Kemple, James J.; Snipes, Jason C. (2000). Retrieved from: https://eric.ed.gov/?id=ED441075
Reviewed: August 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of enrollment in a post-secondary education program |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
54.80 |
54.60 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Researcher-developed measure of enrollment in a post-secondary education program, skills training program |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
12.80 |
11.30 |
No |
-- | ||
|
Researcher-developed measure of enrollment in a post-secondary education program |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
19.60 |
18.60 |
No |
-- | ||
|
Researcher-developed measure of enrollment in a post-secondary education program, associate's degree program |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
27.30 |
27.80 |
No |
-- | ||
|
Researcher-developed measure of enrollment in a post-secondary education program, bachelor's degree program |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
14.70 |
15.50 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of submitting an application for a 2- or 4-year college |
Career academies – Kemple et al. (2000) vs. Business as usual |
0 Days |
Full sample;
|
62.00 |
60.20 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of total annual earnings |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
28803.59 |
26042.80 |
No |
-- | ||
|
Researcher-developed measure of average hourly wage |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
8.37 |
7.68 |
No |
-- | ||
|
Researcher-developed measure of average monthly earnings |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
999.11 |
886.72 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Researcher-developed measure of average monthly earnings |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
2400.30 |
2170.23 |
-- |
-- | ||
|
Researcher-developed measure of average hourly wage |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
15.09 |
14.20 |
-- |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of ever being employed |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
85.00 |
82.10 |
No |
-- | ||
|
Researcher-developed measure of number of months employed |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
8.00 |
7.50 |
No |
-- | ||
|
Researcher-developed measure of average number of hours worked per week |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
24.70 |
23.00 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Researcher-developed measure of ever being employed full-time |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
69.20 |
65.90 |
No |
-- | ||
|
Researcher-developed measure of ever being employed full-time |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
86.00 |
86.40 |
No |
-- | ||
|
Researcher-developed measure of ever being employed |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
90.60 |
92.30 |
No |
-- | ||
|
Researcher-developed measure of number of months employed |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
10.00 |
10.00 |
-- |
-- | ||
|
Researcher-developed measure of number of months employed full-time |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
9.20 |
8.80 |
-- |
-- | ||
|
Researcher-developed measure of average number of hours worked per week |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
35.20 |
34.30 |
-- |
-- | ||
|
Researcher-developed measure of number of months employed full-time |
Career academies – Kemple et al. (2000) vs. Business as usual |
1 Year |
Full sample;
|
5.90 |
5.50 |
-- |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of earning a high school diploma |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
87.20 |
86.70 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Researcher-developed measure of earning a high school diploma, earned GED or other certificate |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
7.50 |
5.00 |
No |
-- | ||
|
Researcher-developed measure of earning a high school diploma, late graduate |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
5.80 |
7.40 |
No |
-- | ||
|
Researcher-developed measure of earning a high school diploma, earned GED or other certificate |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
12.10 |
10.00 |
No |
-- | ||
|
Researcher-developed measure of earning a high school diploma, on-time graduate |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
74.70 |
73.30 |
No |
-- | ||
|
Researcher-developed measure of earning a high school diploma, on-time graduate |
Career academies – Kemple et al. (2000) vs. Business as usual |
14 Months |
Full sample;
|
74.00 |
74.00 |
No |
-- | ||
|
Researcher-developed measure of earning a high school diploma, late graduate |
Career academies – Kemple et al. (2000) vs. Business as usual |
8 Years |
Full sample;
|
9.00 |
10.30 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of the percentage of students who meet the total course credits for the graduation requirement |
Career academies – Kemple et al. (2000) vs. Business as usual |
0 Days |
Full sample;
|
64.80 |
58.80 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed measure of dropping out of high school before the end of grade 12 |
Career academies – Kemple et al. (2000) vs. Business as usual |
0 Days |
Full sample;
|
10.10 |
12.40 |
No |
-- |
Characteristics of study sample as reported by study author.
| Black | 29% | |
| Other or unknown | 64% | |
| White | 7% |
| Hispanic | 57% | |
| Not Hispanic or Latino | 43% |
| Other or unknown | 100% |
The study took place in 9 high schools, including one in the District of Columbia and others in large urban and small cities in Pennsylvania (1 school), Maryland (1 school), Florida (2 schools), Texas (1 school), and California (3 schools).
