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" "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" "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" "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" "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" "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" "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" "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" "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" "Preparing Alaskans for mining careers through short, industry-informed training programs: University of Alaska round IV TAACCCT grant","Hanson, H., Stevens, D., Vazquez, M., & Roberts, B. (2018). Preparing Alaskans for mining careers through short, industry-informed training programs: University of Alaska round IV TAACCCT grant. Portland, OR: Education Northwest.","Community College",,,"Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the University of Alaska's Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on the employment and earnings of community college students. The study used a nonexperimental design to compare the outcomes of students in the TAACCCT-enhanced Surface Mining and Underground Mining programs to similar individuals who did not attend community college and instead entered the labor market in mining occupations. The study found that the TAACCCT-enhanced program participation was significantly associated with a higher likelihood of employment retention and increased quarterly wages. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the University of Alaska's TAACCCT grant program; other factors are likely to have contributed.","the University of Alaska's TAACCCT Grant Program","Employer partnerships Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, American Indian or Alaska Native, Veteran or military",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18578/AK_TAACCCT_Report_0…,"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" "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" "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" "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" "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" "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" "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" "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" "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" "Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39)","Dockery, J., Bottomley, M., Murray, C., Tichnell, T., Stover, S., Schroeder, N., Hance, D., Fruchey, K., & Franco, S. (2018). Northwest State Community College of Ohio Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative (TAACCCT Grant TC-26481-14-60-A-39). Dayton, OH: Wright State University, Applied Policy Research Institute.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) initiative on earnings and employment outcomes. The authors used a nonexperimental design to compare employment and earnings outcomes of students enrolled in the IAM iSTAR program to a matched cohort of students from other local community colleges enrolled in the same or similar programs of study. The study found that IAM iSTAR program participation was significantly associated with a higher likelihood of finding and retaining employment for non-incumbent workers. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the IAM iSTAR program; other factors are likely to have contributed","Industrial Automation Manufacturing innovative Strategic Training Achieving Results (IAM iSTAR) Initiative","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs",Adult,,"United States",2018,https://www.skillscommons.org/bitstream/handle/taaccct/18570/2018%20IAM%20iSTAR…,"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" "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" "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" "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" "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" "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" "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" "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" "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" "STEM-Connect at the University of Vermont, College of Engineering and Mathematical Sciences: Program evaluation final report","Farrell, R., Harris, D., Meyers, H., & Ratmeyer, S. (2017). STEM-Connect at the University of Vermont, College of Engineering and Mathematical Sciences: Program evaluation final report. Swanton, VT: Core Research and Evaluation.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the effects of the University of Vermont’s (UVM) Science, Technology, Engineering and Math (STEM) Connect program on earnings and employment outcomes. The study used a nonexperimental design to compare the outcomes of students who were enrolled in the UVM STEM-Connect program to a matched comparison group of students who took a STEM-Connect course but were not enrolled in the STEM-Connect program. The study found no statistically significant relationships between STEM-Connect program participation and average quarterly wages or employment rates. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the UVM STEM-Connect program; other factors are likely to have contributed.","the UVM STEM-Connect Program","Capacity building programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Adult, Dislocated or displaced worker, Unemployed, Veteran or military",,"United States",2017,http://www.skillscommons.org/bitstream/handle/taaccct/13127/STEM-Connect%20Fina…,"Community College Review Protocol" "New Mexico Junior College TAACCCT evaluation report","Dauphinee, T., Davis, M., & Carr, S. (2017). New Mexico Junior College TAACCCT evaluation report. Albuquerque, NM: University of New Mexico, Center for Education Policy and Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of New Mexico Junior College’s (NMJC) TAACCCT program on employment and earnings outcomes. The authors used a nonexperimental design to compare employment and earning outcomes of NMJC TAACCCT program participants to a matched comparison group using NMJC administrative data and data from New Mexico’s Department of Workforce Solutions. The study did not find a significant relationship between program participation and employment or earnings outcomes. The quality of causal evidence presented in this report is low because the authors did not use sufficient controls in their analysis. This means we are not confident that the estimated effects are attributable to the NMJC TAACCCT program; other factors are likely to have contributed program.","New Mexico Junior College’s (NMJC) TAACCCT Program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,http://www.skillscommons.org/bitstream/handle/taaccct/13866/2017%20NMJC%20Evalu…,"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" "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" "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" "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" "Outcomes from a certification program for early career professionals in supply chain management","Maxwell, N., Dolfin, S., Bruch, J., & Luca, D. L. (2017). Outcomes from a certification program for early career professionals in supply chain management. Princeton, NJ: Mathematica Policy Research.