high school initiative impact study","Berger, A., Turk-Bicakci, L., Garet, M., Song, M., Knudson, J., Haxton, C., Zeiser, K., Hoshen, G., Ford, J., Stephan, J., Keating, K., & Cassidy, L. (2013). Early college, early success: Early college high school initiative impact study. Washington, DC: American Institutes for Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effect of Early Colleges, which exposed high school students to college classes, on students’ high school achievement, persistence, and graduation; college enrollment; and college degree attainment. The study compared outcomes for students who participated in the Early Colleges’ admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment. The study found that Early Colleges had positive and statistically significant effects on high school and college achievement. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to being offered admission in an Early College, and not to other factors.","Early Colleges",,"Other barriers",,"United States, Urban",2013,http://www.air.org/sites/default/files/downloads/report/ECHSI_Impact_Study_Repo…,"Community College Review Protocol" "The Engineering Admissions Partnership Program: A navigation strategy for community college students seeking a pathway into engineering","Laugerman, M., Shelley, M., Mickelson, S., & Rover, D. (2013). The Engineering Admissions Partnership Program: A navigation strategy for community college students seeking a pathway into engineering. International Journal of Engineering Education, 29(5), 1260-1269.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Engineering Admissions Partnership Program (E-APP) on retention rates of community college students who transferred to Iowa State University (ISU) to pursue an engineering degree. The intervention consisted of coordinated academic advising, peer mentoring, campus visits, and online social and professional networking. The study used student record data to examine outcomes for a treatment group of ISU students who participated in E-APP and a matched comparison group of ISU students who did not participate. The study found that E-APP had positive impacts on first-year retention rates at ISU. The quality of causal evidence presented in this report is low because the authors did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to E-APP. Other factors are likely to have contributed.","the Engineering Admission Partnership Program (E-APP)","Community college education and other classroom training",Adult,,"United States",2013,,"Community College Review Protocol" "Improving student outcomes via comprehensive supports: Three-year outcomes from CUNY’s Accelerated Study in Associate Programs (ASAP)","Kolenovic, Z., Linderman, D., & Karp, M. (2013). Improving student outcomes via comprehensive supports: Three-year outcomes from CUNY’s Accelerated Study in Associate Programs (ASAP). Community College Review, 41(4), 271-291.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerated Study in Associate Programs (ASAP) conducted by the City University of New York (CUNY) on retention, credit accrual, transfer, and degree attainment at six CUNY campuses. The authors used administrative data from the CUNY Office of Institutional Research and Assessment to match students who participated in ASAP with similar students who enrolled the previous year and did not participate in ASAP and compared their outcomes. The study found that ASAP students had higher one-year retention rates, were more likely to graduate within two or three years, and accrued more credits than comparison students. The quality of causal evidence presented in this report is low because the analysis compared students in different cohorts, and we cannot rule out the possibility that differences in outcomes between the two groups were due to other changes taking place at the same time that only affected one of the cohorts. This means we are not confident that the estimated effects are attributable to ASAP; other factors likely contributed.","the Accelerated Study in Associate Program (ASAP)","Community college education and other classroom training",Adult,,"United States",2013,,"Community College Review Protocol" "Teenage school attendance and cash transfers: An impact evaluation of PANES","Amarante, V., Ferrando, M., & Vigorito, A. (2013). Teenage school attendance and cash transfers: An impact evaluation of PANES. Economia, 61-93.","Child Labor","Study Type: Descriptive Analysis",,"Child labor-Low-No impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: This objective of this study was to examine the impact of a conditional cash transfer program, National Plan for Social Emergency Assistance (PANES), on child labor and school attendance for children 14-17 years old in Uruguay. The primary design was a regression discontinuity design (RDD) using households within a 2 percent range of the cutoff score. The authors also used a difference-in-differences (DID) approach. The study used administrative data collected before the launch of the program and household surveys implemented in two follow-up waves (at two months and 18 months after the program ended). The authors compared the differential effects of receiving the program on outcomes for those in the treatment group versus those in the comparison group. The study found no statistically significant relationships between the PANES program and child labor or schooling. The quality of causal evidence presented in this report under the DID design is low. The RDD does not receive a causal rating.","National Plan for Social Emergency Assistance (PANES)","Child labor","Other, Low income",,International,2013,https://www.researchgate.net/publication/265975653_Teenage_School_Attendance_an…,"Child Labor Review Protocol" "Perfectionism moderates stereotype threat effects on STEM majors’ academic performance","Rice, K., Lopez, F., Richardson, C., & Stinson, J. (2013). Perfectionism moderates stereotype threat effects on STEM majors’ academic performance. Journal of Counseling Psychology, 60(2), 287-293.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of “stereotype threat priming” on students’ grades in postsecondary science, technology, engineering, and mathematics (STEM) courses and on self-reported feelings of self-efficacy in science. The authors argued that women and racial minorities perform worse in certain fields, such as STEM, when they feel threatened by stereotypes implying that their gender or race makes them inferior to their male or white peers. For this study, the authors primed treatment students to think about their gender, race, and ethnicity before completing a survey to measure self-efficacy in science. This priming was intended to make feelings of stereotype threat more acute. The study randomly assigned students majoring in a STEM field to either the treatment group, which received stereotype threat priming before taking the survey, or the control group, which took the same survey but did not receive stereotype threat priming. The authors collected data from an author-generated online survey on feelings of self-efficacy and from academic records for course grades. The study found that the stereotype threat priming had no significant effects by gender when comparing outcomes for the treatment and control groups. The quality of causal evidence presented in this report is low because this is a randomized controlled trial with unknown attrition, and the authors did not control for background characteristics likely to affect the outcomes of interest. This means we are not confident that the estimated effects would have been attributable to stereotype threat priming; other factors are likely to have contributed.","the Evaluation of Stereotype Threat Priming","Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Other barriers, Female, STEM professional",,"United States",2013,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "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…,"Opportunities for Youth Review Protocol" "Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD","Edgecombe, N., Jaggers, S., Baker, E., & Bailey, T. (2013). Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD. Community College Research Center Report. New York: Teachers College, Columbia University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: This study’s objective was to examine the impact of the FastStart developmental math program on college persistence, credit accumulation, and course completion. This study used transcript data from students at the Community College of Denver to compare outcomes of students who chose to participate in the FastStart developmental math program with the outcomes of students who participated in the standard developmental math program. The study found that students in the FastStart program were significantly more likely than students in the comparison group to complete the highest-level developmental math course and to enroll in and complete a gatekeeper math class. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to FastStart, but other factors might also have contributed.","the FastStart Program","Community college education and other classroom training","Adult, Other barriers",,"United States",2013,http://files.eric.ed.gov/fulltext/ED539910.pdf,"Community College Review Protocol" "Enhancing GED instruction to prepare students for college and careers: Early success in LaGuardia Community College’s Bridge to Health and Business program","Martin, V. & Broadus, J. (2013). Enhancing GED instruction to prepare students for college and careers: Early success in LaGuardia Community College’s Bridge to Health and Business program. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of LaGuardia Community College’s general educational development (GED) Bridge to Health and Business program on GED completion, college enrollment, and college persistence. The study was a randomized controlled trial. Eligible students (369 in total) were randomly assigned to either the treatment group, which could participate in the GED Bridge program, or the control group, which could not participate in the GED Bridge program but could participate in a traditional GED preparation course. The study found that, compared with students randomly assigned to the traditional GED Prep course, those offered enrollment in the GED Bridge to Health and Business program were more likely to complete the GED course, pass the GED exam within a year, enroll in a City University of New York (CUNY) community college by the end of the study, and reenroll for a second semester at a CUNY community college by the end of the study. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the GED Bridge to Health and Business program, and not to other factors.","the GED Bridge to Health and Business Program","Basic skills Community college education and other classroom training","Adult, Other barriers, Low income",,"United States",2013,http://www.mdrc.org/sites/default/files/Enhancing_GED_Instruction_brief.pdf,"Community College Review Protocol" "Learning communities’ impact on student success in developmental English","Barnes, R., & Piland, W. (2013). Learning communities’ impact on student success in developmental English. Community College Journal of Research and Practice, 37(12), 954-965.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Mixed impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of learning communities (linked courses coupled with special services, such as in-course tutoring) on course passage rates for students enrolled in developmental English courses at an urban community college in Southern California. The authors used administrative data to compare outcomes of students enrolled in learning community developmental English courses with those of students enrolled in traditional developmental English courses in the same semesters.  The study found that students enrolled in the higher-level developmental English learning community, consisting of the linked courses English 051/056, were more likely to pass English 051 than their counterparts who took the course in the traditional format. Students enrolled in the lower-level developmental English learning community (English 042/043) were less likely to pass English 043 than their counterparts in the traditional version of the course. The quality of causal evidence provided in this study is low because the authors did not include sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to learning communities. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States, Urban",2013,,"Community College Review Protocol" "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…,"Disability Employment Policy Review Protocol" "Strategies to help low-wage workers advance: Implementation and final impacts of the Work Advancement and Support Center (WASC) demonstration. [Dayton—Move Up]","Miller, C., Tessler, B. L., & Van Dok, M. (2012). Strategies to help low-wage workers advance: Implementation and final impacts of the Work Advancement and Support Center (WASC) demonstration. New York: MDRC. [Dayton—Move Up]","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt Earnings and wages-Mod/high-Favorable impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of participation in Dayton—Move Up, a Work Advancement and Support Center (WASC), on participants’ earnings, employment, educational attainment, and benefit receipt. This study was a randomized controlled trial and used administrative data from the Ohio Department of Job and Family Services and the National Student Clearinghouse to measure outcomes. The authors used a 12-month follow-up survey with a random subset of participants to measure receipt of work supports and job characteristics. The study found that the treatment group was 6.4 percentage points more likely to obtain a license or certificate than the control group and 6.2 percentage points more likely to have ever received Food Stamps one year after the program began. 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 Dayton—Move Up and not to other factors.","Work Advancement and Support Center (WASC), Dayton—Move Up","Job search assistance and supportive services Other employment and reemployment Other training and education","Low income",,"United States",2012,http://www.mdrc.org/sites/default/files/full_627.pdf,"Employment and Training Review Protocol" "New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP)","Cho, S. W., Kopko, E., Jenkins, D., & Jaggars, S.S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). New York: Columbia University, Community College Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Community College of Baltimore County’s Accelerated Learning Program (ALP) on course progression, persistence, and completion outcomes. In this program, students who otherwise would have taken a developmental English course instead took English 101, as well as an eight-person companion course designed to help the students pass English 101. With student-level, college administrative data, the authors used regression models and propensity score matching to compare outcomes of ALP students to those of comparison students in traditional courses. The study found that ALP students were more likely than comparison students to attempt and complete college-level English courses, persist to the next year, and attempt and complete more credits. However, ALP students were less likely to earn a certificate degree than comparison students. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the ALP, but other factors might also have contributed.","the Accelerated Learning Program","Community college education and other classroom training","Adult, Other barriers",,"United States",2012,http://files.eric.ed.gov/fulltext/ED538995.pdf,"Community College Review Protocol" "Success of joint programs between junior and senior colleges","Krudysz, M., Walser, A., & Alting, A. (2012). Success of joint programs between junior and senior colleges. American Society for Engineering Education.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Joint/Dual (JD) program on retention and graduation rates for community college and undergraduate engineering students who were under-represented minorities and women. JD students received dual admission to a community college as well as a senior college, and transitioned into the upper division of the baccalaureate engineering program at the senior college upon successful completion of lower-division courses and degree requirements at the community college. This study used data from junior and senior colleges within a major urban university system to compare outcomes of a treatment group of JD program participants and a comparison group of transfers into the urban university system from other, nonparticipating community colleges. This study found that first- and second-year retention rates were higher for JD program participants than for transfers from other community colleges, but did not conduct statistical tests of these differences. The quality of causal evidence presented in this report is low because the authors did not include controls for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to the JD program. Other factors are likely to have contributed.","the Joint/Dual Program","Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Female, Other",,"Urban, United States",2012,https://www.asee.org/public/conferences/8/papers/3558/download,"Community College Review Protocol" "Effect of the Mchinji Social Cash Transfer Pilot Scheme on children's schooling, work and health outcomes: A multilevel study using experimental data","Luseno, W. K. (2012). Effect of the Mchinji Social Cash Transfer Pilot Scheme on children's schooling, work and health outcomes: A multilevel study using experimental data (Doctoral dissertation). University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. Retrieved from ProQuest Dissertations & Theses A&I (Accession No. 1240627043).","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Mixed impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The objective of the study was to examine the impact of the Mchinji Social Cash Transfer Pilot Scheme (SCTPS) on child labor and school outcomes.  The study was a randomized controlled trial conducted in the Mchinji district of Malawi. Within the district, eight villages were randomly assigned to either the treatment or control groups. Using survey data, the author compared the child labor and school outcomes of children ages 6-17 in households that received the cash transfer with those that did not receive the cash transfer. The study found that when compared to the control group, children in the Mchinji SCTPS program had significantly: 1) increased school enrollment; 2) fewer school absences; and 3) worked fewer hours outside of the home. An unexpected finding was that children participating in the Mchinji SCTPS also had significantly higher rates of domestic work when compared to children in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Mchinji Social Cash Transfer Pilot Scheme and not to other factors.","Mchinji Social Cash Transfer Pilot Scheme (SCTPS)","Child labor","Other barriers, Other, Low income",,International,2012,https://cdr.lib.unc.edu/indexablecontent/uuid:7052544c-df44-46b5-aa01-500991b72…,"Child Labor Review Protocol" "A study of the impact of a first-year experience initiative on first-year developmental education student success and persistence","Spencer, K. (2012). A study of the impact of a first-year experience initiative on first-year developmental education student success and persistence (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3542047)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Achieving the Dream learning community program on students’ retention and completion of developmental English and math courses at a community college in Michigan. The study used students’ records to compare outcomes of developmental education students who enrolled in the Achieving the Dream program to outcomes of those who took standard developmental courses. The study found no significant differences between the treatment and comparison groups in retention rates or in completion of English or math developmental courses. The quality of causal evidence presented in this study is low because the author did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to Achieving the Dream. Other factors are likely to have contributed.","Achieving the Dream","Community college education and other classroom training","Adult, Low income, Other",,"United States",2012,,"Community College Review Protocol" "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…,"Disability Employment Policy Review Protocol" "Poverty alleviation and child labor","Edmonds, E. V., & Schady, N. (2012). Poverty alleviation and child labor. American Economic Journal: Economic Policy, 4(4), 100-124.