WWC review of this study

Advancing Careers and Training (ACT) for Healthcare in Wisconsin.

Price, D., Valentine, J., Sedlak, W., & Roberts, B. (2018). Indianapolis, Indiana: DVP-PRAXIS LTD, Philadelphia, PA: Equal Measure, and Chevy Chase, MD: Brandon Roberts and Associates.

  • Quasi-Experimental Design
    , grade

Reviewed: February 2021

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Short-Term Employment outcomes—Statistically significant positive effect found for the domain
Comparison Period Sample Intervention
Significant? Improvement

Employment in First Quarter Post-Completion

Advancing Careers and Training for Healthcare (ACT for Healthcare) vs. Business as usual

3 Months

Assessment of employment was limited to students who were not employed during their first term of enrollment during the study period.;
936 students





Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • Female: 88%
    Male: 12%
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  • Race
    Other or unknown
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    Not Hispanic or Latino    


The study was conducted in 14 community colleges in Wisconsin with students enrolled in healthcare programs. These colleges received funding under the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant Program that postsecondary institutions with funds to "...expand and improve their capacity to deliver education and career training programs." (page 6).

Study sample

In the treatment group sample, approximately one-half (51%) of treatment students are aged 25 years or older, and they are predominantly female (88%) and non-Hispanic white (82%). Other races and ethnicity include 5% black, 6% Hispanic, and 7% other.

Intervention Group

The intervention group received ACT for Healthcare which provided a variety of grant-funded academic and non-academic support services to improve academic and employment outcomes for students in targeted healthcare programs. "Some of these supports were integrated into program curricula or embedded in the classroom, while others were delivered outside of class through one-on-one and group-level sessions." (p.16). Academic support was in the form of innovative instructional and curricular strategies, including 14 new credentials and new statewide courses (degrees, diplomas, or certificates). Academic supports included improved classroom instruction, tutoring, and test preparation. Participants had access to other forms of support including case management, career guidance, help with job searches and placements, and links to local job markets.

Comparison Group

The comparison students were in healthcare programs at the consortium technical colleges that were not supported by the TAACCCT grant but were enrolled during the grant period (business as usual).

Support for implementation

No support for implementation was mentioned.


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