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Moderate Causal Evidence","Earnings and wages-Mod/high-No impacts Earnings and wages Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of the Leveraging, Integrating, Networking, and Coordinating Supplies (LINCS) program on employment and earnings. Using a nonexperimental design, the study authors compared students in the LINCS program to a historical comparison group who had not participated in the LINCS program. The study found no statistically significant relationships between LINCS program participation and employment or earnings. The quality of causal evidence provided in this study is moderate because it is based on a well-implemented nonexperimental design. This means we would be somewhat confident that any estimated effects would be attributable to LINCS, but other factors might also have contributed. However, the study did not find statistically significant effects.","the Leveraging, Integrating, Networking, and Coordinating Supplies (LINCS) program","Capacity building programs Community college education and other classroom training",Adult,,"United States",2017,https://www.mathematica.org/our-publications-and-findings/publications/outcomes…,"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" "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" "University of the District of Columbia – Community College final evaluation report","Takyi-Laryea, A., Passa, K., & Gall, A. (2017). University of the District of Columbia – Community College final evaluation report. Fairfax, VA: ICF International.","Community College","Study Type: Implementation Analysis",,,"Summary: The study’s objective was to examine the implementation of the Washington, DC Construction Academy and the Washington, DC Hospitality Academy (DCCA and DCHA, respectively) programs offered by the University of the District of Columbia-Community College (UDC-CC) in partnership with the Workforce Investment Council, the DC Workforce Investment Board, and employers to train un- and under-employed individuals in the construction and hospitality industries. The study authors conducted an implementation evaluation using data gathered from UDC-CC grant staff and leadership during conference calls, program leadership and instructors during one-on-one interviews, student participants during focus groups, and from Workforce Industry Council members during observations. The study found that the program was generally implemented as planned despite delays resulting from staff turnover and subsequent hiring. Industry and employer partnerships ensured the redesigned programs met national standards and employer needs, while enhanced services were well received by students. The implementation study of the UDC-CC programs used qualitative data sources to answer the research questions. The report did not provide adequate detail on study participants; however, there were clear links between data collection, analysis, and findings and the findings were supported by multiple data sources when possible. The embedded impact study was reviewed by CLEAR in August 2020.",,"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" "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" "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" "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" "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" "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" "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" "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" "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" "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" "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" "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" "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" "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" "Vincennes University Logistics Training and Education Center: Final evaluation report.","Belville, J. Schoeph, K., Leger, R., Jenner, E., Maddox, D., Lass, K., & Beres, S. (2016). Vincennes University Logistics Training and Education Center: Final evaluation report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/9769/VU%20LTEC%20Final%20Evaluation%20Report%20TAACCCT%20R2_Sept%202016.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Vincennes University Logistics Training and Education Center (LTEC) initiative on employment and earnings outcomes. This summary focuses on the estimated outcomes of the Fork Lift Essentials (FLE) program. The authors used an interrupted time series design to examine employment and earnings outcomes associated with the completion of LTEC's FLE program. The study found FLE program completion was significantly associated with improved earnings in the first quarter immediately following program completion. The quality of causal evidence presented in this report is low because the authors did not observe outcomes for multiple periods after the intervention. This means we are not confident that the estimated effects are attributable to the Logistics Training and Education Center initiative; other factors are likely to have contributed.","Logistics Training and Education Center (LTEC) Initiative","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9679/VU%20LTEC%20Final%2…,"Community College 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" "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 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" "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" "Vincennes University Logistics Training and Education: Final evaluation report","Belville, J., Schoeph, K., Leger, R., Jenner, E., Maddox, D., Lass, K., & Beres, S. (2016). Vincennes University Logistics Training and Education Center: Final evaluation report. Retrieved from https://www.skillscommons.org/bitstream/handle/taaccct/9679/VU%20LTEC%20Final%20Evaluation%20Report%20TAACCCT%20R2_Sept%202016.pdf?sequence=1&isAllowed=y","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the Logistics Training and Education Center (LTEC) initiative on employment and earnings outcomes. This summary focuses on the estimated outcomes of the Tractor-Trailer Driver Training (TTDT) program.  