Absence of conflict of interest
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
- 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
Features of the Intervention
The U.S. Department of Labor's (DOL) Trade Adjustment Assistance Community College and Career Training (TAACCCT) program provided $1.9 billion in grants to community colleges to improve skills and support employment in high-demand industries, notably manufacturing, health care, information technology, energy, and transportation. Through four rounds of funding, DOL awarded 256 TAACCCT grants to approximately 800 educational institutions across the United States and its territories.
In 2012, Vincennes University (VU) was awarded a TAACCCT grant to establish the Logistics Training and Education Center (LTEC) initiative and purchase a facility to run the programs. The initiative was implemented to serve communities across nine counties in Indiana and prepare TAA-eligible workers and other participants for employment in the logistics industry. The main goal of the LTEC initiative was to increase the number of qualified candidates by providing them with the training and opportunity for employment. LTEC offered both academic and training programs. The academic programs included supply chain logistics management and tractor-trailer driver training. The training programs included global logistics associate, team lead essentials, and fork-lift essentials. The programs offered several support services to students which included academic coaching and advisement, distance education advisors for students enrolled in online courses, student meetings with employers during class time, tutoring and resume building assistance, job board, and soft skills incorporated into short-term training program courses. Additionally, a military education department for veterans was included in the initiative. Individuals could enter LTEC programs through referrals from the workforce system, partnerships with local companies, to word-of-mouth and walk-ins.
Features of the Study
The study took place at the LTEC initiative facility in central Indiana. The authors used an interrupted time series with eight points of pre-intervention data and one point of post-intervention data to examine employment and earnings outcomes associated with the completion of LTEC's Fork-Lift Essentials (FLE) program. The study used administrative data collected by VU and economic data from the Indiana Department of Workforce Development (DWD). Study participants included 194 students enrolled in the FLE program between April 1, 2013 and September 30, 2015 with complete pre-program and outcome economic data. Statistical models were used to estimate the FLE program completion impact on quarterly wages and employment status.
Earnings and wages
- The study found that FLE program completion was significantly associated with improved earnings in the first quarter immediately following program completion, with FLE completers demonstrating an increase of $473.47 in quarterly earnings.
- The study did not find a significant association between the probability of employment and completion of the FLE program.
Considerations for Interpreting the Findings
Although the authors observed the outcomes for multiple periods before the intervention, the study examined the effect of the program at only one point in time following the intervention. This makes it difficult to conclude that the observed changes in outcomes were driven by the intervention itself, instead of other concurrent changes (for example, changes in labor market conditions). Therefore, the study receives a low causal evidence rating.
Causal Evidence Rating
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 LTEC initiative; other factors are likely to have contributed.