Education and skills gains-Mod/high-Favorable impacts

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Mapping success: Performance-based scholarships, student services, and developmental math at Hillsborough Community College (Sommo et al. 2014)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of the Mathematics Access Performance Scholarship (MAPS) on completion of developmental and college-level math, credits attempted and earned, and…
Enhancing GED instruction to prepare students for college and careers: Early success in LaGuardia Community College’s Bridge to Health and Business program (Martin & Broadus 2013)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of LaGuardia Community College’s general educational development (GED) Bridge to Health and Business program on GED completion, college enrollment,…
Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD (Edgecombe et al. 2013)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
This study’s objective was to examine the impact of the FastStart developmental math program on college persistence, credit accumulation, and course completion. This study used transcript data from…
The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges (Visher et al. 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of developmental education learning communities at six community colleges across the United States on enrollment, credits attempted, and credits…
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 et al. 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
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…
Learning communities for students in developmental math: Impact studies at Queensborough and Houston Community Colleges (Weissman et al. 2011)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
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…
A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable? (Jenkins et al. 2010)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of the Accelerated Learning Program (ALP) at the Community College of Baltimore County (CCBC) on success in college-level English courses (ENGL 101…
Learning communities for students in developmental reading: An impact study at Hillsborough Community College (Weiss et al. 2010)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of learning communities on credits earned, persistence, and course completion among students in need of developmental reading courses at Hillsborough…
Opening Doors: More guidance, better results? Three-year effects of an enhanced student services program at two community colleges (Scrivener & Weiss 2009)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of the Opening Doors program at Lorain County Community College and Owens Community College in Ohio. The Opening Doors program at these schools…
Getting back on track: Effects of a community college program on probationary students (Scrivener et al. 2009)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of the Opening Doors and Enhanced Opening Doors programs at Chaffey Community College in California on progress toward completing a degree. Students…

CLEAR Icon Key

Below is a key for icons used to indicate important details about a study, such as its type, evidence rating, and outcome findings.

High Causal Evidence

Strong evidence the effects are caused by the examined intervention.
Moderate Causal Evidence

Evidence that the effects are caused to some degree by the examined intervention.
Low Causal Evidence

Little evidence that the effects are caused by the examined intervention.
Causal Impact Analysis

Uses quantitative methods to assess the effectiveness of a program, policy, or intervention.
Descriptive Analysis

Describes a program, policy, or intervention using qualitative or quantitative methods.
Implementation Analysis

Examines the implementation of a program, policy, or intervention.
Favorable

The study found at least one favorable impact in the outcome domain, and no unfavorable impacts.
Mixed

The study found some favorable and some unfavorable impacts in the outcome domain.
None

The study found no statistically significant impacts in the outcome domain.
Unfavorable

The study found at least one unfavorable impact in the outcome domain, and no favorable impacts.
Not applicable

Not applicable because no outcomes were examined in the outcome domain.
Favorable - low evidence

The study found at least one favorable impact in the outcome domain, and no unfavorable impacts. The study received a low causal evidence ratings so these findings should be interpreted with caution.
Mixed - low evidence

The study found some favorable and some unfavorable impacts in the outcome domain. The study received a low causal evidence ratings so these findings should be interpreted with caution.
None - low evidence

The study found no statistically significant impacts in the outcome domain. The study received a low causal evidence ratings so these findings should be interpreted with caution.
Unfavorable - low evidence

The study found at least one unfavorable impact in the outcome domain, and no favorable impacts. The study received a low causal evidence ratings so these findings should be interpreted with caution.