The authors used a nonexperimental design to compare the outcomes of TTDT program participants to a matched comparison group consisting of two student cohorts: a historical cohort of students from previous enrollment years and a concurrent cohort of students that attended a different college campus. The study did not find significant relationships between completion of the TTDT program and employment status or quarterly earnings. The quality of the causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the Logistics Training and Education Center initiative; other factors are likely to have contributed.  ","Logistics Training and Education Center (LTEC) Initiative","Capacity building programs Community college education and other classroom training","Adult, Veteran or military",,"United States",2016,https://www.skillscommons.org/bitstream/handle/taaccct/9679/VU%20LTEC%20Final%2…,"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" "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" "ShaleNET Round 2 TAACCCT grant third-party evaluation final report","Dunham, K., Hebbar, L., Kheman, D., Comeaux, A., Diaz, H., Folsom, L., & Kuang, S. (2016). ShaleNET Round 2 TAACCCT grant third-party evaluation final report. Oakland, CA: Social Policy Research Associates.","Community College","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Earnings and wages-Low-No impacts Earnings and wages Employment-Low-No impacts Employment","Summary: The study’s objective was to examine the impact of the ShaleNET program on earnings and employment. The study used a nonexperimental design to compare the outcomes of students who were in ShaleNET program to a matched comparison group of individuals receiving other federally funded employment services. The study found no statistically significant relationships between ShaleNET program participation and employment or quarterly earnings. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the ShaleNET program; other factors are likely to have contributed.",ShaleNET,"Capacity building programs Community college education and other classroom training",Adult,,"United States",2016,https://www.spra.com/wordpress2/wp-content/uploads/2016/12/ShaleNET-Full-Report…,"Community College 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" ,"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" "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" "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" "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" "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" "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" "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" "Actions against poverty: The impact of career technical education","Rabren, K., Carpenter, J., Dunn, C., & Carney, J. (2014). Actions against poverty: The impact of career technical education. Career Development and Transition for Exceptional Individuals, 37(1), 29-39.","Low-Income Adults","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of participation in career or technical education (career tech) on post-high school employment for people with specific learning or intellectual disabilities who lived in relatively high-poverty areas. The authors estimated regression models comparing employment outcomes for youth who participated in career tech with those who did not, while controlling for differences in demographic characteristics. The study found that career tech participants were 0.235 times more likely than those in the comparison group to be employed when leaving high school. Career tech participants were also 0.064 times more likely to be employed at any point within the first year after high school (0.066 times for those who were unemployed upon leaving high school). These findings were statistically significant. The quality of causal evidence presented in this report is low because the study did not control for students’ degree of disadvantage. This means we are not confident that the estimated effects are attributable to career tech participation; other factors are likely to have contributed.","Career Tech","Other employment and reemployment Other training and education Youth programs","Youth, Disability, Other barriers",,"United States",2014,,"Employment and Training 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" "Women in community colleges: Access to success","St. Rose, A., & Hill, C. (2013). Women in community colleges: Access to success. Washington, DC: American Association of University Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors described two programs partnering with California community colleges—the Mathematics, Engineering, Science Achievement Community College Program (MCCP) and the CalWomen Tech Program—that aim to encourage women to pursue careers in science, technology, engineering, and mathematics (STEM). The two initiatives approach this goal in different ways: MCCP prepares women to transfer from two- to four-year STEM degree programs, whereas CalWomen Tech encourages participation in non-traditional career and technical education programs in STEM, such as information technology and automotive repair. MCCP offers a wide array of academic, career, and social support services, from academic tutoring and advising to a cohort-based course progression. CalWomen Tech’s promotional materials target women, such as “women in technology” websites that highlight the employment and salary opportunities available to women who choose non-traditional career paths, and skill-building or “bridge” courses that lay the groundwork for more advanced study. In 2010, 38 percent of MCCP transfer students from two- to four-year degree programs were women. Of those transferring to programs in life sciences or mathematics, more than 50 percent were women. After partnering with CalWomen Tech, female enrollment in City College of San Francisco’s computer networking and information technology program increased from 19 percent in 2006 to 33 percent in 2008, with persistent enrollment rates through 2010. Similarly, CalWomen Tech helped Evergreen Valley College raise female retention in its automotive technology program from 58 percent to 88 percent over the course of two years.",,"Youth programs Community college education and other classroom training Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2013,http://www.aauw.org/files/2013/05/women-in-community-colleges.pdf,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Exploring women engineering faculty’s mentoring networks","Long, Z., Buzzanell, P., Kokini, K., Wilson, R., Batra, J., & Anderson, L. (2013). Exploring women engineering faculty’s mentoring networks. Proceedings of the 2013 American Society for Engineering Education Annual Conference & Exposition, Washington, DC.