Career Academies: Impacts on Labor Market Outcomes and Educational Attainment
Kemple, James J. (2004). MDRC. Retrieved from: https://eric.ed.gov/?id=ED484616
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examining1,428Students, grades9-12
Practice Guide
Review Details
Reviewed: December 2022
- Practice Guide (findings for Career Academies)
- Randomized Controlled Trial
- Additional source not reviewed
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.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Career Academies Intervention Report - Dropout Prevention
Review Details
Reviewed: September 2015
- Randomized Controlled Trial
- Additional source not reviewed (View primary source).
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.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Grant Competition
Review Details
Reviewed: February 2014
- Grant Competition (findings for Career Academies)
- Randomized Controlled Trial
- Meets WWC standards without reservations
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.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Currently enrolled in any postsecondary program |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.20 |
0.19 |
No |
-- | |
|
Currently working toward Associate's degree |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.06 |
0.05 |
No |
-- | |
|
Associate's degree |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.12 |
0.12 |
No |
-- | |
|
Currently working toward Bachelor's or graduate degree |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.08 |
0.08 |
No |
-- | |
|
Skills training certificate or license |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.22 |
0.21 |
No |
-- | |
|
Completed any postsecondary credential |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.50 |
0.50 |
No |
-- | |
|
Months enrolled in postsecondary education in years 1-4 |
Career Academies vs. Business as usual |
4 years post expected graduation |
Full sample;
|
21.00 |
21.20 |
No |
-- | |
|
Months enrolled in postsecondary education in years 5-8 |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
10.70 |
11.00 |
No |
-- | |
|
Currently working toward highest postsecondary credential |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.15 |
0.15 |
No |
-- | |
|
Bachelor's or graduate degree |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.16 |
0.18 |
No |
-- | |
|
Currently working toward skills training certificate or license |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.01 |
0.02 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Earned a GED |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.12 |
0.10 |
No |
-- | |
|
Earned a high school diploma |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.84 |
0.84 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Ever employed full time |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
0.95 |
0.95 |
No |
-- | |
|
Months employed |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
38.50 |
37.60 |
No |
-- | |
|
Months employed full time |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
34.30 |
32.60 |
No |
-- | |
|
Average monthly earnings |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
2111.98 |
1895.77 |
No |
-- | |
|
Average hours worked per week |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
33.30 |
31.60 |
No |
-- | |
|
Average hourly wage |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
14.99 |
14.30 |
No |
-- | |
|
Total number of jobs held |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
2.00 |
2.10 |
No |
-- | |
|
Average job duration (in months) |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
25.60 |
23.60 |
No |
-- | |
|
Ever employed |
Career Academies vs. Business as usual |
Years 5-8 after scheduled HS graduation |
Full sample;
|
0.97 |
0.98 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Earned 3 or more vocational credits |
Career Academies vs. Business as usual |
During high school (12th grade survey) |
Full sample;
|
0.70 |
0.47 |
Yes |
|
|
|
Basic Core Curriculum plus 3 vocational credits |
Career Academies vs. Business as usual |
During high school (12th grade survey) |
Full sample;
|
0.47 |
0.27 |
Yes |
|
|
|
Course Credits Meet Graduation Requirements |
Career Academies vs. Business as usual |
During high school (12th grade survey) |
Full sample;
|
0.66 |
0.59 |
No |
-- | |
|
Graduated on-time |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.75 |
0.73 |
No |
-- | |
|
Basic Core Curriculum completed |
Career Academies vs. Business as usual |
During high school (12th grade survey) |
Full sample;
|
0.66 |
0.64 |
No |
-- | |
|
Total course credits |
Career Academies vs. Business as usual |
During high school (12th grade survey) |
Full sample;
|
22.40 |
22.00 |
No |
-- | |
|
College-prep curriculum completed |
Career Academies vs. Business as usual |
During high school (12th grade survey) |
Full sample;
|
0.41 |
0.43 |
No |
-- | |
|
Graduated late |
Career Academies vs. Business as usual |
Within 96 months of scheduled grad date |
Full sample;
|
0.09 |
0.10 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Urban
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- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
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- r
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- y
California, District of Columbia, Florida, Maryland, Pennsylvania, Texas
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Race Black 30% -
Ethnicity Hispanic 50% Not Hispanic or Latino 50%
Helping Students Navigate the Path to College: What High Schools Can Do
Review Details
Reviewed: September 2009
Helping Students Navigate the Path to College: What High Schools Can Do Practice Guide- Randomized Controlled Trial
- Additional source not reviewed (View primary source).
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.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
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.
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Kemple, James J. (2004). Career Academies: Impacts on Labor Market Outcomes and Educational Attainment. MDRC.
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.
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Study findings for this report.
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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).