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The purpose of the study was to examine the impact of unconditional cash transfers on child labor, within the Bono de Desarrollo Humano (BDH) program. The study was a randomized controlled trial, where households within each local parish were randomly assigned to either the treatment group, who are eligible for the cash transfers, or the control group, who are not. The authors compared child labor and school enrollment outcomes, using a follow-up survey administered over a year after the program began. The study found that children were significantly less likely to participate in child labor and more likely to be enrolled in school if they were assigned to the treatment group than if they were assigned to the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Bono de Desarrollo Humano program, and not to other factors.","Bono de Desarrollo Humano (BDH) program","Child labor","Other, Low income",,International,2012,https://www.aeaweb.org/articles?id=10.1257/pol.4.4.100,"Child Labor Review Protocol" "Commencement day: Six-year effects of a freshman learning community program at Kingsborough Community College","Sommo, C., Mayer, A.K., Rudd, T., & Cullinan, D. (2012). Commencement day: Six-year effects of a freshman learning community program at Kingsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree and actual completion of a degree. Impacts were measured six years after random assignment. Students in the Opening Doors learning communities took three linked courses during one semester and were provided with tutoring and case management services. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in one of the learning communities, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree attainment information from the National Student Clearinghouse. The study found no significant impacts on the total number of semesters enrolled, total credits earned, percentage of participants who earned a degree, percentage of participants who earned a bachelor’s degree or higher or an associate’s degree, or the percentage of participants who ever enrolled in a four-year institution. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Opening Doors learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training",Adult,,"United States",2012,http://www.mdrc.org/sites/default/files/Commencement%20Day%20FR.pdf,"Community College Review Protocol" "Transformative graduate education programs: An analysis of impact on STEM and non-STEM Ph.D. completion","Kniola, D., Chang, M., & Olsen, D. (2012). Transformative graduate education programs: An analysis of impact on STEM and non-STEM Ph.D. completion. Higher Education, 63(4), 473–495. doi:10.1007/s10734-011-9453-8","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to determine whether universities participating in Transformative Graduate Education Programs (TGPs) conferred a greater number of science, technology, engineering, and mathematics (STEM) doctoral degrees, particularly to women and underrepresented candidates of color. The study also examined whether TGPs resulted in a greater number of non-STEM doctoral degrees, but that is not the focus of this review. The authors analyzed data from the Integrated Postsecondary Education Data System to estimate the impact of a university’s participation in one of seven TGPs during the 2003–2005 period, controlling for institutional characteristics. The study found that TGPs were associated with a higher number of doctoral degrees awarded in STEM fields to women across all institutions. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects are attributable to universities’ participation in TGPs. Other factors are likely to have contributed.","Transformative Graduate Education Programs (TGPs)","Science, Technology, Engineering, and Math (STEM) programs","Other barriers, Female, STEM professional",,"United States",2012,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention","Harackiewicz, J., Rozek, C., Hulleman, C., & Hyde, J. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of providing information to parents about the importance of STEM on their children’s decisions to enroll in advanced high school math and science courses. The study was based on a subsample of 188 students and their parents included in the Wisconsin Study of Families and Work (WSFW) 1990–1991 birth cohort. Students were randomly assigned at the end of 9th grade to either a treatment group that was given brochures and access to a website that promoted STEM at the beginning of 10th grade, or to the control group, to which no materials were provided. The authors measured STEM course enrollment using students’ self-reported responses to the WSFW surveys and the students’ high school transcripts. The study found that students in the treatment group took significantly more math and science classes than students in the control group (predicted means of 8.31 versus 7.50 semesters), but outcomes did not vary by gender. The quality of causal evidence provided in this study is high. This means we are confident that the estimated effects are attributable to the information provided to parents about the importance of STEM, and not to other factors.",,"Science, Technology, Engineering, and Math (STEM) programs Youth programs","Adult, Parent",,"United States",2012,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Are conditional cash transfers effective in urban areas? Evidence from Mexico","Behrman, J. R., Gallardo-Garcıa, J., Parker, S. W., Todd, P. E., & Velez-Grajales, V. (2012). Are conditional cash transfers effective in urban areas? Evidence from Mexico. Education Economics, 20(3), 233-259.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Mexico’s conditional cash transfer program (PROGRESA/Oportunidades) on school enrollment and employment in paid activities for children ages 6 to 18 in urban areas. The study used a nonexperimental design to evaluate schooling and work outcomes from PROGRESA/Oportunidades program 1 and 2 years after implementation in urban areas. The study found that PROGRESA/Oportunidades was significantly related to reduced labor rates for boys who were 12-14 in the first and second year, and girls ages 15 to 18 in the first year. The program was also significantly related to an increase in school enrollment for boys and girls. The quality of causal evidence presented in this study is low because the authors did not ensure that the groups were similar before program participation. This means we are not confident that the estimated effects are attributable to PROGRESA/Oportunidades; other factors are likely to have contributed.",PROGRESA/Oportunidades,"Child labor","Other, Low income",,"International, Urban",2012,,"Child Labor Review Protocol" "Learning communities for students in developmental English: Impact studies at Merced College and the Community College of Baltimore County","Weissman, E., Cullinan, D., Cerna, O., Safran, S., & Richman, P. (2012). Learning communities for students in developmental English: Impact studies at Merced College and the Community College of Baltimore County. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on academic progression among students in need of developmental English courses at Merced Community College in Merced, California, and the Community College of Baltimore County (CCBC), in Maryland. The study was a randomized controlled trial that compared outcomes of the treatment and control groups during the program semester and the subsequent semester. The primary data source was transcript data from the colleges. The study found that students assigned to the Learning Communities Demonstration at Merced attempted and earned more developmental English credits in the program semester than students in the control group. The study did not find any statistically significant impacts of the learning communities at CCBC. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012,http://files.eric.ed.gov/fulltext/ED529251.pdf,"Community College Review Protocol" "Strategies to help low-wage workers advance: Implementation and final impacts of the Work Advancement and Support Center (WASC) demonstration. [Academy for Career Advancement—Bridgeport]","Miller, C., Tessler B. L., & Van Dok, M. (2012). Strategies to help low-wage workers advance: Implementation and final impacts of the Work Advancement and Support Center (WASC) demonstration. New York: MDRC. [Academy for Career Advancement—Bridgeport]","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains Earnings and wages-Mod/high-Favorable impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of participation in the Academy for Career Advancement—Bridgeport, a Work Advancement and Support Center (WASC) on participants’ earnings, employment, educational attainment, and benefit receipt. This study was a randomized controlled trial and used administrative data from the Department of Labor, the Department of Social Services in Connecticut, and the National Student Clearinghouse to measure outcomes. The authors also used a 12-month follow-up survey with a random subset of participants to measure receipt of work supports and job characteristics. The study found that members of the treatment group were 3.9 percentage points less likely than the control group to have ever been employed in a Unemployment Insurance-covered job one year after the program began, and that members of the treatment group were 8.9 percentage points more likely to obtain a license or certificate one year after the program began than members 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 Academy for Career Advancement—Bridgeport and not to other factors.","Work Advancement and Support Center Demonstration, Academy for Career Advancement—Bridgeport","Job search assistance and supportive services Other employment and reemployment Other training and education Unemployment Insurance","Low income",,"United States",2012,http://www.mdrc.org/sites/default/files/full_627.pdf,"Employment and Training Review Protocol" "The efficacy of learning communities in assisting developmental students in achieving graduation and accumulation of credit hours in a southern metropolitan community college","Ashley, W. (2012). The efficacy of learning communities in assisting developmental students in achieving graduation and accumulation of credit hours in a southern metropolitan community college (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3522188)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on college credits earned and the completion of a college degree at Hinds Community College in Raymond, Mississippi. The study used school records to compare a treatment group of developmental education students who were living on campus and assigned to a learning community with a comparison group of students who lived off campus and did not participate in a learning community. The study found no significant differences in outcomes between the treatment and comparison groups. The quality of causal evidence presented in this report is low because the author did not control for preexisting differences between the treatment and comparison groups. This means we would not be confident that any estimated effects would be attributable to learning communities. However, the study found no statistically significant effects.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012,,"Community College Review Protocol" "Educational and child labour impacts of two food-for-education schemes: Evidence from a randomised trial in rural Burkina Faso","Kazianga, H., De Walque, D., & Alderman, H. (2012). Educational and child labour impacts of two food-for-education schemes: Evidence from a randomised trial in rural Burkina Faso. Journal of African Economies, 21(5), 723-760. doi:10.1093/jae/ejs010.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Compliance-Mod/high-Unfavorable impacts Compliance Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two food-for-education programs (a school meals program and a take home rations program) on education and labor outcomes for children. This summary focuses on the comparison between the school meals treatment group and the control group. The study was a randomized controlled trial (RCT) conducted in low-income villages in northern rural Burkina Faso, West Africa. Villages were randomly assigned to one of two treatment groups or a control group. Survey data were collected from randomly selected households located close to the schools in the villages. Outcomes were analyzed using difference-in-differences models. The study found that the school meals program significantly increased all labor (productive labor plus domestic labor/household chores) for boys enrolled at the time of survey. However, the study also found that the school meals program significantly increased school enrollment for all children. 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 school meals program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2012,https://doi.org/10.1093/jae/ejs010,"Child Labor Review Protocol" "Cash transfers and children's education and labour among Malawi's poor","Miller, C., & Tsoka, M. (2012). Cash transfers and children's education and labour among Malawi's poor. Development Policy Review, 30(4), 499-522. doi:10.1111/j.1467-7679.2012.00586.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The purpose of the study was to assess the effects of an unconditional cash transfer program, the Malawi Social Cash Transfer Scheme (SCTS), on child school participation and child labor. To assess the program’s effects, the authors used a randomized controlled trial in which villages were randomly assigned to the treatment group, which would receive the intervention, and the control group, which would not. Child labor was assessed using household surveys, and schooling outcomes were assessed using household surveys and school records. To understand the program’s impact on child school and work participation, the authors compared change in these outcomes over the first year of the program. The study found that children participating in the intervention had significantly greater decreases in school absences over one year, relative to the comparison group. In addition, over one year there was a significantly lower increase in the percent of both boys and girls who worked for income if they were in the intervention group rather than the comparison group. The quality of causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with high attrition, the treatment and control groups were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Malawi Social Cash Transfer Scheme, but other factors might also have contributed.","Malawi Social Cash Transfer Scheme","Child labor","Other barriers, Other, Low income",,International,2012,http://interactions.eldis.org/sites/interactions.eldis.org/files/database_sp/Ma…,"Child Labor Review Protocol" "Strategies to help low-wage workers advance: Implementation and final impacts of the Work Advancement and Support Center (WASC) demonstration. [San Diego—EARN!]","Miller, C., Tessler, B. L., & Van Dok, M. (2012). Strategies to help low-wage workers advance: Implementation and final impacts of the Work Advancement and Support Center (WASC) demonstration. New York: MDRC. [San Diego—EARN!]","Low-Income Adults","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 Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of participation in San Diego—EARN!, a Work Advancement and Support Center (WASC), on participants’ earnings, employment, educational attainment and benefit receipt. This study was a randomized controlled trial and used administrative data from the Employment Development Department in California, the San Diego County Health and Human Service Agency, and the National Student Clearinghouse to measure outcomes. The authors used a 12-month follow-up survey with a random subset of participants to measure receipt of work supports and job characteristics. The study found that members of the treatment group were 5.7 percentage points more likely than the control group to have ever received Food Stamps one year after the program began. The study also found that members of the treatment group received an average of $155 more in Food Stamps than the control group one year after the program began and an average of $320 more in Food Stamps than the control group three years after the program began. The quality of causal evidence presented in this report is high for outcomes measured with administrative data. This means we are confident that the estimated effects on these outcomes are attributable to San Diego—EARN! and not to other factors. However, outcomes measured with survey data receive a low causal evidence rating, meaning that we are not confident that the estimated effects are attributable to San Diego—EARN!; other factors may have contributed.","Work Advancement and Support Center Demonstration (WASC), San Diego—EARN!","Job search assistance and supportive services Other employment and reemployment Other training and education","Low income",,"United States, Urban",2012,http://www.mdrc.org/sites/default/files/full_627.pdf,"Employment and Training Review Protocol" "The impact of curricular learning communities on furthering the engagement and persistence of academically underprepared students at community colleges","McIntosh, J. (2012). The impact of curricular learning communities on furthering the engagement and persistence of academically underprepared students at community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI No. 3509985)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of basic skills curricular learning communities on the persistence of underprepared community college students at 13 community colleges in eight states. Curricular learning communities enroll cohorts of students in sets of two or three linked courses. The study used student survey and administrative enrollment data in a quasi-experimental design in which the treatment group enrolled in the basic skills curricular learning communities and the comparison group did not enroll in the learning communities but took other, similar courses. The study found that students enrolled in the basic skills curricular learning communities were 1.27 times more likely to be enrolled in a postsecondary educational institution in the year following program enrollment, compared with students not enrolled in learning communities. The quality of causal evidence presented in this report is low because the author did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to basic skills curricular learning communities. Other factors are likely to have contributed.","Basic Skills Curricular Learning Communities","Community college education and other classroom training","Adult, Other barriers",,"United States",2012,,"Community College Review Protocol" "Exploring the impact of learning communities at a community college: An effort to support students enrolled in a developmental math course (Doctoral dissertation)","VonHandorf, T. (2012). Exploring the impact of learning communities at a community college: An effort to support students enrolled in a developmental math course (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3504070)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a learning community consisting of linked courses (a developmental math course and a student success course) on students’ retention and persistence in community college. The author compared mean outcomes for students enrolled in the learning community (the treatment group) and students enrolled in the same nonlearning community developmental math course in previous semesters (the comparison group). The study used administrative data to measure retention in the developmental math course and persistence into the next semester. The study found no statistically significant differences in outcomes between the treatment and comparison groups. The quality of the causal evidence presented in this report is low because the author did not control for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to the learning community. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012,,"Community College Review Protocol" "Educational and child labour impacts of two food-for-education schemes: Evidence from a randomised trial in rural Burkina Faso","Kazianga, H., De Walque, D., & Alderman, H. (2012). Educational and child labour impacts of two food-for-education schemes: Evidence from a randomised trial in rural Burkina Faso. Journal of African Economies, 21(5), 723-760. doi:10.1093/jae/ejs010.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two food-for-education programs (a school meals program and a take home rations program) on education and labor outcomes for children. This summary focuses on the comparison between the take home rations treatment group and the control group. The study was a randomized controlled trial (RCT) conducted in low-income villages in northern rural Burkina Faso, West Africa. Villages were randomly assigned to one of two treatment groups or a control group. Survey data were collected from randomly selected households located close to the schools in the villages. Outcomes were analyzed using difference-in-differences models. The study found that the take home rations program significantly decreased productive labor for all children, with a larger decrease for girls than boys. For children enrolled in school at the time of the survey, the program significantly decreased productive labor for all children. The study also found that the take home rations program significantly increased school enrollment for all children. 