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study described how women in academic STEM positions (compared with corporate environments) constructed their own mentoring networks; it also explored the mentoring configurations female academics preferred as support for their careers. The authors conducted in-depth semistructured interviews with seven female engineering faculty at a single large Midwestern university, creating detailed maps of the faculty members’ mentoring networks and evaluating the nature, importance, and perceived value of each connection. The study found that the female faculty were generally dissatisfied with formal mentoring relationships and instead sought mentors on their own. Faculty selected these informal mentors from among those with whom they had an existing relationship, such as a friend or co-committee member. Mentees selected multiple mentors with mixed backgrounds and characteristics to serve different purposes (for example, discussing work-life balance or career advancement) and mentees typically had at least one mentor outside of the department or university to discuss more confidential matters. Findings were generally consistent with mentor relationships in a corporate setting.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2013,http://www.asee.org/public/conferences/20/papers/6463/download,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "An effective model for enhancing underrepresented minority participation and success in geoscience undergraduate research","Blake, R., Liou-Mark, J., & Chukuigwe, C. (2013). An effective model for enhancing underrepresented minority participation and success in geoscience undergraduate research. Journal of Geoscience Education, 61(4), 405-414.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This study described the implementation of the National Science Foundation Research Experiences for Undergraduates (REU) program at New York City College of Technology. This year-long program aimed to retain undergraduates in STEM disciplines and prepare them for STEM careers, especially for underrepresented minority groups, including women. The authors, as directors of the REU program, described each of its components, including research, minicourses, seminars and workshops, mentoring, support and networking opportunities, and presenting at and attending conferences. Outcomes were discussed in terms of post-program experiences and achievements, as well as quotes from program participants. Overall, the authors concluded that the program was successful in terms of demonstrated interest in, attendance in, or completion of a STEM graduate program; achievement in STEM publications; and attainment of STEM awards. These outcomes were complemented by five quotes from student participants who discussed how the program changed their academic lives.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2013,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns","Smith, J., Lewis, K., Hawthorne, L., & Hodges, S. (2013). When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality & Social Psychology Bulletin, 39(2), 131-143. [Study 3]","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Attitudes-Low-Favorable impacts Attitudes","Summary: The study examined the effect of providing information about effort requirements to succeed in a fictitious male-dominated eco-psychology master’s program on female students’ attitudes toward their ability to succeed in this field. The authors randomly assigned 48 female undergraduates to receive one of four verbal messages from an advisor about their ability to succeed in a fictitious master’s program in eco-psychology; the women also received a printed brochure distributed to all study groups. The messages varied in terms of emphasis placed on students’ ability versus level of effort. Specifically, three of the message groups conveyed that student success depended on (1) their natural ability (natural ability group), (2) putting in more effort than peers (more effort group), or (3) putting in the same high level of effort as peers (normal effort group). The advisors did not discuss effort requirements with the fourth group that served as a control group (the no information group). Students then immediately completed a questionnaire measuring self-doubt, perceived confidence, future interest in eco-psychology, and how well they thought they would fit into the program. The study found that students in the normal effort group exhibited a significantly higher sense of academic belonging to and future interest in the eco-psychology program than the other three groups. They also had higher perceived competence compared with the more effort group and exhibited lower self-doubt than the no information and more effort groups. The quality of causal evidence presented in this report is low because the authors did not include sufficient controls in their analysis to account for differences between each group, which is required of randomized controlled trials (RCTs) with high attrition. This means we are not confident that the estimated effects are attributable to the type of message the study participants received; other factors are likely to have contributed.",,"Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2013,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Women in industrial engineering: Stereotypes, persistence, and perspectives","Brawner, C., & Camacho, M. (2012). Women in industrial engineering: Stereotypes, persistence, and perspectives. Journal of Engineering Education, 101(2), 288-318.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This study explored why more women major in industrial engineering in college than other engineering fields. The authors tabulated quantitative data from eight colleges and universities in the southeastern region of the United States using data from the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). They also conducted focus groups with 20 female industrial engineering students and qualitatively analyzed the content of industrial engineering department websites at the eight MIDFIELD institutions. The study found that students transferred into an industrial engineering major program after taking several semesters of coursework in another field at the university. It found no evidence that women with weak academic records were more likely to choose industrial engineering over other engineering majors. Focus group participants felt that their department had a warm, familial atmosphere, and that the major provided a more general background in engineering, which could offer them more flexible job opportunities in a variety of related fields. This was consistent with departmental websites, which marketed themselves as having a strong sense of community and collegiality, and stressed the wide range of career opportunities available to their graduates as problem solvers for society and industry.