Education and skills gains-Mod/high-Favorable impacts

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Displaying 91 - 100 of 131

Doubling graduation rates in a new state: Two-year findings from the ASAP Ohio demonstration (Sommo et al. 2018)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
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…
Four-year degree and employment findings from a randomized controlled trial of a one-year performance-based scholarship program in Ohio (Mayer, Patel, & Gutierrez 2016)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of a performance-based scholarship program on community college students’ credit accumulation, degree/certificate completion, employment, and earnings…
Quantitative analysis of an urban community college S-STEM program (Chapman 2017)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program on community college students’ success and progress. The…
Three accelerated developmental education programs: Features, student outcomes, and implications (Jaggars et al. 2015)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This…
Three accelerated developmental education programs: Features, student outcomes, and implications (Jaggars et al. 2015)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This…
Three accelerated developmental education programs: Features, student outcomes, and implications (Jaggars et al. 2015)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of three accelerated developmental education programs on gatekeeper (entry-level) course completion and college-level credit accumulation. This…
Essays on the economics of higher education: The academic and labor market outcomes to four to two-year transfer, summer enrollment, and year-round Pell (Liu 2017)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of receiving year-round Pell (YRP) funding on community college students’ enrollment, credit accumulation, degree completion, employment, and earnings…
Learning communities for students in developmental English: Impact studies at Merced College and the Community College of Baltimore County (Weissman et al. 2012)
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 among students in need of developmental English courses at Merced Community College in Merced,…
Building learning communities: Early results from the Opening Doors Demonstration at Kingsborough Community College (Bloom & Sommo 2005)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
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…
Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for developmental education students (Scrivener et al. 2015)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the effectiveness of the Accelerated Study in Associate Programs (ASAP) at three City University of New York (CUNY) schools on credits earned and completion of…

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.