The researchers randomly assigned 1,028 eligible students to the intervention group and 862 eligible students to the comparison group. A total of 1,482 students in grades 9 through 12 were included in the study. Approximately 59 percent of the students were female, 29 percent were Black, 7 percent were White, and 64 percent were Other or unknown. Fifty-seven percent were Hispanic. Eight percent of students were English language learners. The authors did not report on the percentage of students who received free or reduced price lunch.
Career Academies is an academic and career development program for high school students that aims to increase their engagement and academic performance, while also providing students with the credentials and skills needed to successfully transition to post-secondary education and a career. Career Academies are small learning communities within high schools with about 50 to 75 students per grade. Students are taught by a team of about 3 to 5 teachers starting in grade 9 or 10 through grade 12. Career Academies provide students with academic and vocational courses that are based on a career theme. Students take at least three academic courses and at least one career- or occupation-related course per year. The curricula include a career theme that is based on local employment needs and demand for expertise, such as health professions, business and finance, electronics, travel and tourism, and information technology. Career Academies form partnerships with local employers to expose students to different career options and provide students with work-based learning opportunities. Through these partnerships, local employers sponsor a range of work- and career-related activities for students. Career Academies work with employer representatives to develop career-awareness and development activities, including field trips, job shadowing, and outside speakers from the business community.
Most students in the comparison group received business-as-usual high school instruction, supports, and learning opportunities. However, about 7 percent of the comparison group students enrolled in a Career Academy at some point, and about 4 percent participated in Career Academies through high school graduation.
All schools that were recruited for the study had implemented the Career Academies framework for at least two years prior to the beginning of the study. The teachers in the participating schools who taught the Career Academies model came from a variety of academic and vocational disciplines and had similar background characteristics as other teachers in the same high school who taught classes outside of the Career Academies.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Kemple, James J.; Rock, JoAnn Leah. (1996). Career Academies. Early Implementation Lessons from a 10-Site Evaluation.
Kemple, James J. (1997). Career Academies. Communities of Support for Students and Teachers: Emerging Findings from a 10-Site Evaluation.
Kemple, James J.; Poglinco, Susan M.; Snipes, Jason C. (1999). Career Academies: Building Career Awareness and Work-Based Learning Activities through Employer Partnerships.
Kemple, James J. (2004). Career Academies: Impacts on Labor Market Outcomes and Educational Attainment. MDRC.
Kemple, James J. (2001). Career Academies: Impacts on Students' Initial Transitions to Post-Secondary Education and Employment.
Kemple, J.J. (2008). Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood. New York: MDRC. Retrieved from https://www.mdrc.org/sites/default/files/full_50.pdf.
Kemple, J.J. and Willner, C.J. (2008). Technical Resources for Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood. New York: MDRC. Retrieved from: https://www.mdrc.org/sites/default/files/Technical%20Resources%20for%20Career%20Academies.pdf.
Reviewed: June 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Reviewed: September 2015
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Career Academies.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Earned high school diploma or GED 8 years after projected date of graduation (%) |
Career Academies vs. business as usual |
2004 |
Full sample;
|
95.80 |
93.60 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Total course credits |
Career Academies vs. business as usual |
End of 12th grade |
Full sample;
|
22.30 |
21.80 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Dropped out of high school (%) |
Career Academies vs. business as usual |
End of 12th grade |
Full sample;
|
10.10 |
12.40 |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Black | 30% | |
| Other or unknown | 7% | |
| White | 6% |
| Hispanic | 56% | |
| Not Hispanic or Latino | 44% |
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Kemple, J. J. (1997). Career Academies communities of support for students and teachers: Emerging findings from a 10-site evaluation. New York, NY: MDRC.
Kemple, James J. (2001). Career Academies: Impacts on Students' Initial Transitions to Post-Secondary Education and Employment.
Kemple, James J. (2004). Career Academies: Impacts on Labor Market Outcomes and Educational Attainment. MDRC.
Kemple, James J.; Rock, JoAnn Leah. (1996). Career Academies. Early Implementation Lessons from a 10-Site Evaluation.
Kemple, James J. (2004). Career Academies: Impacts on Labor Market Outcomes and Educational Attainment. MDRC.
Reviewed: February 2014
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Reviewed: September 2009
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Kemple, James J.; Snipes, Jason C. (2000). Career Academies: Impacts on Students' Engagement and Performance in High School.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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