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2012,,"Women in Science, Technology, Engineering, & Math (STEM) 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" "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" "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" "Are the predictors of women’s persistence in STEM painting the full picture? A series of comparative case studies","Hughes, R. (2011). Are the predictors of women’s persistence in STEM painting the full picture? A series of comparative case studies. International Journal of Gender, Science and Technology, 3(3), 548-570.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to examine the experiences of several female science and engineering majors within the literature context on predictive factors of persistence in STEM majors and careers. The study focused on the roles of parental support and education level, academic preparation, and perceptions of the STEM culture in influencing the career trajectories of female undergraduates at a United States university in 2009–2010. The author conducted two interviews each with five women in their fourth year of college who had chosen to major in a STEM field. The first interview collected the participant’s life history, with a focus on factors and moments leading to the decision to pursue a STEM major. The second interview, conducted several months later, recorded whether the participant’s career plans had changed. The study found that the participants’ experiences did not always align with what the literature predicted, and that complex factors contributed to a woman’s decision to stay in or leave a STEM major. Although all the women who stayed in a STEM field described the use of coping strategies for persisting in a male-dominated field, these strategies differed among participants. Those who chose to leave their STEM major did not necessarily do so because of a lack of academic preparation, parental support, or competence, but rather seemed to share a feeling that they did not identify with the peers in their STEM field, who they described as “uptight,” “nerdy,” and lacking a life outside of the classroom.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Female",,"United States",2011,,"Women in Science, Technology, Engineering, & Math (STEM) 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" "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" "Sex differences in application, success, and funding rates for NIH extramural programs","Pohlhaus, J.R., Jiang, H., Wagner, R.M., Schaffer, W.T., & Pinn, V.W. (2011). Sex differences in application, success, and funding rates for NIH extramural programs. Academic Medicine, 86(6), 759-767.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study's objective was to analyze gender differences in the award of National Institutes of Health (NIH) extramural grants in the 2008 fiscal year. This research was intended to inform efforts to improve diversity in award funding. Using data from the NIH Information for Management, Planning, Analysis, and Coordination electronic Research Administration database, the authors conducted cross-sectional analyses of funding rates (the percentage of applicants who received funding) and success rates (the percentage of reviewed grant applications that received funding), by career stage (early, mid, and senior) and by gender. The authors also conducted analyses specific to the prestigious R01 award—the only award not intended for a specific career stage—including a longitudinal analysis of researchers transitioning to R01 awards or applying for renewal of R01 awards. Overall, women tended to be as likely as men to receive NIH research and training awards in 2008, and applied for and received similar award amounts. In the R01 program, women had a similar success rate as men but a lower funding rate, which seemed to be caused by a lower rate of award among experienced applicants submitting proposals for award renewal. The longitudinal analysis confirmed that women were less likely than men to apply and receive funding for new or renewal R01 awards. Finally, fewer older women applied for and received funding, and recipients of multiple awards were more likely to be men. The authors suggest that these findings are consistent with national data showing fewer older women work in the field and are employed in senior positions.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","STEM professional",,"United States",2011,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Gender Equity in Science and Engineering: Advancing Change in Higher Education","Bilimoria, D., & Liang, X. (2011). Gender Equity in Science and Engineering: Advancing Change in Higher Education. New York: Routledge.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to evaluate the effectiveness of the ADVANCE institutional transformation program (ADVANCE-IT) sponsored by the National Science Foundation (NSF) in advancing women’s representation among science, technology, engineering, and mathematics (STEM) faculty in U.S. colleges and universities. The authors used program implementation and outcome data obtained from 19 participating colleges and universities to examine program initiatives, actions, and outcomes of ADVANCE-IT institutions. The analysis of interest in this review compared the changes in proportions of female STEM faculty in institutions that were implementing ADVANCE-IT programs to national reference groups over the course of the program period, by faculty rank and by type of institution. The study found that the ADVANCE-IT program was effective in increasing the number of female STEM faculty at all ranks in four-year colleges and research universities. 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 ADVANCE-IT program. Other factors are likely to have contributed.","the ADVANCE Program","Other disparities or discrimination in employment and earnings Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2011,,"Women in Science, Technology, Engineering, & Math (STEM) 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" "Recruitment strategies for gender equity: Lessons from cohort 1 and cohort 2 advance institutions","Zajicek, A., Morimoto, S., Terdalkar, A., Hunt, V., Rencis, J., & Lisnic, R. (2011). Recruitment strategies for gender equity: Lessons from cohort 1 and cohort 2 advance institutions. 