Absence of conflict of interest.
Citation
Dervarics, C., Evans, W. D., Bucci, P. T., Fox, D. A., Bishop, K., & Balraj, N. (2018). Summative evaluation report: Training for Regional Energy in North Dakota (TREND). Washington, DC: PTB and Associates
Highlights
- The study’s objective was to examine the impact of the Training for Regional Energy in North Dakota (TREND) program on education outcomes.
- The authors used a nonexperimental design to compare students enrolled in the TREND program to a matched comparison group of students at a community college in North Dakota.
- Using secondary data, the authors conducted statistical models to examine differences between the groups.
- The study found that TREND program participation was significantly related to higher credential attainment and higher rates of retention.
- The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the TREND program; other factors are likely to have contributed.
Intervention Examined
The Training for Regional Energy in North Dakota (TREND) program
Features of the Intervention
The U.S. Department of Labor's (DOL) Trade Adjustment Assistance Community College and Career Training (TAACCCT) program provided $1.9 billion in grants to community colleges to improve skills and support employment in high-demand industries, notably manufacturing, health care, information technology, energy, and transportation. Through four rounds of funding, DOL awarded 256 TAACCCT grants to approximately 800 educational institutions across the United States and its territories. From 2014-2018, Bismarck State College and three postsecondary institutions received grant funding to provide additional resources on training for in-demand jobs in the state’s energy sector, primarily in oil and gas. The Training for Regional Energy in North Dakota (TREND) program aimed at preparing more adults and recent high school graduates for employment with the goal of increasing student completion and success by combining job-specific training with strong advising. The grant funds were used to support learning by hiring faculty and purchasing new equipment, software, and licensing. Students had access to advising support in their classes as well as assistance with job interviews and employment. An emphasis was placed on career pathways and stackable credentials and students were provided with a flexible technology-enabled learning environment, both in-person and online.
Features of the Study
The nonexperimental study was conducted at Bismarck State College in Bismarck, North Dakota. The authors matched TREND program participants to similar nonparticipants using propensity scores developed from socio-demographic information. The total number of study participants included 2,160 students. The 1,094 TREND participants were newly enrolled beginning in Fall 2014 through 2018. The comparison group was a historical cohort composed of 1,066 students who were enrolled in similar programs from 2009 through 2012 (prior to the implementation of the TREND program). Using secondary data from the college, the authors conducted statistical models to examine differences in credential attainment and retention.
Findings
Education and skills gains
- The study found a significant relationship between TREND participation and credential attainment, with TREND participants having an average of 14% more completed credentials than the comparison group.
- The study also found that participation in the TREND intervention was significantly associated with an 11.7% increase in retention.
Considerations for Interpreting the Findings
The authors used a cohort from previous enrollment years as the comparison group. Because the outcome data on the two groups were collected from participants at different times, differences in outcomes could be due to time-varying factors (such as overall changes at the community college) and not the program. Therefore, the study is not eligible for a moderate causal evidence rating, the highest rating available for nonexperimental designs.
Causal Evidence Rating
The quality of causal evidence presented in this study is low because the authors used a comparison group from previous enrollment years presenting a confounding factor. This means we are not confident that the estimated effects are attributable to the TREND program; other factors are likely to have contributed.