Randomized Control Trial (RCT)

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Displaying 421 - 430 of 527

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,…
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,…
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…
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…
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,…
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…
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…
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…

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.