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","Employment-Low-No impacts Employment","Summary: The study’s objective was to evaluate the effectiveness of the ADVANCE institutional transformation program (ADVANCE-IT), sponsored by the National Science Foundation (NSF), on the recruitment of female engineering faculty at participating U.S. colleges and universities. The authors used program implementation and outcome data obtained from seven participating colleges and universities to compare the number of female engineering faculty before and after institutions participated in the intervention. The study found no statistically significant relationships between participation in the ADVANCE-IT program and the number of female assistant professors at those institutions. The quality of causal evidence presented in this study is low because the authors conducted no tests of statistical significance and did not observe outcomes for multiple periods before the intervention. This means we are not confident that the estimated effects would have been attributable to the ADVANCE-IT program; other factors are likely to have contributed.","NSF’s ADVANCE-IT Program","Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional",,"United States",2011,http://www.asee.org/file_server/papers/attachment/file/0001/1532/Recruitment_St…,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics","Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-208.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study examined existing empirical research on the challenges that minority women have faced in science, technology, engineering, and mathematics (STEM) disciplines at the undergraduate and graduate levels, emphasizing factors that promote or discourage retention and transition to employment or further study. The authors analyzed 116 empirical studies conducted from 1970 to 2008 that examine aspects of the academic and career experiences of minority women in STEM disciplines, identifying the findings of each study and synthesizing these features to pinpoint trends and opportunities for further investigation. The authors summarized the studies’ conclusions regarding the effects of academic climate, enrichment programs, self-confidence, and relationships with faculty, peers, and family on minority women’s persistence in undergraduate STEM majors, highlighting lack of recognition from peers and faculty members and complex family expectations and dynamics as factors that hinder them from completing STEM degrees. At the graduate level, many of the same influences, particularly family expectations and fraught relationships with peers and professors, present challenges for minority women in STEM disciplines. Academic and social transitions from minority-serving institutions to predominantly white institutions and the financial demands of graduate study also represent cross-cutting obstacles.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs","Youth, Other barriers, Female",,"United States",2011,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "The Effectiveness of Institutional Intervention on Minimizing Demographic Inertia and Improving the Representation of Women Faculty in Higher Education","Bakian, A.V., & Sullivan, K.A. (2010). The Effectiveness of Institutional Intervention on Minimizing Demographic Inertia and Improving the Representation of Women Faculty in Higher Education. International Journal of Gender, Science and Technology, 2(2), 207-234.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Causal Impact Analysis","Causal Evidence Rating: Low Causal Evidence","Employment-Low-Favorable impacts Employment","Summary: This study’s objective was to examine the effect of the ADVANCE program sponsored by the National Science Foundation (NSF) on women’s representation among tenured and tenure-track faculty. The study took place at one unnamed research university. The authors compared the transition probabilities (that is, the probabilities of being hired, retained, or promoted) for men and women, before and during the period ADVANCE was in effect. The study found that the ADVANCE program enhanced women’s representation among faculty in science and engineering departments. 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 ADVANCE program. Other factors are likely to have contributed.","the ADVANCE Program","Other disparities or discrimination in employment and earnings Science, Technology, Engineering, and Math (STEM) programs","Female, STEM professional",,"United States",2010,,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Why so few? Women in science, technology, engineering, and mathematics","Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, D.C.: American Association of University Women.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This publication summarized the obstacles facing girls and women who wish to pursue academic or professional careers in STEM fields and highlighted solutions to these challenges at the secondary, postsecondary, and professional levels. The authors presented scholars’ investigations into issues surrounding gender differences in interest, retention, or careers in STEM, drawing on both interviews with the profiled scholars and their published studies. The paper concluded that bias and stereotypes, whether implicit or explicit, hindered girls’ development in STEM. According to the paper, promoting the idea that intelligence is not fixed and innate but can expand through hard work, dubbed the growth mindset, combats the notion that boys are inherently better at math and science than girls and encourages girls to persevere. Further, women in academic and industry STEM positions continued to suffer from bias and stereotypes, which can manifest themselves through unsupportive atmospheres or distorted perceptions of female employees’ competence. Clear standards for advancement can counteract some of these tendencies.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Youth, Female",,"United States",2010,http://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engine…,"Women in Science, Technology, Engineering, & Math (STEM) Review Protocol" "Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career","Amelink, C., & Creamer, E. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. Journal of Engineering Education, 99(1), 81-92.