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 take home rations program, and not to other factors.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2012,https://doi.org/10.1093/jae/ejs010,"Child Labor Review Protocol" "What can a multifaceted program do for community college students? Early results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students","Scrivener, S., Weiss, M., & Sommo, C. (2012). What can a multifaceted program do for community college students? Early results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerated Study in Associate Programs (ASAP) on full-time enrollment, credits attempted, and credits earned.  The study was a randomized controlled trial. Data sources included a baseline information form (BIF), which collected demographic and background characteristics and students’ records from the City University of New York (CUNY), including students’ transcripts and CUNY assessment test data. The study found that ASAP had significant impacts on full-time enrollment, credits attempted, and credits earned during the first, second, and third semesters following random assignment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to ASAP, and not to other factors.","the Accelerated Study in Associate Program (ASAP)","Basic skills Community college education and other classroom training","Adult, Other barriers, Low income",,"United States",2012,http://files.eric.ed.gov/fulltext/ED532840.pdf,"Community College Review Protocol" "From protection to production: Productive impacts of the Malawi Social Cash Transfer scheme","Covarrubias, K., Davis, B. & Winters, P. (2012). From protection to production: Productive impacts of the Malawi Social Cash Transfer scheme, Journal of Development Effectiveness, 4(1), 50-77.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to assess the impact of the Malawi Social Cash Transfer Scheme (SCTS) on household work activities, including child labor. The study used household survey data from a randomized controlled trial. Due to pre-existing baseline differences between the original treatment and control groups, the authors used a matched comparison group design to compare child schooling and labor outcomes between children in the treatment group and those in the control group. The study found that the SCTS program significantly decreased the proportion of children in paid domestic work outside of the household and the proportion of children pulled from school to work for food or money. The quality of causal evidence presented in this report is moderate because there was compromised randomization but the authors ensured that the groups being compared were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Malawi Social Cash Transfer Scheme (SCTS); however, other factors might have also contributed.","Malawi Social Cash Transfer Scheme","Child labor","Other, Low income",,International,2012,http://www.fao.org/fileadmin/user_upload/p2p/Publications/MalawiSCT_ProductiveI…,"Child Labor Review Protocol" "The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges","Visher, M., Weiss, M., Weissman, E., Rudd, T., & Wathington, H. (2012). The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of developmental education learning communities at six community colleges across the United States on enrollment, credits attempted, and credits earned over the program semester and two follow-up semesters. Students in the learning communities took a developmental course that was linked to either a college-level course or a student success course, depending on the specific school, during one semester. One community college also provided students in the learning communities with tutoring and case management services. The study pooled data from six randomized controlled trials, in which eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in the learning community program, or the control group, which could not participate in the learning community program. The primary data sources were a baseline survey on background characteristics and student transcripts. The study found that the treatment group had significantly higher full-time registration rates and earned significantly more total cumulative credits during the program semester than the control group, but these differences were not significant in the two follow-up semesters. In addition, the study found no significant impacts on course enrollment rates or total cumulative credits attempted in the program semester or the two follow-up semesters. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the learning communities, and not to other factors.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2012,http://www.mdrc.org/sites/default/files/LC%20A%20Synthesis%20of%20Findings%20FR…,"Community College Review Protocol" "Bridging the gap: An impact study of eight developmental summer bridge programs in Texas","Barnett, E. A., Bork, R. H., Mayer, A. K., Pretlow, J., Wathington, H. D., & Weiss, M. J. (2012). Bridging the gap: An impact study of eight developmental summer bridge programs in Texas. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study's objective was to assess the impact of developmental summer bridge programs on college-level course completion, academic persistence, and the number of credits attempted and earned. The study was a randomized controlled trial conducted across eight colleges in Texas. Eligible students were randomly assigned to either the treatment or control groups. The authors conducted statistical models to examine differences in outcomes between the groups over two years. The study found that students in the summer bridge program earned significantly fewer credits for developmental courses than students in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the developmental summer bridge programs, and not to other factors.","Developmental Summer Bridge Programs","Employment and Training Services Training and Education Basic skills Community college education and other classroom training Mentoring",Adult,,"United States",2012,https://ccrc.tc.columbia.edu/publications/bridging-gap-impact-developmental-sum…,"Community College Review Protocol" "Estimated impacts for participants in the Trade Adjustment Assistance (TAA) program under the 2002 amendments.","Schochet, P.Z., D’Amico, R., Berk, J., Dolfin, S., & Wozny, N. (2012). Estimated impacts for participants in the Trade Adjustment Assistance (TAA) program under the 2002 amendments. Princeton, NJ: Mathematica Policy Research.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-Unfavorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-Unfavorable impacts Employment Public benefits receipt-Mod/high-Unfavorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Trade Adjustment Assistance (TAA) Program on education and training, employment, earnings, and public benefit receipt. The study used a nonexperimental method to match those who took part in the TAA Program to a similar group of nonparticipants. The authors used data from telephone surveys and administrative records to compare education, employment, earnings, and public benefits receipt outcomes across the groups. The study found that education and training programs completion and educational attainment were higher among TAA participants than similar nonparticipants. Employment, earnings, and receipt of cash assistance were lower for TAA participants than for similar nonparticipants, and a larger percentage of TAA participants than nonparticipants received Unemployment Insurance (UI) benefits and food stamps. The quality of causal evidence presented in this study is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to TAA, but other factors might also have contributed.","the Trade Adjustment Assistance (TAA) Program","Job search assistance and supportive services Other training and education","Dislocated or displaced worker",,"United States",2012,https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&…,"Review Protocol" "Same bureaucracy, different outcomes in human capital? How indigenous and rural non-indigenous areas in Panama responded to the CCT","Arriaz, I., & Rozo, S. (2011). Same bureaucracy, different outcomes in human capital? How indigenous and rural non-indigenous areas in Panama responded to the CCT. Inter-American Development Bank, Office of Evaluation & Oversight.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Red de Oportunidades (RdO), a conditional cash transfer program in Panama, on child labor and school enrollment. The authors used cross-sectional data to compare the treatment group to the comparison group on several outcomes, including child labor (if the child worked in the previous week) and school enrollment (if the child was enrolled in formal schooling). In the analyses for rural areas, the study found that the receipt of the RdO was significantly associated with a decrease in child labor by 6.2 percentage points and an increase in school enrollment by 8.8 percentage points. In the analyses for the indigenous areas, the receipt of RdO was significantly associated with an increase in school enrollment by 6.3 percentage points, but not related to child labor. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Red de Oportunidades (RdO) program; other factors are likely to have contributed.","Red de Oportunidades (RdO)","Child labor","Other, Low income",,"International, Rural",2011,https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1847124,"Child Labor Review Protocol" "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,"Opportunities for Youth Review Protocol" "Three essays on investments in children's human capital","Bustelo, M. (2011). Three essays on investments in children's human capital (Doctoral dissertation). Retrieved from https://core.ac.uk/download/pdf/4837518.pdf","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a Nicaraguan conditional cash transfer program, Red de Proteccion Social (RPS), on child work participation and school enrollment. The study was a randomized controlled trial that took place in Nicaragua. Data were obtained from a baseline and two follow-up surveys administered to treatment and control group households. The study found that the RPS program significantly increased school enrollment for targeted children by 18% in the first year post-intervention and 14% in the second year post-intervention. The study found no statistically significant relationships between RPS and work participation for targeted children. The quality of the causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with unknown attrition, the author 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 Red de Proteccion Social, although other factors could also have contributed.","Red de Protección Social (RPS)","Child labor",Other,,International,2011,https://www.ideals.illinois.edu/bitstream/handle/2142/29654/Bustelo_Monserrat.p…,"Child Labor Review Protocol" "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,"Opportunities for Youth Review Protocol" "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…,"Disability Employment Policy Review Protocol" "Do conditional cash transfers for schooling generate lasting benefits? A five-year followup of PROGRESA/Oportunidades","Behrman, J. R., Parker, S. W., & Todd, P. E. (2011). Do conditional cash transfers for schooling generate lasting benefits? A five-year followup of PROGRESA/Oportunidades. Journal of Human Resources, 46(1), 93-122. doi:10.3368/jhr.46.1.93","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Child labor-Low-Favorable impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Mexico’s conditional cash transfer program (PROGRESA/Oportunidades) on long-term schooling and work for children ages 9 to 15 (during the time of the intervention). Using survey data from a randomized controlled trial, the authors analyzed the impact of the PROGRESA/Oportunidades program on schooling and work 18-months after implementation. The authors also used a nonexperimental design to evaluate schooling and work outcomes five-and-a-half years post-implementation. The study found that 18 months of program exposure significantly increased the school grade completion by 2.4 percent for boys and 2.7 percent for girls. The 18-month program exposure significantly decreased participation in work by 4.1 percent for boys but had no significant effect for girls. The study found a statistically significant relationship between the program and increased school grade completion five-and-a-half years post-implementation for all groups except for girls aged 17-19. It also found a statistically significant relationship between the program and a reduction in child labor for boys aged 15-16 in 2003 but did not find a significant relationship between the program for girls or for any other age groups of boys. The quality of causal evidence presented in this report is high for short-term outcomes (18 months) because they are based on a well-implemented randomized controlled trial but low for longer-term outcomes (five-and-a-half years) because the authors did not account for the outcomes of schooling and work at baseline.",PROGRESA/Oportunidades,"Child labor","Other, Low income",,International,2011,https://www.mcgill.ca/isid/files/isid/behrman_et_al_2011.pdf,"Child Labor Review Protocol" "A two-generational child-focused program enhanced with employment services: Eighteen-month impacts from the Kansas and Missouri sites of the enhanced services for the Hard-to-Employ Demonstration and Evaluation project","Hsueh, J., Jacobs, E., & Farrell, M. (2011). A two-generational child-focused program enhanced with employment services: Eighteen-month impacts from the Kansas and Missouri sites of the enhanced services for the Hard-to-Employ Demonstration and Evaluation project. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Low-No 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 Enhanced Early Head Start (EHS) participation on employment, earnings, public assistance receipt, and education for low-income families with young children. The study used a randomized controlled trial design, assigning eligible families to either the Enhanced EHS program or existing services. To estimate the program’s impacts, the authors used administrative employment and earnings data, as well as an 18-month follow-up survey emphasizing respondents’ employment, income, and other outcomes. Outcomes were adjusted for characteristics before random assignment. The study did not find any statistically significant effects on employment, earnings, public assistance receipt, or education. 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 Enhanced EHS services and not to other factors. However, the study did not find statistically significant effects.","Enhanced Early Head Start (EHS)","Other employment and reemployment Other training and education","Low income, Parent",,"United States",2011,http://www.acf.hhs.gov/sites/default/files/opre/two_generational.pdf,"Employment and Training Review Protocol" "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,,"Opportunities for Youth Review Protocol" "Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program","Weiss, M., Brock, T., Sommo, C., Rudd, T., & Turner, M.C. (2011). Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the two-semester Enhanced Opening Doors program at Chaffey Community College near Los Angeles, California. Students in the Enhanced Opening Doors program took a college success course that covered personal goals, study skills, and college rules; students also had to attend a student success center for tutoring sessions. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was required to participate in the Enhanced Opening Doors program, or the control group, which was not required to participate in the program. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree-attainment information from the National Student Clearinghouse. The study reported outcomes for the four years following random assignment. The study found that in any of the follow-up years and cumulatively from the first through fourth follow-up years, the program did not have a significant impact on the number of semesters enrolled in college, the number of cumulative credits earned, enrollment in a four-year college, or earning a degree or certificate. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Enhanced Opening Doors program, and not to other factors.","the Enhanced Opening Doors Program at Chaffey Community College","Community college education and other classroom training","Adult, Other barriers",,"United States",2011,http://www.mdrc.org/sites/default/files/full_506.pdf,"Community College Review Protocol" "The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring","Bettinger, E., & Baker, R., (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. Stanford, CA: Stanford University School of Education.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to evaluate the impact of InsideTrack student coaching on students’ persistence in college and degree completion. The study was a randomized controlled trial carried out with 17 different student cohorts from eight participating colleges, universities, and technical schools. For this review, CLEAR distinguished between sites with a 50/50 probability of assignment to coaching and sites with other probabilities of assignment. The authors assessed the program’s impact on retention rates using academic records for all students who participated in the study. The study found that on average, both in sites with a 50/50 probability of assignment and all sites combined, students participating in InsideTrack demonstrated increased persistence compared with control group students receiving only the regular suite of career or academic support services. The quality of causal evidence presented in this report for sites with a 50/50 probability of assignment is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects for these sites are attributable to InsideTrack and not to other factors. The quality of causal evidence presented in this report for all sites combined is low because randomization was compromised and the analysis did not include sufficient controls. This means we are not confident that the estimated effects for the full sample are attributable to InsideTrack. Other factors are likely to have contributed.","InsideTrack Student Coaching","Other training and education",Adult,,"United States",2011,https://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf,"Review Protocol" "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…,"Disability Employment Policy Review Protocol" "Breaking new ground: An impact study of career-focused learning communities at Kingsborough Community Colleges","Visher, M., & Teres, J. (2011). Breaking new ground: An impact study of career-focused learning communities at Kingsborough Community Colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of career-focused learning communities at Kingsborough Community College in New York on progress toward and completing a degree. Students with eight declared majors could participate in a career-focused learning community, which involved enrolling in three linked courses during a semester: two required courses for the student’s major and an integrative seminar designed to reinforce the two required courses and raise awareness of career options.  The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in one of the learning communities, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on background characteristics of students and student transcripts. The study found no significant impacts on registration in any course, number of semesters registered, credits earned or attempted, the proportion of students who passed or withdrew from all classes, grade point average (GPA), or graduation rate in either the semester of program implementation or the first post-program semester. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the learning communities, and not to other factors.","Career-Focused Learning Communities at Kingsborough Community College","Community college education and other classroom training",Adult,,"United States",2011,http://www.mdrc.org/sites/default/files/full_30.pdf,"Community College Review Protocol" "Schooling and the Vietnam-era GI bill: Evidence from the draft lottery","Angrist, J. D., & Chen, S. H. (2011). Schooling and the Vietnam-era GI bill: Evidence from the draft lottery. American Economic Journal: Applied Economics, 3(2), 96-118.",Veterans,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the G.I. Bill on education, employment, earnings. The authors used a nonexperimental comparison group analysis to estimate the impact of the Vietnam-era G.I. Bill on outcomes. The approach compared the outcomes of Vietnam-era veterans and non-veterans in 1999 using the 1-in-6 long form sample of the 2000 U.S. Census. The authors found that, compared with White male non-veterans, Vietnam-era White male veterans eligible for the draft and the G.I. Bill had significantly more years of schooling and were significantly more likely to have earned secondary and postsecondary degrees. The study found no statistically significant relationships between veteran status and employment or earnings. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the G.I. Bill and not to other factors.","the WWII G.I. Bill","Veterans' reemployment Community college education and other classroom training","Veteran or military",,"United States",2011,https://www.aeaweb.org/articles?id=10.1257/app.3.2.96,"Employment and Training Review Protocol" "Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges","Weissman, E., Butcher, K. Schneider, E., Teres, J., Collado, H., Greenberg, D., & Welbeck, R. (2011). Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges. New York: National Center for Postsecondary Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on academic progression, persistence, and credit accumulation among students in need of developmental math courses at Queensborough and Houston Community Colleges. This study was a randomized controlled trial that compared the course passage rates, registration rates, and number of credits earned for the treatment and control groups during the program semester and one (Houston) or two (Queensborough) post-program semesters. The primary data source was transcript data from the colleges. The study found that at Queensborough, learning community students were significantly more likely than control group students to pass developmental math in the program semester and the second math class in their sequence during the next semester. At Houston, students in the treatment group were significantly more likely than control group students to pass any developmental math course in the program or first post-program semester.  The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration at Queensborough Community College and at Houston Community College, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2011,http://files.eric.ed.gov/fulltext/ED516646.pdf,"Community College Review Protocol" "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,"Opportunities for Youth Review Protocol" "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…,"Disability Employment Policy Review Protocol" "Long-term findings from an experimental evaluation of three service delivery models.","Perez-Johnson, I., Moore, Q., & Santillano, R. (2011). Long-term findings from an experimental evaluation of three service delivery models. Series: ETAOP 2012-06. Washington, DC: Employment and Training Administration, U.S. Department of Labor.","Low-Income Adults","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 Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of individual training account (ITA) programs on employment, earnings, education and training, and benefit receipt. The authors conducted a randomized controlled trial. They used Unemployment Insurance (UI) records of the full sample and a follow-up survey conducted on average seven years after random assignment for a random subsample of the full sample (4,800 of 7,920) to determine education and training, employment, and earnings outcomes. The study found that a significantly higher percentage of the maximum customer choice group (59 percent) had earned a certificate or degree from a training program within 3 years of random assignment compared with the guided customer choice group (53 percent). 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 ITA models, and not to other factors.","The Individual Training Accounts (ITA) models","Other employment and reemployment Other training and education Unemployment Insurance","Low income, Dislocated or displaced worker",,"United States",2011,https://wdr.doleta.gov/research/FullText_Documents/ETAOP_2012_06.pdf,"Employment and Training Review Protocol" "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,,"Opportunities for Youth Review Protocol" "Program Keluarga Harapan: Main findings from the impact evaluation of Indonesia’s pilot household conditional cash transfer program","World Bank. (2011). Program Keluarga Harapan: Main findings from the impact evaluation of Indonesia’s pilot household conditional cash transfer program. Retrieved from http://documents.worldbank.org/curated/en/589171468266179965/Program-Keluarga-Harapan-impact-evaluation-of-Indonesias-Pilot-Household-Conditional-Cash-Transfer-Program","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Unfavorable impacts Child labor Education and skills gains-Mod/high-Mixed impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a conditional cash transfer program, Program Keluarga Harapan (PKH), on child school and work participation. The study was a randomized controlled trial (RCT) that compared outcomes between the treatment and control groups using household surveys conducted before and two years after initial program implementation. The study found a significant increase in time spent working in family enterprises for children 13-15 and children 7-12 in the treatment group compared to the control group. The study found that relative to the control group, children aged 13-15 who participated in the program had significantly larger increases in the hours attending school two years after program implementation began. However, school enrollment rates significantly decreased for children aged 7-12 who participated in the program. The quality of causal evidence presented in this report is moderate because randomization was compromised but the authors ensured that the groups being compared were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to Program Keluarga Harapan, but other factors might also have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2011,http://documents.worldbank.org/curated/en/589171468266179965/Program-Keluarga-H…,"Child Labor Review Protocol" "Impact of learning communities in developmental English on community college student retention and persistence","Barnes, R., & Piland, W. (2010). Impact of learning communities in developmental English on community college student retention and persistence. Journal of College Student Retention: Research, Theory, & Practice, 12(1), 7-24.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: This study’s objective was to evaluate the effectiveness of learning communities as an alternative pedagogical format for students enrolled in developmental reading and English composition courses at an urban community college. The authors employed a quasi-experimental design to compare average retention and persistence rates of students enrolled in learning community developmental English courses with those of students enrolled in traditional developmental English courses in the same semester. The study found that retention rates were higher for students who enrolled in learning community developmental courses compared with their counterparts who took the same courses but in the traditional format. Furthermore, for the four semesters studied, learning community students were more likely to enroll in courses the following semester than were students who were not enrolled in learning communities.  The quality of causal evidence provided in this study is low because authors did not use sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to the learning communities. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States, Urban",2010,,"Community College Review Protocol" "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…,"Employment and Training Review Protocol" "The impact of conditional cash transfer program on human capital formation in Brazil","Helfand, S.M., & Souza, A.P. (2010). The impact of conditional cash transfer program on human capital formation in Brazil. University of California, Riverside, CA: Sao Paulo School of Economics.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to analyze the impact of Brazil’s Bolsa Escola program on school enrollment, school progression, and child labor for children ages 6 to 15 in rural areas. Using data from the 2001 and 2003 Brazilian Census, the authors used a structural model to examine the average program impact of the Bolsa Escola program. The study found that the Bolsa Escola program was significantly associated with an increase in school enrollment and school progression. However, the study did not find a statistically significant relationship between program participation and child labor. The quality of causal evidence presented in the study is low because the authors did not control for pre-intervention outcomes. This means we are not confident that the estimated effects are attributable to the Bolsa Escola program; other factors are likely to have contributed.","Bolsa Escola","Child labor","Other, Low income",,International,2010,,"Child Labor Review Protocol" "Microenterprise options for people with intellectual and developmental disabilities: An outcome evaluation.","Conroy, J., Ferris, C., & Irvine, R. (2010). Microenterprise options for people with intellectual and developmental disabilities: An outcome evaluation. Journal of Policy and Practice in Intellectual Disabilities, 7(4), 269-277.","Entrepreneurship and Self-Employment","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-No impacts Education and skills gains Employment-Low-Mixed impacts Employment","Summary: The study’s objective was to examine the impact of a microenterprise intervention from Network180, an agency serving people with intellectual and developmental disabilities, on employment, earnings, and education of 27 people with disabilities. The study defined microenterprise as a very small business, employing 10 or fewer people, with start-up costs less than $500. As part of the intervention, vocational staff at Network180 provided information about microenterprises to people already receiving services at Network180. Staff supported those interested in microenterprises with tasks such as small business loans and talking to community stakeholders. The authors used a pre-post design, collecting survey data measuring hours worked and earnings from several types of employment, as well as the number of hours spent on educational activities, before and after participation in the intervention. Data were collected at one point in time; respondents were asked to estimate pre-intervention data from memory. The authors summed the reported outcomes for all 27 participants and performed statistical tests on the totals rather than the means of each outcome. The study found that hours spent per week engaged in self-employment, as well as earnings from self-employment, were significantly higher after the intervention than before it. In contrast, earnings and weekly hours spent in sheltered or workshop employment decreased significantly after the intervention, compared with before it. There were no significant differences before or after the intervention on hours spent on educational activities.","Network180 microenterprise intervention","Other training and education",Disability,"Small business","United States",2010,,"Employment and Training Review Protocol" "Productive safety net program and children’s time use between work and schooling in Ethiopia","Woldehanna T. (2010). Productive safety net program and children’s time use between work and schooling in Ethiopia. In J. Cockburn & J. Kabubo-Mariara (Eds.). Child Welfare in Developing Countries (pp. 157-209). New York, NY: Springer.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Public Work Program (PWP) on child labor and schooling outcomes in rural Ethiopia. The study used a matched-comparison group design. Using data from a household survey, the author compared time spent in child labor and schooling among PWP participants and non-participants. The study found that participation in PWP was significantly associated with a lower amount of time spent on child care and household chores. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Public Work Program; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2010,https://rd.springer.com/chapter/10.1007/978-1-4419-6275-1_6,"Child Labor Review Protocol" "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,"Opportunities for Youth Review Protocol" "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…,"Employment and Training Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Toward reduced poverty across generations: Early findings from New York City’s conditional cash transfer program","Riccio, J., Dechausay, N., Greenberg, D., Miller, C., Rucks, Z., and Verma, N. (2010). Toward reduced poverty across generations: Early findings from New York City’s conditional cash transfer program. New York: MDRC.","Low-Income Adults","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 Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of Family Rewards, an experimental privately funded conditional cash transfer program in New York City, on earnings, employment, public benefits receipt, and education. The study was based on a randomized controlled trial and estimated the effect of the Family Rewards program on low-income families. The authors used New York City and New York State administrative data to compare average outcomes among those offered access to the program against the average outcomes of those excluded, after adjusting for chance initial differences between the groups. The study found that, on average, the Family Rewards program decreased the likelihood of ever being employed at a job covered by unemployment insurance (UI) in the first year. However, the Family Rewards program increased the likelihood of being employed at a job not covered by UI after 18 months, total monthly income after 18 months, and the likelihood that adult recipients had received an associate’s degree after 18 months. 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 Family Rewards program, and not to other factors.","the Family Rewards Program","Other employment and reemployment Other training and education Unemployment Insurance","Unemployed, Low income, Parent",,"United States",2010,http://www.mdrc.org/sites/default/files/FamRewards2010ONYC%20FULL%20Report%20RE…,"Employment and Training Review Protocol" "Washington State’s Integrated Basic Education and Skills Training Program (I-BEST): New evidence of effectiveness","Zeidenberg, M., Cho, S., & Jenkins, D. (2010). Washington State’s Integrated Basic Education and Skills Training Program (I-BEST): New evidence of effectiveness. New York: Community College Research Center, Columbia University.","Apprenticeship and Work-Based Training","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impacts of the Integrated Basic Education and Skills Training (I-BEST) program on educational attainment and wage outcomes. The authors used statistical methods to compare students in the treatment group with students in the comparison group who had attended basic skills courses other than I-BEST, using data from the 2006–2007 and 2007–2008 school years. The study found that I-BEST students were more likely to earn an educational award (that is, a certificate or degree). The authors noted that most awards earned by basic skills students are certificates. The study found no statistically significant differences between I-BEST students and the comparison students on wages earned. The quality of causal evidence presented in this report for educational attainment is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that any estimated effects are attributable to I-BEST, but other factors might also have contributed. For wage outcomes, the quality of casual evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to I-BEST; other factors are likely to have contributed.","Integrated Basic Education and Skills Training (I-BEST)","Community college education and other classroom training",Low-skilled,,"United States",2010,https://ccrc.tc.columbia.edu/publications/i-best-new-evidence.html,"Employment and Training Review Protocol" "Productive safety net program and children’s time use between work and schooling in Ethiopia","Woldehanna T. (2010). Productive safety net program and children’s time use between work and schooling in Ethiopia. In J. Cockburn & J. Kabubo-Mariara (Eds.). Child Welfare in Developing Countries (pp. 157-209). New York, NY: Springer.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Direct Support Program (DSP) on child labor and schooling outcomes in Ethiopia. The study used a matched-comparison group design. Using data from a household survey, the author compared time spent in child labor and schooling among DSP participants and non-participants. The study found that participation in the DSP was significantly associated with a lower amount of total time spent in work outside home, time spent in unpaid work outside the home and a composite measure of total work (paid and unpaid outside the home plus child care and household chores). The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Direct Support Program; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2010,https://rd.springer.com/chapter/10.1007/978-1-4419-6275-1_6,"Child Labor Review Protocol" "Learning communities for students in developmental reading: An impact study at Hillsborough Community College","Weiss, M., Visher, M., & Wathington, M. (2010). Learning communities for students in developmental reading: An impact study at Hillsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on credits earned, persistence, and course completion among students in need of developmental reading courses at Hillsborough Community College. This study was a randomized controlled trial that used student transcript data to compare the outcomes of treatment and control groups in the program semester and two subsequent semesters. The study found that students assigned to the learning community treatment group were more likely to enroll in and complete a college success course in the program semester than those in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Learning Communities Demonstration at Hillsborough Community College, and not to other factors.","the Learning Communities Demonstration","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2010,http://files.eric.ed.gov/fulltext/ED510961.pdf,"Community College Review Protocol" "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,,"Opportunities for Youth Review Protocol" "Child education and work choices in the presence of a conditional cash transfer programme in rural Colombia","Attanasio, O., Fitzsimons, E., Gomez, A., Gutierrez, M. I., Meghir, C., & Mesnard, A. (2010). Child education and work choices in the presence of a conditional cash transfer programme in rural Colombia. Economic Development and Cultural Change, 58(2), 181-210. doi:10.1086/648188.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The objective of this study was to examine the impact of the conditional cash transfer program, Familias en Acción, on children’s work and school participation in Columbia. The study used a nonexperimental design to compare labor and schooling outcomes of children who received the conditional cash transfer with a comparison group of children who did not, based on data from a survey. The study found that receipt of the cash transfer was significantly associated with a decrease in the likelihood of participating in domestic work for urban children aged 10 to 17, a decrease in the hours spent in income-generating work for urban children aged 14 to 17, and a decrease in the hours spent in domestic work for all but rural children aged 14 to 17. Receipt of the cash transfer was also significantly related to an increase in the hours spent in school for all children in urban and rural areas. The quality of causal evidence presented in the study is low because the authors did not control for pre-intervention outcomes. This means we are not confident that the estimated effects are attributable to the Familias en Acción program; other factors are likely to have contributed.","Familias en Acción","Child labor","Other, Low income",,"International, Rural",2010,http://openaccess.city.ac.uk/5381/1/Child_Education.pdf,"Child Labor Review Protocol" "Productive safety net program and children’s time use between work and schooling in Ethiopia","Woldehanna T. (2010). Productive safety net program and children’s time use between work and schooling in Ethiopia. In J. Cockburn & J. Kabubo-Mariara (Eds.). Child Welfare in Developing Countries (pp. 157-209). New York, NY: Springer.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Agricultural Extension Support Program (AEP) on child labor and schooling outcomes in rural Ethiopia. The study used a matched-comparison group design. Using data from a household survey, the author compared time spent in child labor and schooling among AEP participants and non-participants. The study found that AEP participation was significantly related to lower amounts of time spent in paid work and in a combined measure of all work, as well as greater amounts of time spent in school. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Agricultural Extension Support Program; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2010,https://rd.springer.com/chapter/10.1007/978-1-4419-6275-1_6,"Child Labor Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "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,"Opportunities for Youth Review Protocol" "A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable?","Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., & Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable? (CCRC Working Paper No. 21). New York: Columbia University, Community College Research Center.