This study was conducted by staff from Abt Associates, which co-administers CLEAR. The review of this study was conducted by ICF, which co-administers CLEAR and is trained in applying the CLEAR causal evidence guidelines.
Citation
Highlights
- The study's objective was to examine the impact of Washington State’s Integrated Basic Education and Skills Training (I-BEST) on education and earnings outcomes.
- The study used a randomized controlled trial to assign participants to I-BEST or the control group. The primary data sources were 36-month follow-up surveys and administrative data on educational attainment and earnings. The authors used statistical models to compare the outcomes between treatment and control group participants.
- The study found no significant differences between the treatment and control groups in credential receipt or earnings three years after random assignment.
- This study receives a high evidence rating. This means we would be confident that the estimated effects were attributable to Washington State’s Integrated Basic Education and Skills Training (I-BEST), and not to other factors. However, the study did not find any statistically significant effects.
Intervention Examined
The Washington State Integrated Basic Education and Skills Training (I-BEST) Program
Features of the Intervention
As part of the Pathways for Advancing Careers and Education (PACE) project, Washington's State Board for Community and Technical Colleges (SBCTC) developed the I-BEST program. The goal of I-BEST was to offer structured career pathways to increase access to and completion of college-level occupational training in high-demand occupational areas for students who may otherwise have to complete remedial coursework. I-BEST offered one- to two-semester certificate programs in a range of in-demand employment sectors (e.g., welding, nursing assistant, and office skills certification). Participants earned credits for these courses, which also served as prerequisites for higher credential programs. Basic skills and occupational instruction were integrated through team teaching approaches. The program also included dedicated advisors who guide students on academic issues, college procedures, and career planning, as well as financial support services for training materials. I-BEST operated in the 34 public community and technical colleges in Washington State. The program served adults with low occupational skills, many of whom also had low incomes.
Features of the Study
The study used a randomized controlled trial to examine the impact of I-BEST at three colleges in Washington State (Bellingham Technical College, Whatcom Community College, and Everett Community College). Of the 632 participants who enrolled in the study between November 2011 and September 2014, 315 were randomly assigned to the I-BEST program (treatment group) and 317 were assigned to the control group. Control group members could not receive I-BEST services but could choose to participate in other employment services within the community. Over half of the study sample was female (58 percent) and identified as White, non-Hispanic (55 percent), with 26 percent identifying as Hispanic, any race and 8 percent identifying as Black, non-Hispanic. Over 60 percent of the sample were aged 25 or older and 40 percent of the sample had a high school degree or equivalency credential without further education or training. Data sources included a 36-month follow-up survey, the National Student Clearinghouse that provided educational attainment data, and the National Directory of New Hires that provided earnings data. The authors used statistical models to compare the outcomes of treatment and control group members.
Findings
Education and skill gains
- The study found no statistically significant relationship between I-BEST and receipt of credentials requiring a year or more of college study within three years following random assignment.
Earnings and wages
- The study found no statistically significant relationship between I-BEST and average quarterly earnings at three years following random assignment.
Considerations for Interpreting the Findings
Study authors explained that each of the community and technical colleges had flexibility in how I-BEST was designed and implemented, which could affect the results of the study. The authors also state that the colleges included in the study were not selected to be representative of all I-BEST programs across the state of Washington.
Causal Evidence Rating
The quality of causal evidence presented in this report is high because it was based on a well-implemented randomized controlled trial. This means we would be confident that the estimated effects were attributable to Washington State’s Integrated Basic Education and Skills Training (I-BEST), and not to other factors. However, the study did not find any statistically significant effects.