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The authors investigated aspects of the undergraduate college environment associated with satisfaction with engineering as a major and students’ intent to pursue a career in engineering in the next 10 years, emphasizing gender differences. The authors designed a comprehensive survey comprising sections on demographic information, factors affecting career choice, self-reported scientific ability, classroom experience, academic community, curricular and extracurricular engagement, and family and academic background. Participating institutions administered the survey to undergraduate engineering majors. After collecting the data, the authors examined correlations between a set of student, faculty, and general factors and satisfaction with the decision to major in engineering or intent to work as an engineer in 10 years. Although male and female students were equally likely to express satisfaction with their decision to major in engineering, significantly and substantially fewer female students expected to work in an engineering career in 10 years than male students. Similar factors were associated with male and female students’ intent to pursue a career in engineering. Perceptions of faculty engagement with students struck a notable contrast; higher levels of agreement with the statement “in general, engineering professors care about student learning” were significantly and positively correlated with female students’ interest in long-term engineering careers, but the correlation with male students’ career intent was not significant.",,"Youth programs Science, Technology, Engineering, and Math (STEM) programs",Youth,,"United States",2010,,"Women in Science, Technology, Engineering, & Math (STEM) 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" "Youth work and learn at Our Piece of the Pie (OPP): Findings of the formative evaluation of Connecticut's youth development model","Britner, P., Buch, R., Colon, R., Milan, S., Singer, M., & Snow, S. (2009). Youth work and learn at Our Piece of the Pie (OPP): Findings of the formative evaluation of Connecticut's youth development model. Storrs, CT: Center for Health, Intervention and Prevention, University of Connecticut.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report describes the work of Our Piece of the Pie (OPP), an organization that gives young people in Hartford, CT, access to a range of services, including academic assistance, vocational training, and guidance from caring adults trained to provide mentorship and other support. The study aimed to gather information on the characteristics of the youth served by OPP, their participation in program activities, and the progress they made in reaching academic and employment goals. The evaluation team conducted direct observations of intervention activities, interviews with program staff and participants, and surveys of participating youth. It also drew on program data collected by OPP. The study found that most participants spent a considerable amount of time with their mentors each week, with some also taking advantage of career advancement and educational preparation services. Although participating youth were making progress on their goals at the time of the evaluation, particularly in achieving educational milestones, the authors suggested that the program could benefit by strengthening participant-mentor relationships, adapting programming for special populations, and improving the quality of program data.","Our Piece of the Pie (OPP)","Job search assistance and supportive services Youth programs Mentoring Other training and education Work based and other occupational training","Youth, Disconnected youth",,"United States",2009,,"Opportunities for Youth Review Protocol" "Bring them back, move them forward: Case studies of programs preparing out-of-school youths for further education and careers.","Buschmann, R., & Haimson, J. (2008). Bring them back, move them forward: Case studies of programs preparing out-of-school youths for further education and careers. Princeton, NJ: Mathematica Policy Research.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This study examined the work of six dropout recovery programs to explore how similar programs might more effectively prepare youth for postsecondary education and employment. It focused on the key services the programs provided to school dropouts, challenges related to implementing program activities, and strategies to address and resolve these challenges. The researchers conducted one- to two-day visits to each program site, during which they interviewed principals or program directors, instructors, counselors, records administrators, and participating students. They also gathered individual participants’ record data and aggregate reports of key outcomes. The study found that incoming participants’ academic ability varied greatly and that large class sizes sometimes limited the extent to which teachers could adapt their lessons to meet diverse needs. Program staff tried to develop relationships with participants and help them resolve personal problems, but found it difficult to address the most serious problems. Some participants had positive short-term outcomes such as enrolling in education or finding a job. The authors suggested that similar programs might want to consider collecting more cost data for planning purposes, track participants’ progress on educational and employment goals after program completion, and conduct rigorous impact studies to understand how individual program features influence their participants’ outcomes.","Dropout Programs","Job search assistance and supportive services Youth programs Community college education and other classroom training Other training and education",Youth,,"United States",2008,http://www.mathematica-mpr.com/publications/pdfs/bringback_moveforward.pdf,"Opportunities for Youth 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" "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" "Youth Opportunity grant initiative: process evaluation final report","Bruno, L., & Pistorino, C. (2007). Youth Opportunity grant initiative: process evaluation final report. Washington, DC: Decision Information Resources, Inc.","Opportunities for Youth","Study Type: Implementation Analysis",,,"Summary: This report summarized the results of the final round of the process evaluation of the Youth Opportunity (YO) grant initiative. The YO program offered educational, employment, leadership enhancement, and other support services to all youth ages 14 to 21 in targeted high-poverty areas across the country in order to boost their high school graduation, college enrollment, and employment rates. The study assessed program implementation and examined strengths and weaknesses of the YO model by gathering information on services provided, program