Kemple, James J. (2001). Retrieved from: https://eric.ed.gov/?id=ED463412
Reviewed: September 2017
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 |
|---|---|---|---|---|---|---|---|---|
|
Total course credits |
Dropout Prevention vs. Business as usual |
0 Days |
2000 study ;
|
22.30 |
21.80 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Did not drop out (%) |
Dropout Prevention vs. Business as usual |
0 Days |
2000 study;
|
89.90 |
87.60 |
No |
-- |
Characteristics of study sample as reported by study author.
The intervention was delivered in 10 schools. Schools are clustered in the East (3 schools in PA, MD, DC), Florida (2 schools) Texas (1 school) and California (3 schools).
Evaluators sought to include study sites that shared typical characteristics of large urban centers and small cities. The vast majority of students identified themselves as Hispanic or black. A moderate proportion of students are from low-income families, single-parent households, and receiving welfare or Food Stamps. No significant differences are present between treatment and control youth at baseline.
The Career Academies included in this study were organized as schools within schools. A small learning community was formed within the larger high school by clustering 3 to 5 teachers and 50 to 75 students per grade in grades 9-12 or 10-12. Teachers were drawn from various academic and career-related disciplines and remained with students from year to year. Students took 2 to 4 courses per year in the Academy and their remaining courses in the regular high school. The academies used academic and technical curricula based on a career theme. Students took 3 or more academic courses and at least 1 career- or occupation-related course per year. Occupational classes were structured around a range of areas in a career field rather than training in specific job skills. The career themes were chosen on the basis of local employment needs and demand for expertise. For example, the career themes included health professions, business and finance, electronics, travel and tourism, and information technology. Formal relationships with a group of employers in the community aimed to support Academy programs and to sponsor work- and career-related activities for students. In addition, efforts were made to encourage parental involvement.
Researchers purposefully chose the Career Academies to include in the study. In particular, they looked for a clear contrast between the selected Career Academy and the other programs available to potential Academy students in that area. Approximately 6.8 percent of the control group enrolled in Career Academies in the study.
Career Academy teachers came from a variety of academic and vocational disciplines and had similar background characteristics as other teachers in the same high school. Professional development opportunities included focusing on student-related concerns and on coordinating the career development and employer-related activities.
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.
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. (2001). Career Academies: Impacts on Students' Initial Transitions to Post-Secondary Education and Employment.
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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