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" "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" "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" "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" "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" "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" "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" "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" "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" "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" "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"