outcomes, and implementation challenges and best practices at 25 sites. It drew on management information systems (MIS) data; group interviews with program administrators, line staff, and youth participants; and past process evaluation reports. Projects were successful in enrolling a large number of participants and nearly 40 percent of those enrolled received a long-term placement. Projects eventually succeeded in establishing YO centers but faced challenges in launching and running the centers, delivering comprehensive and integrated youth development services, sustaining long-term youth engagement, and developing partnerships for sustainability.","Youth Opportunity Grant Initiative","Basic skills Job search assistance and supportive services Other training and education Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2007,,"Opportunities for Youth Review Protocol" "College as a job advancement strategy: Final report on the New Visions Self-Sufficiency and Lifelong Learning Project","Fein, D., & Beecroft, E. (2006). College as a job advancement strategy: Final report on the New Visions Self-Sufficiency and Lifelong Learning 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","Public benefits receipt-Mod/high-Favorable impacts Public benefit receipt","Summary: The study’s objective was to examine the impact of the Riverside Community College’s New Visions Self-Sufficiency and Lifelong Learning Project on welfare recipients’ employment, earnings, welfare receipt, and educational achievement. The study was based on a randomized controlled trial and estimated the effect of offering welfare recipients the New Visions Project services compared with encouraging recipients to participate in other employment services. The authors used California public benefits and community college administrative data to compare average outcomes among those offered access to New Visions with the average outcomes of those excluded, after adjusting for differences in demographic and pre-intervention characteristics between the groups. The study found that participants in the New Visions program received $456 more in Temporary Assistance for Needy Families (TANF) payments than control group participants in the third 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 are attributable to the New Visions Project, and not to other factors.","the New Visions Self-Sufficiency and Lifelong Learning Project","Community college education and other classroom training Other employment and reemployment","Low income, Parent",,"United States",2006,http://www.acf.hhs.gov/sites/default/files/opre/nv_final_pdf.pdf,"Employment and Training 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" "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" "Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences","Hahn, A., Leavitt, T., Horvat, E., & Davis, J. (2004). Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences. Somerville, MA: Brandeis University Heller School for Social Policy and Management and Temple University College of Education.","Opportunities for Youth","Study Type: Descriptive Analysis",,,"Summary: This report summarizes YouthBuild participants’ experiences after program completion. YouthBuild was founded in 1991 and offers academic instruction and construction training to economically disadvantaged youth who use those skills to build affordable housing for low-income households. The authors collected information on what students go on to do after YouthBuild by conducting in-depth interviews with 57 graduates and a detailed survey of 882 graduates. YouthBuild graduates who were interviewed had a very positive view of the program; they appreciated that staff set high expectations for them while acting as their substitute families and providing a caring environment. They also enjoyed the construction work, which enabled them to see tangible results of their efforts. Many expressed the need for additional career- or education-related programming after the period of full-time participation in YouthBuild. Seventy-five percent of the graduates who were surveyed were either working or engaged in postsecondary studies at the time of the survey, and similar percentages were free of government support and participating in at least one community activity. Like the interview findings, many survey respondents expressed a need for further career- or education-related programming.",Youthbuild,"Youth programs Other training and education Work based and other occupational training","Youth, Low income",Construction,"United States",2004,,"Opportunities for Youth Review Protocol" "Enriching summer work: An evaluation of the Summer Career Exploration Program.","McClanahan, W., Sipe, C., & Smith, T. (2004). Enriching summer work: An evaluation of the Summer Career Exploration Program. Philadelphia, PA: Public/Private Ventures.","Opportunities for Youth","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Earnings and wages-Mod/high-Mixed impacts Earnings and wages Employment-Mod/high-Favorable impacts Employment","Summary: The evaluation’s objective was to examine the effects of the Summer Career Exploration Program (SCEP) on short-term earnings, employment, and other outcomes. SCEP offers youth job-related counseling, places them in career-related jobs, and supports them through mentoring. The report also describes program implementation and ways of improving SCEP. The program’s effectiveness was evaluated using a randomized control ed trial.  The study found statistically significant, positive impacts of SCEP on participants’ employment and earnings over the summer that the evaluation occurred; however, these were not sustained over the one-year follow-up period.  The quality of the causal evidence presented in this study is high for most outcomes and moderate for the remaining outcomes examined. For the outcomes with high causal evidence, this means we are confident that the estimated impacts are attributable to SCEP, and not other factors. For those with moderate causal evidence, other factors besides SCEP might have contributed to the estimated effects.","Summer Career Exploration Program","Basic skills Job search assistance and supportive services Work based and other occupational training Youth programs","Youth, Low-skilled, Low income",,"United States",2004,http://www.cityofmadison.com/dpced/communitydevelopment/funding/documents/AreaI…,"Opportunities for Youth 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: 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" "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’ 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" "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"