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Accelerated Learning Program (ALP) at the Community College of Baltimore County (CCBC) on success in college-level English courses (ENGL 101 and 102). In this program, students who otherwise would have taken a developmental English course instead took ENGL 101, as well as an eight-person companion course designed to help the students pass ENGL 101. This nonexperimental study used college administrative data to measure impacts on courses attempted and passed, student persistence, and credits accrued. Multivariate linear regressions were used to measure impacts. The study found that ALP students were significantly more likely to pass ENGL 101 and 102. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we are somewhat confident that the estimated effects are attributable to the ALP, but other factors might also have contributed.","the Accelerated Learning Program","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2010,http://files.eric.ed.gov/fulltext/ED512398.pdf,"Community College Review Protocol" "The impact of course delivery systems on student achievement and sense of community: A comparison of learning community versus stand-alone classroom settings in an open-enrollment inner city public community college","Bandyopadhyay, P. (2010). The impact of course delivery systems on student achievement and sense of community: A comparison of learning community versus stand-alone classroom settings in an open-enrollment inner city public community college (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3390450)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of a learning community on the retention of community college students enrolled in developmental reading and writing and a social science course at an open-enrollment inner city public community college in the United States. The author used a nonexperimental study design, analyzing school records of students enrolled in the highest level of developmental reading and writing and either a learning community or stand-alone version of one of two social science courses (Introduction to Psychology or Principles of Sociology). The study found no statistically significant difference in the fall 2008 to spring 2009 retention rates between the students in the learning community and the students in stand-alone courses. The quality of causal evidence presented in this report is moderate because it was based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to the learning community. However, the study did not find statistically significant effects.","Learning Communities","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States, Urban",2010,,"Community College Review Protocol" "The impact of conditional cash transfer programs on household work decisions in Brazil","Ferro, A. R., Lúcia Kassouf, A., & Levison, D. (2010). The impact of conditional cash transfer programs on household work decisions in Brazil. In R. K. Akee, E. V. Edmonds, & K. Tatsiramos (Eds.), Child Labor and the Transition between School and Work (pp. 193-218). Bingley, UK: Emerald Publishing Limited.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The purpose of the study was to examine the impact of the Bolsa Escola program, which provided conditional cash transfers to families in Brazil, on child labor and school enrollment. The authors used a nonexperimental matched comparison group design to compare the outcomes of children ages 6-15 that received the conditional cash transfers with those who had applied but who had not received it (waitlisted families), based on data from Brazil’s national household survey. The study found that receipt of the Bolsa Escola benefit was significantly related to higher rates of school enrollment and lower rates of child labor. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Bolsa Escola program; other factors are likely to have contributed.","Bolsa Escola","Child labor","Other, Low income",,International,2010,http://www.anpec.org.br/encontro2009/inscricao.on/arquivos/000-dde4869521f17def…,"Child Labor Review Protocol" "Effect of job skills training on employment and job seeking behaviors in an American Indian substance abuse treatment sample.","Foley, K., Pallas, D., Forcehimes, A., Houck, J., Bogenschutz, M., Keyser-Marcus, L., & Svikis, D. (2010). Effect of job skills training on employment and job seeking behaviors in an American Indian substance abuse treatment sample. Journal of Vocational Rehabilitation, 33(2010), 181-192.","Job Search Assistance","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Unfavorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of workshops for job seekers on employment and training outcomes. The study used a randomized controlled trial (RCT) design, in which eligible participants were randomly assigned to the treatment group, which could participate in the job seeker workshops, or the control group, which could not participate. The authors used follow-up surveys three and six months after random assignment to measure self-reported employment and training outcomes. The study found that three months after workshop participation, the treatment group spent fewer hours on training activities than the control group; the study did not find any significant impacts of the job seekers’ workshop on the number of hours spent on work or percentage of each group who were employed at the three-month follow-up. The quality of causal evidence presented in this report is high for the percentage employed and hours spent on work and training outcomes collected at the three-month follow-up because those outcomes were based on a well-implemented RCT with low attrition. This means we are confident that the estimated effects are attributable to the job seekers’ workshop, and not to other factors. However, the quality of causal evidence presented in this report is low for the days to employment outcomes at the three-month follow-up and all outcomes at the six-month follow-up. This means we are not confident that the estimated effects are attributable to the job seekers’ workshop; other factors are likely to have contributed.","Job Seekers’ Workshop","Job search assistance and supportive services","Other barriers, Unemployed, American Indian or Alaska Native",,"United States",2010,,"Employment and Training Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Strategies to help low-wage workers advance: Implementation and early impacts of the Work Advancement and Support Center (WASC) demonstration. [San Diego]","Miller, C., Tessler, B., & Van Dok, M. (2009). Strategies to help low-wage workers advance: Implementation and early impacts of the Work Advancement and Support Center (WASC) demonstration. New York City: MDRC. [San Diego]","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the early impacts of participation in the Work Advancement and Support Center (WASC) demonstration on employment, earnings, education and training, and receipt of public benefits outcomes. The authors randomly assigned eligible individuals to either a treatment group that received WASC services or to a control group that received existing job placement services focused on employment. The authors analyzed data from Unemployment Insurance records, San Diego county administrative records, and a survey administered 12 months after random assignment In the San Diego site’s first year, the study found that WASC increased participant’s receipt of Food Stamps by about 23 percent. It also found that 63.2 percent of WASC participants were employed for four consecutive quarters compared with 69.7 percent of control group members For outcomes measured with administrative data, 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 on those outcomes are attributable to WASC and not to other factors. For employment and earnings outcomes measured with survey data, the quality of evidence is low because the authors did not account for preexisting differences between the groups being compared in their analysis. This means we are not confident that the estimated effects on those outcomes are attributable to WASC; other factors are likely to have contributed.","the Work Advancement and Support Center (WASC) Demonstration","Job search assistance and supportive services Other employment and reemployment Other training and education","Low income",,"United States",2009,http://www.mdrc.org/sites/default/files/full_516.pdf,"Employment and Training Review Protocol" "The impact of Ethiopia’s Productive Safety Net Program on schooling and child labor","Hoddinott, J., Gilligan, D. O., & Taffesse, A. S. (2009). The impact of Ethiopia’s Productive Safety Net Program on schooling and child labor. Retrieved from http://ssrn.com/abstract=1412291","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Unfavorable impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The purpose of the study was to assess the impact of Ethiopia’s Productive Safety Net Program (PSNP) on child labor and school attendance, along with the potential added benefit of participation in the Other Food Security Program (OFSP). This summary focuses on the comparison between the group receiving both the PSNP and OFSP benefit and the comparison group. The study used a nonexperimental design to compare the outcomes of children ages 6-16 that received the cash transfers with those who did not, based on data from the Food Security Program Survey. Using several demographic characteristics, the authors created a matched comparison group of households who did not receive the benefit to assess the effectiveness of the cash transfer program. The study found a significant relationship between receipt of benefits from both PSNP and OFSP and an increase in domestic chores for girls. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the Productive Safety Net Program or the Other Food Security Program; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2009,http://ssrn.com/abstract=1412291,"Child Labor Review Protocol" "Impact of the Uruguayan conditional cash transfer program","Borraz, F., & González, N. (2009). Impact of the Uruguayan conditional cash transfer program. Cuadernos de economia, 46(134), 243-271. doi:10.4067/S0717-68212009000200006","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to analyze the impact of a conditional cash transfer program (Ingreso Ciudadano) on school attendance (ages 8 to 14) and child labor (ages 6 to 14) among children in Uruguay from 2005 to 2007. Using the annual Uruguayan National Household Survey with cross sectional data from 2006 and 2007, the authors compared school attendance and child labor for households who received the conditional cash transfer to a group of non-participating households who had similar characteristics. The study found no statistically significant relationship between the conditional cash transfer program and school attendance. However, the study found a statistically significant relationship between the program and a reduction in child labor for females in the Montevideo region, but not for males in any region or females in the rest of the country. The quality of causal evidence presented in this report is low because the authors did not demonstrate that groups were similar at baseline. This means we are not confident that the estimated effects are attributable to Ingreso Ciudadano; other factors are likely to have contributed.","Ingreso Ciudadano","Child labor","Other, Low income",,International,2009,https://scielo.conicyt.cl/pdf/cecon/v46n134/art06.pdf,"Child Labor Review Protocol" "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,"Opportunities for Youth Review Protocol" "Strategies to help low-wage workers advance: Implementation and early impacts of the Work Advancement and Support Center (WASC) demonstration. [Dayton]","Miller, C., Tessler, B., & Van Dok, M. (2009). Strategies to help low-wage workers advance: Implementation and early impacts of the Work Advancement and Support Center (WASC) demonstration. New York City: MDRC. [Dayton]","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Employment-Mod/high-Favorable impacts Employment Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt Earnings and wages-Mod/high-Favorable impacts Earnings and wages Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the early impacts of participation in the Work Advancement and Support Center (WASC) demonstration on employment, earnings, education and training, and receipt of public benefits outcomes. The authors randomly assigned eligible individuals to either a treatment group that received WASC services or to a control group that received existing job placement services focused on employment. The authors analyzed data from Unemployment Insurance records, Ohio state administrative records, and a survey administered 12 months after random assignment. In the Dayton site’s first year, the study found that WASC increased participants’ receipt of Food Stamps by about 10 percent. The study also found that WASC participants were more likely to obtain a license or training certificate than control group members (18.1 percent compared with 11.3 percent, respectively). 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 WASC and not to other factors.","the Work Advancement and Support Center (WASC) Demonstration","Other employment and reemployment Other training and education","Low income",,"United States",2009,http://www.mdrc.org/sites/default/files/full_516.pdf,"Employment and Training Review Protocol" "The impact of Ethiopia’s Productive Safety Net Program on schooling and child labor","Hoddinott, J., Gilligan, D. O., & Taffesse, A. S. (2009). The impact of Ethiopia’s Productive Safety Net Program on schooling and child labor. Retrieved from http://ssrn.com/abstract=1412291","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The purpose of the study was to assess the impact of Ethiopia’s Productive Safety Net Program (PSNP) on child labor and school attendance, along with the potential added benefit of participation in the Other Food Security Program (OFSP). This summary focuses on the comparison between the group receiving a certain amount of the PSNP benefit and the comparison group. The study used a nonexperimental design to compare the outcomes of children ages 6-16 that received the cash transfers with those who did not, based on data from the Food Security Program Survey. Using several demographic characteristics, the authors created a matched comparison group of households who did not receive the benefit to assess the effectiveness of the cash transfer program. The study found that for boys ages 6-16, there was a significant relationship between households receiving a certain amount of cash transfer and increased school attendance rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Productive Safety Net Program; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2009,http://ssrn.com/abstract=1412291,"Child Labor Review Protocol" "Learning communities for university students at risk of school failure: Can they make a difference?","Tharp, T. (2009). Learning communities for university students at risk of school failure: Can they make a difference? (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3389640)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning community developmental math courses on college retention and credit hours earned at Middle Tennessee State University. The study used school records from fall 2004 and fall 2005 cohorts to compare students who enrolled in learning community developmental math courses to students who enrolled in the standard math developmental courses and to a group of students in college-level courses who had similar placement exam scores. The study found that, for the fall 2004 cohort, the retention rate for the learning community group was significantly lower than the rate for the nondevelopmental group between the fourth and fifth years after enrollment. In addition, for the fall 2005 cohort, the learning community group earned significantly fewer credit hours than the nondevelopmental group in the first, second, and fourth years after enrollment, and fewer credit hours than the nonlearning community developmental group in the fourth year. The quality of causal evidence presented in this report is low because the author did not control for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to learning communities. Other factors are likely to have contributed.","Learning Communities","Basic skills Community college education and other classroom training",Adult,,"United States",2009,,"Community College Review Protocol" "Rewarding Persistence: Effects of a performance-based scholarship program for low-income parents","Richburg-Hayes, L., Brock, T., LeBlanc, A., Paxson, C., Rouse, C.E., & Barrow, L. (2009). Rewarding persistence: Effects of a performance-based scholarship program for low-income parents. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors program at Delgado Community College and Louisiana Technical College-West Jefferson in New Orleans, Louisiana, on progress toward completing a college degree. The Opening Doors program offered students with dependent children a performance-based $1,000 scholarship in each of two semesters. The study examined both the shorter- and longer-term impacts of the Opening Doors program using different cohorts of students. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to receive the scholarship, or the control group, which was not eligible for the scholarship. The primary data sources were a baseline survey on the background characteristics of students, student transcripts, and degree attainment information from the National Student Clearinghouse. The study found that for all four cohorts of students, the treatment group was significantly more likely to have registered for any course and have enrolled full-time in college, and to have attempted and earned significantly more credits in both the first and second program semesters, compared with the control group. The study found that for the first two cohorts of students, the treatment group registered for classes at a higher rate, enrolled in more semesters of college, and earned more credits than the control group cumulatively through the fourth semester after random assignment. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Opening Doors program, and not to other factors.","the Opening Doors Program at Delgado Community College and Louisiana Technical College-West Jefferson","Tuition assistance Community college education and other classroom training","Adult, Low income, Parent",,"United States",2009,http://www.mdrc.org/sites/default/files/rewarding_persistence_fr.pdf,"Community College Review Protocol" "The impact of Ethiopia’s Productive Safety Net Program on schooling and child labor","Hoddinott, J., Gilligan, D. O., & Taffesse, A. S. (2009). The impact of Ethiopia’s Productive Safety Net Program on schooling and child labor. Retrieved from http://ssrn.com/abstract=1412291","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The purpose of the study was to assess the impact of Ethiopia’s Productive Safety Net Program (PSNP) on child labor and school attendance, along with the potential added benefit of participation in the Other Food Security Program (OFSP). This summary focuses on the comparison between the group receiving the PSNP benefit and the comparison group. The study used a nonexperimental design to compare the outcomes of children ages 6-16 that received the cash transfers with those who did not, based on data from the Food Security Program Survey. Using several demographic characteristics, the authors created a matched comparison group of households who did not receive the benefit to assess the effectiveness of the cash transfer program. The study did not find a significant relationship between receipt of benefits from PSNP and the number of hours worked (in domestic labor, agricultural labor, or total labor hours) or school attendance rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention.This means we are not confident that the estimated effects are attributable to the Productive Safety Net Program; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2009,http://ssrn.com/abstract=1412291,"Child Labor Review Protocol" "The impact of cash transfers on child labor and school enrollment in Brazil","Cardoso, E., & de Souza, A. F. (2009). The impact of cash transfers on child labor and school enrollment in Brazil. In P. F. Orazem, G. Sedlacek, & Z. Tzannatos (Eds.), Child labor and education in Latin America: An Economic perspective. Houndmills, U.K. and New York: Palgrave Macmillan.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-No impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two Brazilian income transfer programs (Minimum Income and Bolsa Escola) on child labor and school enrollment. The authors used a nonexperimental design to compare the outcomes of children ages 10 to 15 that received the conditional cash transfers with those who had not, based on data from the 2000 Brazilian Census. Using several demographic characteristics, they created a matched comparison group of families who had not received the transfers but who had similar characteristics to the treatment group to assess the effectiveness of the cash transfer program. The study found that the income transfer programs were significantly associated with an increase in school enrollment but not significantly associated with child labor. