What 20 Years of MDRC RCTs Suggest About Predictive Relationships Between Intervention Features and Intervention Impacts for Community College Students
{"title":"What 20 Years of MDRC RCTs Suggest About Predictive Relationships Between Intervention Features and Intervention Impacts for Community College Students","authors":"Michael J. Weiss, H. Bloom, Kriti Singh","doi":"10.3102/01623737221139493","DOIUrl":null,"url":null,"abstract":"This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of student-level data from large-scale randomized trials of 39 (mostly) community college interventions. Specifically, the evidence consistently indicates that impacts tend to be larger as the number of intervention components increases and with the degree to which interventions promote full-time enrollment in fall and spring and/or summer enrollment. Less consistent evidence suggests that impacts tend to be larger for interventions that increase advising, tutoring, and, to a lesser extent, financial support. These results provide food for thought about the design of future community college innovations to be tested by researchers or tried by practitioners.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Evaluation and Policy Analysis","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/01623737221139493","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of student-level data from large-scale randomized trials of 39 (mostly) community college interventions. Specifically, the evidence consistently indicates that impacts tend to be larger as the number of intervention components increases and with the degree to which interventions promote full-time enrollment in fall and spring and/or summer enrollment. Less consistent evidence suggests that impacts tend to be larger for interventions that increase advising, tutoring, and, to a lesser extent, financial support. These results provide food for thought about the design of future community college innovations to be tested by researchers or tried by practitioners.
期刊介绍:
Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.