Education and skills gains-Low-No impacts

Recently Added

CLEAR searches the existing literature for research relevant to this topic area's focus. Browse the most recently reviewed research below.

Search
for studies on
this topic using
keywords
and filters

Displaying 61 - 70 of 72

Reflections on Accelerating CTE: Final evaluation report (Smith 2019)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Accelerating Career & Technical Education (CTE) program on community college students’ credential completion. The author compared outcomes…
The impact of developmental English learning communities on the academic performance of diverse freshmen at an urban community college (Elabid 2018)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Opening Doors Learning Communities on community college students’ credit accumulation and persistence. The study used a nonexperimental design…
Impact of the Accelerate You! instructional model on student success (Henderson 2017)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the effects of the Accelerate You! (AY!) program on academic persistence. The study used a nonexperimental design to compare the outcomes of AY! program…
A study of the impact of a first-year experience initiative on first-year developmental education student success and persistence (Spencer 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Achieving the Dream learning community program on students’ retention and completion of developmental English and math courses at a community…
The efficacy of learning communities in assisting developmental students in achieving graduation and accumulation of credit hours in a southern metropolitan community college (Ashley 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of learning communities on college credits earned and the completion of a college degree at Hinds Community College in Raymond, Mississippi. The…
Students as teachers: Effectiveness of a peer-led STEM learning programme over 10 years (Drane et al. 2014)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Gateway Science Workshop (GSW) program at a university in the United States on course grades. Using administrative data on course grades from…
Perfectionism moderates stereotype threat effects on STEM majors’ academic performance (Rice et al. 2013)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of “stereotype threat priming” on students’ grades in postsecondary science, technology, engineering, and mathematics (STEM) courses and on self-…
The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University (Peterfreund et al. 2007)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of Supplemental Instruction in college science, technology, engineering, and mathematics (STEM) courses on the course grades earned at San Francisco…
Teaching strategies designed to change the undergraduate experience for college women learning chemistry (Khan 2005)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of three teaching innovations—a contract, confidence-building exercises, and encouragement to apply for science internships—on performance in an…
A two-generational child-focused program enhanced with employment services: Eighteen-month impacts from the Kansas and Missouri sites of the enhanced services for the Hard-to-Employ Demonstration and Evaluation project (Hsueh et al. 2011)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of Enhanced Early Head Start (EHS) participation on employment, earnings, public assistance receipt, and education for low-income families with young…

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.