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the income transfer programs; other factors are likely to have contributed.","Income Transfer Programs (Minimum Income Program and Bolsa Escola)","Child labor","Other, Low income",,International,2009,https://ideas.repec.org/p/van/wpaper/0407.html,"Child Labor Review Protocol" "Limiting child labor through behavior-based income transfers: An experimental evaluation of the PETI program in rural Brazil","Yap, Y. T., Sedlacek, G., & Orazem, P. F. (2009). Limiting child labor through behavior-based income transfers: An experimental evaluation of the PETI program in rural Brazil. In P. F. Orazem, G. Sedlacek, & Z. Tzannatos (Eds.), Child Labor and Education in Latin America (pp. 147-165). New York, NY: Palgrave Macmillan. doi.org/10.1057/9780230620100_10","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Programa de Erradicacao do Trabalho Infantil (PETI) or Program to Eradicate Child Labor on child labor and hours in school. The authors used an experimental design to compare the outcomes of children ages 7 to 14 residing in municipalities who received income transfers with those residing in municipalities who did not receive income transfers. Based on data from Brazil’s national household survey, the authors used statistical models to assess the impact of the program in each group. The PETI program was significantly associated with an increase in time in school and less time in work for participating children. The quality of causal evidence presented in this report is low because it is a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the PETI program; other factors are likely to have contributed.","Programa de Erradicacao do Trabalho Infantil (PETI) or Program to Eradicate Child Labor","Child labor","Other, Low income",,"International, Rural",2009,,"Child Labor Review Protocol" "Getting back on track: Effects of a community college program on probationary students","Scrivener, S., Sommo, C., & Collado, H. (2009). Getting back on track: Effects of a community college program on probationary students. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors and Enhanced Opening Doors programs at Chaffey Community College in California on progress toward completing a degree. Students in the Opening Doors and Enhanced Opening Doors programs took a college success course that covered topics such as personal goals, study skills, and college rules, and had to visit the college’s student success centers for tutoring sessions. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment or control group. In the original Opening Doors program, students assigned to the treatment group were offered the opportunity to participate in the program. In the Enhanced Opening Doors program, students in the treatment group were required to participate in the program. The control groups for both the original and Enhanced Opening Doors programs were not required to participate in the program. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts, and degree attainment information from the National Student Clearinghouse. The study found no significant impacts on students’ course registration, the number of semesters enrolled, or regular credits accumulated for the original Opening Doors program. For the Enhanced Opening Doors program, the study found that the treatment group earned significantly more nondegree credits and developmental credits during each of the two program semesters and cumulatively across both program semesters, compared with the control group. Additionally, at the end of both program semesters, a higher proportion of students in the Enhanced Opening Doors program were in good academic standing (that is, earned a grade point average of 2.0 or higher and were not on probation due to attempting fewer than 12 credits or completing fewer than half of attempted credits) compared with students in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Enhanced Opening Doors program, and not to other factors.","the Opening Doors and Enhanced Opening Doors Programs at Chaffey Community College","Community college education and other classroom training","Adult, Other barriers",,"United States",2009,http://www.mdrc.org/sites/default/files/full_379.pdf,"Community College Review Protocol" "Leading them to water: A study of the efficacy of a Mandatory Placement Project in first-year academic courses at a community college","Emmerson, J. (2009). Leading them to water: A study of the efficacy of a Mandatory Placement Project in first-year academic courses at a community college. Graduate Theses and Dissertations, paper 10661. Retrieved from http://lib.dr.iastate.edu/etd/10661","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: This study’s objective was to examine the effects of Des Moines Area Community College’s Mandatory Placement Project on credit completion and fall-to-spring semester persistence. The intervention included intensive counseling and developmental courses for first-time, full-time community college students whose late registration suggested a high risk of not persisting. The study used administrative records to compare outcomes of a group of 270 students who were required to meet with an advisor and strongly encouraged to participate in one of six developmental courses with those of a comparison group of 174 students who received no counseling and were not advised to take developmental courses. The study found that participation in one of the six developmental courses was significantly and positively associated with fall-to-spring semester persistence. The quality of causal evidence presented in this report is low because the author did not adequately account for existing differences between the treatment and comparison groups. This means we are not confident that the estimated effects are attributable to the Mandatory Placement Project. Other factors are likely to have contributed.","the Mandatory Placement Project","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2009,http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1685&context=etd,"Community College Review Protocol" "Opening Doors: More guidance, better results? Three-year effects of an enhanced student services program at two community colleges","Scrivener, S., & Weiss, M.J. (2009). Opening Doors: More guidance, better results? Three-year effects of an enhanced student services program at two community colleges. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors program at Lorain County Community College and Owens Community College in Ohio. The Opening Doors program at these schools provided students with enhanced counseling services and a modest stipend for two semesters. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was eligible to receive Opening Doors counseling services and a stipend, or the control group, which was not offered these services. The primary data sources were a baseline survey on the background characteristics of students, students’ transcripts from the two colleges, and degree attainment information from the National Student Clearinghouse. The study reported outcomes for the two program semesters and four post-program follow-up semesters. The study found that cumulatively from the first program semester to the third follow-up semester, the treatment group registered for significantly more semesters and earned significantly more developmental credits than the control group. There was no significant difference in the proportion of treatment group students who completed a degree or certificate relative to the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the Opening Doors program, and not to other factors.","Opening Doors Program at Lorain County Community College and Owens Community College","Community college education and other classroom training","Adult, Low income",,"United States",2009,http://www.mdrc.org/sites/default/files/More%20Guidance%20ES_1.pdf,"Community College Review Protocol" "Education and child labor: Experimental evidence from a Nicaraguan conditional cash transfer program","Maluccio, J. A. (2009). Education and child labor: Experimental evidence from a Nicaraguan conditional cash transfer program. In P. F. Orazem, G. Sedlacek, & Z. Tzannatos (Eds.), Child labor and education in Latin America: An economic perspective (pp. 187-204). New York, NY: Palgrave Macmillan. doi.org/10.1057/9780230620100_12","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Red de Proteccion Social (RPS) cash transfer program on school attendance and enrollment and on child labor for children aged 7-13 in rural Nicaragua. Using panel survey data collected before and one year after program implementation, the author measured the impact of RPS using a randomized controlled trial (RCT). The study found that participation in RPS was significantly related to a reduction in child labor and a significant increase in school enrollment and attendance. The quality of the causal evidence presented in this report is low because, while it was based on an RCT, attrition was high and the authors did not demonstrate that the groups were similar at baseline. This means we are not confident that the estimated effects are attributable to the Red de Proteccion Social; other factors are likely to have contributed.","Red de Protección Social (RPS)","Child labor","Other, Low income",,"International, Rural",2009,,"Child Labor Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). [AEL]","Hollenbeck, K., & Huang, W-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [AEL]",,"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 study’s objective was to examine the impact of the Adult Education and Literacy (AEL) program on participants’ employment and credential completion. The study used administrative records to compare outcomes of low-income adults who took part in the AEL program with outcomes of a nonexperimental matched group of adults who did not take part in the program. The study found that AEL participants had a lower employment rate but were more likely to have earned a GED compared with those of people who did not participate in the program. The quality of causal evidence presented in this report is low because the author did not ensure that the groups compared were similar before program participation. This means we are not confident that the estimated effects are attributable to AEL; other factors are likely to have contributed. This study also examined the effectiveness of other workforce development programs. Please click here to find CLEAR profiles of those studies.","the Adult Education and Literacy (AEL) Program","Other training and education","Low-skilled, Low income",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Review Protocol" "Cognitive and non-cognitive predictors of success in adult education programs: Evidence from experimental data with low-income welfare recipients","Leininger, L. J., & Kalil, A. (2008). Cognitive and non-cognitive predictors of success in adult education programs: Evidence from experimental data with low-income welfare recipients. Journal of Policy Analysis and Management, 27, 521-535. doi: 10.1002/pam.20357","Literacy, Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of an education-focused intervention and an employment-focused intervention on education outcomes. The authors used data from a randomized controlled trial, the National Evaluation of Welfare-to-Work Strategies (NEWWS). The NEWWS study randomly assigned individuals within seven geographic locations to one of three conditions: an education-focused intervention, an employment-focused intervention, or the control group. The current study used a subsample to examine participants’ completion of a high school diploma or equivalent two years after being assigned to one of the conditions. The study found that participation in the education-focused intervention was significantly associated with a higher likelihood of receiving a high school diploma or equivalent relative to the control group. The quality of the causal evidence presented in this study is moderate because, although it was based on a randomized controlled trial with unknown attrition, the authors demonstrated that the treatment and control groups were similar before the intervention. This means we have confidence that the estimated effects are attributable at least in part to the education-focused or employment-focused interventions, although other factors could also have contributed.","the Education-Focused and Employment-Focused Interventions","Basic skills Other training and education","Adult, Low income",,"United States",2008,https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.20357,"Literacy, Low-Income Adults Review Protocol" "Learning better together: The impact of learning communities on the persistence of low-income students","Engstrom, C., & Tinto, V. (2008). Learning better together: The impact of learning communities on the persistence of low-income students. Opportunity Matters: A Journal of Research Informing Educational Opportunity Practice and Programs, 1(1), 5-21.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of learning communities on community college students’ persistence from freshman to sophomore year, an outcome in the progress toward degree completion domain. The authors used a nonrandom approach to select treatment and comparison students to include in their analysis. To measure the relationship between participation in a learning community and persistence, the authors used survey and administrative data from 13 community colleges to estimate a logistic regression. The study found that 62 percent of learning community students persisted from freshman to sophomore year, compared with 57 percent of comparison group students. This difference was statistically significant. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to learning communities. Other factors are likely to have contributed.","Learning Communities","Community college education and other classroom training Basic skills","Adult, Other barriers, Low income",,"United States",2008,,"Community College Review Protocol" "Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia","Barrera-Osorio, F., Bertrand, M., Linden, L.L., & Perze-Calle, F. (2008). Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia (World Bank Policy Research Working Paper 4580). Washington, DC: World Bank.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Subsidios Condicionados a la Asistencia Escolar, a conditional cash transfer program (CCT), on school participation and child labor. This summary focuses on the comparison between the savings treatment group and the control group in San Cristobal. The study was a randomized controlled trial in two districts in Columbia (San Cristobal and Suba). The authors compared the differential effects of receiving the cash transfer on outcomes for those in the treatment group versus those in the control group. The study did not find any significant differences in child labor, school attendance, or school enrollment between students receiving the savings treatment and the control group. The quality of causal evidence presented in this report is moderate because there was compromised randomization but the authors ensured that the groups being compared were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Subsidios Condicionados a la Asistencia Escolar, but other factors might also have contributed. However, the study did not find statistically significant effects.","Subsidios Condicionados a la Asistencia Escolar (Conditional Subsidies for School Attendance)","Child labor","Other, Low income",,International,2008,http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547…,"Child Labor Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). [WIA-Adult]","Hollenbeck, K., & Huang, W-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [WIA-Adult]","Job Search Assistance","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Workforce Investment Act (WIA) Title I program for adults (including dislocated workers) on participants’ employment and credential completion rates. The study used administrative records to compare the outcomes for low-income adults who took part in the WIA program with a nonexperimental-matched group of adults who did not take part in the program. The study found that the WIA program participants had higher employment and credential completion rates than those of people who did not participate in the program. 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 Title I program for adults (including dislocated workers); 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) Title I Program for Adults","Adult and Dislocated Worker programs Job search assistance and supportive services Other employment and reemployment Other training and education Workforce Investment Act (WIA)/Workforce Innovation and Opportunity Act (WIOA)","Unemployed, Low income",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Employment and Training Review Protocol" "A good start: Two-year effects of a freshman learning community program at Kingsborough Community College","Scrivener, S., Bloom, D., LeBlanc, A., Paxson, C., Rouse, C.E., & Sommo, C. (2008). A good start: Two-year effects of a freshman learning community program at Kingsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree and enrollment in a four-year college in the program semester and three follow-up semesters. Students in the Opening Doors learning communities took three linked courses during one semester and were provided tutoring and case management services. The study was a randomized controlled trial. Eligible students were randomly assigned to either the treatment group, which was offered the opportunity to participate in a learning community, or the control group, which was not allowed to enroll in a learning community. The primary data sources were a baseline survey on the background characteristics of students, student transcripts, and degree attainment information from the National Student Clearinghouse. The study found that the treatment group earned significantly more credits than the control group, cumulatively across the program semester and the three follow-up semesters,. However, during that time, there were no significant cumulative differences between the two groups on registration for any courses, the number of semesters registered, or enrollment in either a two- or four-year college. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects would be attributable to the learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training","Adult, Low income",,"United States",2008,http://www.mdrc.org/sites/default/files/A%20Good%20Start.pdf,"Community College Review Protocol" "Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia","Barrera-Osorio, F., Bertrand, M., Linden, L.L., & Perze-Calle, F. (2008). Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia (World Bank Policy Research Working Paper 4580). Washington, DC: World Bank.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Subsidios Condicionados a la Asistencia Escolar, a conditional cash transfer program (CCT), on school participation and child labor. This summary focuses on the comparison between the treatment group receiving the basic CCT and the control group in San Cristobal. The study was a randomized controlled trial in two districts in Columbia (San Cristobal and Suba). The authors compared the differential effects of receiving the cash transfer on outcomes for those in the treatment group versus those in the control group. The study found that students in grades 6-10 who received the basic treatment worked significantly fewer hours in the last week than students in the control group. The study did not find any significant differences in school attendance or school enrollment between students receiving the basic treatment and the control group. The quality of causal evidence presented in this report is moderate because there was compromised randomization but the authors ensured that the groups being compared were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Subsidios Condicionados a la Asistencia Escolar, but other factors might also have contributed.","Subsidios Condicionados a la Asistencia Escolar (Conditional Subsidies for School Attendance)","Child labor","Other, Low income",,International,2008,http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547…,"Child Labor Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). [TAA]","Hollenbeck, K., & Huang, W.-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [TAA]",,"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 study’s objective was to examine the impact of the Training Adjustment Assistance (TAA) program on employment and credential completion. The study used administrative records to compare outcomes of low-income adults who took part in the TAA program with outcomes of a nonexperimental matched group of adults who did not take part in the program. The study found that TAA participants had a lower employment rate but were more likely to have obtained a training certificate compared with those who did not participate in the program. