Education and skills gains-Mod/high-No impacts

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Displaying 51 - 60 of 74

Does stacking work? The academic value of short-term, stackable certificates (Unpublished doctoral dissertation) (Bowers 2018)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to evaluate the benefits of stackable certificates on education and earnings outcomes for full-time students with no prior post-secondary education. The author used a…
Delivery of remedial community college mathematics instruction in an emporium learning environment: Predicting academic success, persistence, retention, and completion (Little 2016)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to determine the impact of an accelerated emporium developmental math course on community college students’ course completion, persistence, retention, and academic success…
Engaging community college students using an engineering learning community (Maccariella 2015)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of the Engineering Tutors and Leaning Communities (TLC) program on community college engineering students’ retention and graduation/transfer rates.…
The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring (Bettinger & Baker 2011)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
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…
A random assignment evaluation of learning communities at Kingsborough Community College: Seven years later (Weiss et al. 2014)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study aimed to examine the impact of the Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree, actual completion of a degree,…
Breaking new ground: An impact study of career-focused learning communities at Kingsborough Community Colleges (Visher & Teres 2011)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
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…
Commencement day: Six-year effects of a freshman learning community program at Kingsborough Community College (Sommo 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 Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree and actual completion…
Serving community college students on probation: Four-year findings from Chaffey College’s Opening Doors Program (Weiss et al. 2011)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of the two-semester Enhanced Opening Doors program at Chaffey Community College near Los Angeles, California. Students in the Enhanced Opening Doors…
The impact of course delivery systems on student achievement and sense of community: A comparison of learning community versus stand-alone classroom settings in an open-enrollment inner city public community college (Bandyopadhyay 2010)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of a learning community on the retention of community college students enrolled in developmental reading and writing and a social science course at…
After-school programs for high school students: An evaluation of after-school matters (Hirsch et al. 2011)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The report’s objective was to evaluate the impact of the After School Matters (ASM) apprenticeship program on academic outcomes in high school and on the likelihood of being hired for a summer or…

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.