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before program participation. This means we are not confident that the estimated effects are attributable to TAA; 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 Trade Adjustment Assistance (TAA) Program","Job search assistance and supportive services Other training and education","Low-skilled, Low income, Dislocated or displaced worker",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). [CTE]","Hollenbeck, K., & Huang, W-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [CTE]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Carl Perkins Postsecondary Career and Technical Education (CTE) program on employment and credential completion. The authors used administrative records to compare the outcomes of low-income adults who took part in the CTE program with the outcomes of a nonexperimental matched group of adults who did not take part in the program. The study found that CTE participants had higher employment and credential completion rates compared with those of people who did not participate in the program. 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 CTE; 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) Carl Perkins Postsecondary Career and Technical Education (CTE) Program","Other training and education Job search assistance and supportive services","Low income, Low-skilled",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. Upjohn Institute technical report no. 08-024. [TANF/VIEW]","Hollenbeck, K., Huang, W.-J., and WE Upjohn Institute for Employment Research (2008). Workforce program performance indicators for the Commonwealth of Virginia. Upjohn Institute technical report no. 08-024. Kalamazoo, MI: W. E. Upjohn Institute for Employment Research. [TANF/VIEW]","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Virginia Initiative for Employment Not Welfare (TANF/VIEW) program on employment and credential completion rates. The authors used administrative records to compare outcomes for low-income adults who took part in the TANF/VIEW program to a nonexperimental matched group of adults who did not take part in the program. The study found that, compared with those who did not take part in the program, the employment rate was significantly lower for those who took part in the TANF/VIEW program, but the TANF/VIEW group earned significantly more educational or training credentials. 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 TANF/VIEW program; other factors are likely to have contributed.","the Virginia Initiative for Employment Not Welfare (TANF/VIEW) Program","Job search assistance and supportive services Other employment and reemployment Other training and education","Low income",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Employment and Training Review Protocol" "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,"Career Academies Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). [DBVI]","Hollenbeck, K., & Huang, W-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [DBVI]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Vocational Rehabilitation program administered by the Department for Blind and Vision Impaired (DBVI) on participants’ employment and credential completion. The study used administrative records to compare the outcomes of low-income adults who took part in the DBVI program with outcomes of a nonexperimental matched group of adults who did not take part in the program. The study found that DBVI participants had higher employment and credential completion rates compared with those of people who did not participate in the program. 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 DBVI; 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 Vocational Rehabilitation (VOC) Programs","Supported employment or other employment supports Vocational rehabilitation","Disability, Low income",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Review Protocol" "Workforce program performance indicators for the commonwealth of Virginia. Upjohn Institute technical report no. 08-024 [FSET]","Hollenbeck, K., Huang, W.-J., and WE Upjohn Institute for Employment Research. (2008). Workforce program performance indicators for the commonwealth of Virginia. Upjohn Institute technical report no. 08-024, Kalamazoo, MI: W. E. Upjohn Institute for Employment Research. [FSET]","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains Employment-Low-Unfavorable impacts Employment","Summary: The study’s objective was to examine the impact of the Food Stamp Employment and Training Program (FSET) on employment and credential completion rates. The authors used administrative records to compare outcomes for low-income adults who took part in the FSET program to a nonexperimental matched group of adults who did not take part in the program. The study found that, compared to those who did not take part in the program, the employment rate was significantly lower. The FSET group also earned significantly fewer educational or training credentials. 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 FSET; other factors are likely to have contributed.","the Food Stamp Employment and Training Program (FSET)","Job search assistance and supportive services Other employment and reemployment","Low income",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Employment and Training Review Protocol" "Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia","Barrera-Osorio, F., Bertrand, M., Linden, L.L., & Perze-Calle, F. (2008). Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia (World Bank Policy Research Working Paper 4580). Washington, DC: World Bank.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-Favorable impacts Child labor Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Subsidios Condicionados a la Asistencia Escolar, a conditional cash transfer program (CCT), on school participation and child labor. This summary focuses on the comparison between the tertiary treatment group and the control group in Suba. The study was a randomized controlled trial in two districts in Columbia (San Cristobal and Suba). The authors compared the differential effects of receiving the cash transfer on outcomes for those in the treatment group versus those in the control group. The study found that students in the tertiary treatment group worked significantly less in the past week than students in the control group. They were also significantly more likely to report their primary activity as studying and less likely to report their primary activity as work or home versus students in the control group. The study did not find any significant differences in school attendance or school enrollment between students receiving the tertiary treatment and the control group. The quality of causal evidence presented in this report is moderate because there was compromised randomization but the authors ensured that the groups being compared were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Subsidios Condicionados a la Asistencia Escolar, but other factors might also have contributed.","Subsidios Condicionados a la Asistencia Escolar (Conditional Subsidies for School Attendance)","Child labor","Other, Low income",,International,2008,http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547…,"Child Labor Review Protocol" "The heterogeneous impact of CCT programmes on child labor: The case of Tekoporã in Paraguay","Hirata, G. I. (2008). The heterogeneous impact of CCT programmes on child labor: The case of Tekoporã in Paraguay. Brazil: International Poverty Centre/UNDP.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Tekoporã conditional cash transfer program on children’s participation in non-domestic labor and school attendance. The author used a nonexperimental design to compare the outcomes of children ages 4 to 14 that received the conditional cash transfers with those who did not, based on data from a program eligibility questionnaire and a follow-up survey. The author used statistical models to estimate the effects of the program. The study found no significant relationship between the Tekoporã program and the number of children in the household who participated in non-domestic labor. However, the program was significantly related to decisions between school and work, with a decrease in the probability that children would “only work” or “neither work nor attend school.” The quality of causal evidence presented in this report is low because the author did not account for trends in outcomes before the intervention or adequately control for time-varying characteristics that might influence the outcome. This means we are not confident that the estimated effects are attributable to Tekoporã; other factors are likely to have contributed.",Tekoporã,"Child labor","Other, Low income",,International,2008,http://www.ucw-project.org/attachment/hirata.pdf,"Child Labor Review Protocol" "Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). [DRS]","Hollenbeck, K., & Huang, W-J. (2008). Workforce program performance indicators for the Commonwealth of Virginia. (Upjohn Institute Technical Report No. 08-024). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. [DRS]",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Vocational Rehabilitation program administered by Department of Rehabilitative Services (DRS) on participants’ employment and credential completion. The study used administrative records to compare the outcomes of low-income adults who took part in the DRS program with outcomes of a nonexperimental matched group of adults who did not take part in the program. The study found that DRS participants had higher employment and credential completion rates compared with those of people who did not participate in the program. 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 DRS; 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 Vocational Rehabilitation (VOC) Programs","Job search assistance and supportive services Vocational rehabilitation","Disability, Low-skilled, Low income",,"United States",2008,http://research.upjohn.org/cgi/viewcontent.cgi?article=1027&context=up_technica…,"Review Protocol" "Rehabilitation of traumatic brain injury in active duty military personnel and veterans: Defense and Veterans Brain Injury Center randomized controlled trial of two rehabilitation approaches","Vanderploeg, R., Schwab, K., Walker, W., Fraser, J., Sigford, B., Date, E., . . . Warden, D. (2008). Rehabilitation of traumatic brain injury in active duty military personnel and veterans: Defense and Veterans Brain Injury Center randomized controlled trial of two rehabilitation approaches. Archives of Physical Medicine and Rehabilitation, 89(12), 2227-2237.","Disability Employment Policy","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Employment-Mod/high-No impacts Employment Education and skills gains-Mod/high-No impacts Education and skills gains","Summary: The study’s objective was to examine the impact of two treatments—cognitive-didactic rehabilitation and functional-experiential rehabilitation—on return to work/school and functional independence among veterans and active military with traumatic brain injury (TBI). The study used a randomized controlled trial design in which 366 active duty military service members or veterans with moderate-to-severe TBI were randomly assigned to receive either cognitive-didactic rehabilitation, which focuses on addressing cognitive deficits, or functional-experiential rehabilitation, which emphasizes performance of real-life tasks. Primary outcomes were measured using in-person evaluations or structured telephone interviews. The study found no significant differences in return to work or school or functional independence between the two types of rehabilitation. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that any estimated effects would be attributable to the difference between the cognitive-didactic and functional-experiential treatments and not to other factors. However, the study did not find statistically significant effects between the two treatments.","Cognitive-Didactic and Functional-experiential rehabilitation","Vocational rehabilitation Veterans' reemployment","Disability, Veteran or military",,"United States",2008,,"Disability Employment Policy Review Protocol" "Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia","Barrera-Osorio, F., Bertrand, M., Linden, L.L., & Perze-Calle, F. (2008). Conditional cash transfers in education: Design features, peer and sibling effects. Evidence from a randomized experiment in Columbia (World Bank Policy Research Working Paper 4580). Washington, DC: World Bank.","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Child labor-Mod/high-No impacts Child labor Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Subsidios Condicionados a la Asistencia Escolar, a conditional cash transfer program (CCT), on school participation and child labor. This summary focuses on the comparison between the treatment group receiving the basic CCT and the control group in Suba. The study was a randomized controlled trial in two districts in Columbia (San Cristobal and Suba). The authors compared the differential effects of receiving the cash transfer on outcomes for those in the treatment group versus those in the control group. The study found that students in the basic treatment group had a significant increase in self-reported school attendance compared to students in the control group. The study did not find any significant differences in child labor or school enrollment between students receiving the basic treatment and the control group. The quality of causal evidence presented in this report is moderate because there was compromised randomization but the authors ensured that the groups being compared were similar before the intervention. This means we are somewhat confident that the estimated effects are attributable to the Subsidios Condicionados a la Asistencia Escolar, but other factors might also have contributed.","Subsidios Condicionados a la Asistencia Escolar (Conditional Subsidies for School Attendance)","Child labor","Other, Low income",,International,2008,http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547…,"Child Labor Review Protocol" "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…,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "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…,"Opportunities for Youth Review Protocol" "Protecting education for the poor in times of crisis: An evaluation of a scholarship programme in Indonesia","Sparrow, R. (2007). Protecting education for the poor in times of crisis: An evaluation of a scholarship programme in Indonesia. Oxford Bulletin of Economics and Statistics, 69, 99-122. doi: 10.1111/j.1468-0084.2006.00438.x","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Jaring Prengaman Sosial (JPS), a scholarship program in Indonesia, on child labor and school enrollment. The author used data from an annual Indonesian national survey to estimate an instrumental variable (IV) regression model to examine if scholarship receipt affected school enrollment, and probit models to examine the effects on child labor and school attendance. The study found that the receipt of a scholarship was significantly associated with a decrease in child labor and an increase in school attendance. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before receiving the JPS in the probit model and no evidence was provided on the strength of the instrument used in the IV model. This means we are not confident that the estimated effects are attributable to the Jaring Pengaman Sosial (JPS) scholarship program; other factors are likely to have contributed.","Jaring Prengaman Sosial","Child labor Tuition assistance","Other, Low income",,International,2007,https://pdfs.semanticscholar.org/8f79/add16372936ea1e388e3a9c82e320435a87d.pdf,"Child Labor Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Developing core skills in the major","Arcario, P., Clark, J., & Klages, M. (2007). Developing core skills in the major. In M. Smith & B. Williams (Eds.), Learning communities and student affairs: Partnering for powerful learning. Olympia, WA: Washington Center for Improving the Quality of Undergraduate Education, Evergreen State College.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of participation in one of three first-year academies (Allied Health, Business/Technology, or Liberal Arts) on course failure rates and course attrition rates at LaGuardia Community College in New York City. The study design was unclear: the authors might have used a pre-post design or a simple mean comparison. The authors did not specify the data source.  The study found that failure rates in basic skills and discipline-area courses declined by 7.7 percent for academy students, and attrition in basic skills and discipline-area courses declined by 8 percent for academy students. The authors did not report information on the statistical significance of these findings. The quality of causal evidence presented in this report is low because the authors did not establish that there were no observable differences between the treatment and comparison groups at baseline nor did they adjust for any differences. This means we are not confident that the estimated effects are attributable to first-year academies. Other factors are likely to have contributed.","First-Year Academies","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2007,,"Community College Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Paying for persistence: Early results of a Louisiana scholarship program for low-income parents attending community college","Brock, T., & Richburg-Hayes, L. (2006). Paying for persistence: Early results of a Louisiana scholarship program for low-income parents attending community college. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of Louisiana Opening Doors, a scholarship program, on semester-to-semester retention and course completion at two community colleges in Louisiana. The study was a randomized controlled trial that compared the outcomes of treatment and control groups over three semesters. The primary data sources were students’ transcripts from the colleges and a baseline survey on students’ background characteristics. The study found that students who participated in the Opening Doors program attempted and passed a greater number of courses, registered for and earned more credits, and were enrolled for more semesters than students in the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Louisiana Opening Doors program, and not to other factors.","Opening Doors in Louisiana","Community college education and other classroom training Tuition assistance","Adult, Low income, Parent",,"United States",2006,http://www.mdrc.org/sites/default/files/full_472.pdf,"Community College Review Protocol" "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,"Opportunities for Youth Review Protocol" "Effects of housing vouchers on welfare families: Final report","Mills, G., Gubits, D., Orr, L., Long, D., Feins, J., Kaul, B., Wood, M., Jones, A., Cloudburst Consulting Associates, & the QED Group. (2006). Effects of housing vouchers on welfare families: Final report. Prepared for the U.S. Department of Housing and Urban Development, Office of Policy Development and Research. Cambridge, MA: Abt Associates Inc.",,"Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment Public benefits receipt-Mod/high-Unfavorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of providing low-income families with private market housing vouchers on employment, earnings, receipt of public assistance, and receipt of education and training. It also examined impacts on several measures of housing security, which are not included in this review. The authors implemented a randomized controlled trial and estimated regression models to compare outcomes of treatment and comparison families. The study found that treatment group members received more Temporary Assistance for Needy Families (TANF) cash benefits and food stamps than control group members. There were no statistically significant effects of the program on employment, earnings, or receiving education or training. 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 housing voucher, and not to other factors.","the Welfare-to-Work Voucher Program","Other wages and benefits","Low-skilled, Low income",,"United States",2006,http://www.huduser.gov/publications/pdf/hsgvouchers_1_2011.pdf,"Review Protocol" "Cash transfers, conditions, school enrollment, and child work: Evidence from a randomized experiment in Ecuador","Schady, N. & Araujo, M. C. (2006). Cash transfers, conditions, school enrollment, and child work: Evidence from a randomized experiment in Ecuador. Policy Research Working Paper No. 3930. Washington, DC: The World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/8452  ","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The purpose of the study was to assess the impact of the Bono de Desarrollo Humano (BDH) program on child labor and school enrollment for children 6-17 years old. The study used a randomized controlled trial to compare the outcomes of children in households assigned to participate in the program to outcomes of those who did not participate. The study found a significant relationship between being selected for the BDH program and whether children worked and hours per week children worked; both were significantly lower for those in the treatment group than those in the control group. The study also found that children selected into the BDH program had significantly higher rates of school enrollment and significantly lower rates of having dropped out since the program began. The quality of causal evidence presented in this report is low because it is a randomized controlled trial with unknown attrition and the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Bono de Desarrollo Humano program; other factors are likely to have contributed.","Bono de Desarrollo Humano (BDH) program","Child labor","Other, Low income",,International,2006,https://openknowledge.worldbank.org/handle/10986/8452,"Child Labor Review Protocol" "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…,"Opportunities for Youth Review Protocol" "Building learning communities: Early results from the Opening Doors Demonstration at Kingsborough Community College","Bloom, D., & Sommo, C. (2005). Building learning communities: Early results from the Opening Doors Demonstration at Kingsborough Community College. New York: MDRC.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Opening Doors learning community program at Kingsborough Community College in Brooklyn, New York, on students’ persistence, course completion, and credits earned during the 2003–2004 academic year. The study was a randomized controlled trial in which students were randomly assigned to the Opening Doors learning community treatment group or the control group. Data sources included students’ transcript data provided by Kingsborough and data from a baseline survey completed by students at the time of random assignment. This study found that the Opening Doors learning community program at Kingsborough had positive impacts on developmental course enrollment and passage rates, percentage and number of courses passed, equated credits earned in the program semester, and developmental course enrollment in the first postprogram semester. During the first academic year, Opening Doors students earned significantly more equated credits and made significantly more progress in required English courses than the control group. The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we are confident that the estimated effects are attributable to the Opening Doors learning communities, and not to other factors.","Opening Doors Learning Communities at Kingsborough Community College","Community college education and other classroom training","Adult, Low income",,"United States",2005,http://files.eric.ed.gov/fulltext/ED485506.pdf,"Community College Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "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,"Opportunities for Youth Review Protocol" "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.","Justice-Involved Youth, 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)","Youth programs Other training and education","Youth, Justice-involved",,"United States",2005,,"Justice-Involved Youth, Opportunities for Youth Review Protocol" "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,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "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,"Career Academies Review Protocol" "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,"Opportunities for Youth Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "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,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Family Independence Initiative (FII): Follow-up study final report","Tao, F., & Alamprese, J. A. (2003). Family Independence Initiative (FII): Follow-up study final report. Retrieved from http://abtassociates.com/reports/2003/family-independence-initiative-%28fii%29-follow-up-stu.aspx.","Literacy, Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment Public benefits receipt-Low-No impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Family Independence Initiative (FII) on education, earnings, employment, and public benefit receipt outcomes of low-income adults. The authors used a pre-post study design to compare outcomes before and after participating in a work-focused family literacy program. The study found that program participation was associated with increased employment, earnings, and receipt of a high school diploma or GED, and a reduction in government cash assistance. However, the study did not include tests of statistical significance. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods before and after the intervention. This means we are not confident that the estimated effects are attributable to the Family Independence Initiative; other factors are likely to have contributed.","the Family Independence Initiative","Basic skills Other training and education","Adult, Low income",,"United States",2003,http://abtassociates.com/reports/2003/family-independence-initiative-%28fii%29-…,"Literacy, Low-Income Adults Review Protocol" "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,"Opportunities for Youth Review Protocol" "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,"Opportunities for Youth Review Protocol" "The heterogeneous impact of conditional cash transfers","Galiani, S., & McEwan, P. J. (2013). The heterogeneous impact of conditional cash transfers. Journal of Public Economics, 103, 85-96. doi:10.1016/j.jpubeco.2013.04.004","Child Labor","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Child labor-Low-Favorable impacts Child labor Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Honduran Programa de Asignación Familiar (PRAF-II) conditional cash transfer program on child labor and school enrollment. The authors used census data from a randomized sample of municipalities to compare the outcomes of children who received the conditional cash transfer to those who did not. The authors used statistical models to estimate program effects. The study found a significant relationship between the PRAF-II and child labor, with work outside the home decreasing by 3 percentage points and work inside the home decreasing by 4 percentage points. Program participation was also significantly related to an 8-percentage point increase in school enrollment. The quality of causal evidence presented in this report is low because it is a randomized controlled trial with unknown attrition and the authors did not account for preexisting differences between the groups before program participation. This means we are not confident that the estimated effects are attributable to the Programa de Asignación Familiar; other factors are likely to have contributed.",,"Compensation and Workplace Conditions Other Worker Protections Child labor","Other, Low income",,International,2003,https://doi.org/10.1016/j.jpubeco.2013.04.004,"Child Labor Review Protocol" "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,,"Career Academies Review Protocol" "Going to war and going to college: Did World War II and the G.I. Bill increase educational attainment for returning veterans?","Bound, J., & Turner, S. (2002). Going to war and going to college: Did World War II and the G.I. Bill increase educational attainment for returning veterans? Journal of Labor Economics, 20(4), 784-815.",Veterans,"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 World War II (WWII) G.I. Bill on years of college completed and college completion. The authors used nonexperimental analyses to compare education outcomes for those eligible and not eligible for the WWII G.I. Bill benefits using data from the 1970 U.S. Census. The study found that being eligible for WWII G.I. Bill benefits was associated with completing more years of college and a greater likelihood of completing college. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the WWII G.I. Bill; other factors are likely to have contributed to the findings.","the WWII G.I. Bill","Veterans' reemployment Community college education and other classroom training","Veteran or military",,"United States",2002,https://www.journals.uchicago.edu/doi/abs/10.1086/342012,"Employment and Training Review Protocol" "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,"Opportunities for Youth Review Protocol" "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,"Career Academies Review Protocol" "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,,"Career Academies Review Protocol" "A mixed-method approach to evaluating learning communities for underprepared community college students: The Integrated Studies Communities at Parkland College","Moore, L.H. (2000). A mixed-method approach to evaluating learning communities for underprepared community college students: The Integrated Studies Communities at Parkland College (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9971142)","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of the Integrated Studies Community (ISC) at Parkland College in Champaign, Illinois, on credit hours earned, course completion, and persistence during the 1998–1999 academic year. The study used a matched comparison group design to compare ISC participants with nonparticipants. Data sources included administrative data from Parkland College and interview and survey data. This study found that ISC students earned significantly more credit hours than comparison students. The quality of causal evidence presented in this report is low because the study did not include sufficient controls in the analysis. This means we are not confident that the estimated effects are attributable to the ISC. Other factors are likely to have contributed.","the Integrated Studies Community (ISC) at Parkland College","Basic skills Community college education and other classroom training","Adult, Other barriers",,"United States",2000,http://files.eric.ed.gov/fulltext/ED457936.pdf,"Community College Review Protocol" "Case management for dually diagnosed individuals involved in the criminal justice system","Godley, S. H., Finch, M., Dougan, L., McDonnell, M., McDermeit, M., & Carey, A. (2000). Case management for dually diagnosed individuals involved in the criminal justice system. Journal of Substance Abuse Treatment, 18(2), 137–148.",Reentry,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Unfavorable impacts Education and skills gains Employment-Low-Unfavorable impacts Employment Public benefits receipt-Low-Unfavorable impacts Public benefit receipt","Summary: The study’s objective was to examine the relationship between the Treatment Alternatives for Safe Communities/Mental Illness Substance Abuse (TASC/MISA) program and a range of outcomes, including education and training, employment, public benefit receipt, and recidivism outcomes. The authors used a nonexperimental interrupted time series (ITS) study design to compare the outcomes of people with prior justice-system contact and mental health and substance abuse issues, before and after participating in the TASC/MISA program. Using survey data, the authors looked at the change in participants’ Addiction Severity Index (ASI) scores, incarceration, and other outcomes between baseline and six months following program intake. The study found that program participation was associated with less favorable employment and education outcomes but favorable recidivism outcomes. Associations between participation and public benefit receipt outcomes were mixed. The quality of causal evidence presented in this report is low. This means we are not confident that the estimated effects on education and training, employment, public benefit receipt, and recidivism outcomes are attributable to the program; other factors are likely to have contributed.","the Treatment Alternatives for Safe Communities/Mental Illness Substance Abuse (TASC/MISA) program","Substance abuse recovery Reentry","Justice-involved, Other barriers",,"United States",2000,https://doi.org/10.1016/S0740-5472(99)00027-6,"Employment and Training Review Protocol" "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,"Career Academies Review Protocol" "Follow-up on North Carolina community college cooperative education graduates: Additional education and salary gains","Johnson, L. R. (2000). Follow-up on North Carolina community college cooperative education graduates: Additional education and salary gains (Unpublished doctoral dissertation.). North Carolina State University.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Education and skills gains-Low-No impacts Education and skills gains Employment-Low-No impacts Employment","Summary: The study's objective was to examine the impact of cooperative education on education, earnings, and employment outcomes. The study used a nonexperimental design to compare the outcomes of graduates of a cooperative education program, graduates who did not participate in a cooperative education program that was offered at their college, and graduates who attended a school in which cooperative education was not offered. Using survey data, the author conducted statistical tests to examine the differences between the three groups 10 years after they graduated. The study found no statistically significant relationship between graduating from a cooperative education program and pursuing additional education, employment status, or earning a higher salary. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to cooperative education; other factors are likely to have contributed.","Cooperative Education","Employment and Training Services Training and Education Community college education and other classroom training","Adult, Low-skilled",,"United States",2000,https://archive.org/details/ERIC_ED458904,"Community College Review Protocol" "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,,"Career Academies Review Protocol" "New Hope for people with low incomes: Two-year results of a program to reduce poverty and reform welfare","Bos, J., Huston, A., Granger, R., Duncan, G., Brock, T., & McLoyd, V. (1999). New Hope for people with low incomes: Two-year results of a program to reduce poverty and reform welfare. New York: MDRC.","Low-Income Adults","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 Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the New Hope program on employment, earnings, public benefits receipt, and educational attainment. The authors estimated the impact of the New Hope program by comparing average outcomes among a treatment group randomly selected to have access to the program with those of a randomly selected control group that did not have access to the program. The study found that receiving access to New Hope services increased average earnings in the first year of the program by $583 and the average likelihood of ever being employed in the first and second year of the program by 7.8 percentage points and 5.5 percentage points, respectively. 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 New Hope program, and not to other factors.","The New Hope Program","Other employment and reemployment Other training and education","Low income, Parent",,"United States",1999,http://files.eric.ed.gov/fulltext/ED433455.pdf,"Employment and Training Review Protocol" "An evaluation of an urban community college Single Parent and Displaced Homemaker Program (Doctoral dissertation)","Rice, L. M. (1999). An evaluation of an urban community college Single Parent and Displaced Homemaker Program (Doctoral dissertation). Old Dominion University. DOI: 10.25777/tqh7-3c76","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study's objective was to examine the impact of the Single Parent and Displaced Homemaker Program on education outcomes by students at an urban community college. The study used a nonexperimental design to compare the outcomes of program participants to those on the waiting list. Using data from the community college’s Students Information System, the author conducted statistical tests to examine the differences between groups. The study found that participation in the Single Parent and Displaced Homemaker Program was significantly related to increased retention rates and number of credits taken. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Single Parent and Displaced Homemaker Program; other factors are likely to have contributed.","the Single Parent and Displaced Homemaker Program","Employment and Training Services Training and Education Capacity building programs Community college education and other classroom training Other training and education","Adult, Other barriers, Female, Parent",,"Urban, United States",1999,https://digitalcommons.odu.edu/urbanservices_education_etds/50/,"Community College Review Protocol" "Addressing literacy needs at work: Implementation and impact of workplace literacy programs","Moore, M., Myers, D., & Silva, T. (1998). Addressing literacy needs at work: Implementation and impact of workplace literacy programs. Washington, DC: Mathematica Policy Research, Inc.","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Education and skills gains-Mod/high-No impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of workplace literacy programs on workers’ literacy and career and educational attainment. The authors randomly assigned workers in three sites to either the treatment group, which could participate in the workplace literacy program, or the control group, which was barred from participating in the program for a period of time. The authors estimated impacts of the program by comparing outcomes of the two groups, controlling for the probability of their participation. The study did not find any statistically significant effects of the workplace literacy programs on GED attainment, employment, average weekly earnings, or standardized literacy assessments. The quality of causal evidence presented in this report is high for most outcomes because it was based on a well-implemented randomized controlled trial. This means we have confidence that any estimated effects would be attributable to the workplace literacy programs studied and not to other factors; however, the study found no statistically significant effects.","the Workplace Literacy Programs Studied","Other employment and reemployment Other training and education","Other barriers",,"United States",1998,http://www.mathematica-mpr.com/~/media/publications/PDFs/education/workplace_li…,"Employment and Training Review Protocol" "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,,"Opportunities for Youth Review Protocol" "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,,"Career Academies Review Protocol" "Coordinated studies programs: Their effect on student involvement at a community college","Tinto, V., & Russo, P. (1994). Coordinated studies programs: Their effect on student involvement at a community college. Community College Review, 22(2), 16-25.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the impact of coordinated studies programs (CSPs) on students’ persistence in college. The authors used administrative data to compare reenrollment rates between a treatment group of students enrolled in CSP classes and a comparison group of students enrolled in humanities and social science classes. The study found that the spring reenrollment rate for CSP students was 84 percent, significantly higher than the 81 percent rate for comparison students. The fall reenrollment rate for CSP students was 67 percent, significantly higher than the 52 percent rate for comparison students. The quality of causal evidence presented in this report is low because the authors did not control for relevant student characteristics in the analysis. This means we are not confident that the estimated effects are attributable to CSPs. Other factors are likely to have contributed.","Coordinated Studies Programs","Community college education and other classroom training",Adult,,"United States",1994,,"Community College Review Protocol" "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,"Opportunities for Youth Review Protocol" "The effect of veterans benefits on education and earnings","Angrist, J. D. (1993). The effect of veterans benefits on education and earnings. Industrial and Labor Relations Review, 46(4), 637-652.",Veterans,"Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Education and skills gains-Low-Favorable impacts Education and skills gains","Summary: The study’s objective was to examine the effects of veteran benefits on the post-service education and earnings of soldiers who served in the Vietnam era and in the first years of the All-Volunteer Forces (AVF). The study used statistical tests in a nonexperimental analysis to evaluate the effects of veteran benefits. The data came from the U.S. Census Bureau’s 1987 Survey of Veterans. The study found a statistically significant positive relationship between veteran benefits and education and earnings outcomes. The quality of causal evidence presented in this report is low because the author did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to veteran benefits; other factors are likely to have contributed.","the veteran benefits","Other wages and benefits Other training and education","Veteran or military",,"United States",1993,https://doi.org/10.1177%2F001979399304600404,"Employment and Training Review Protocol"