Project Activities
A cluster randomized controlled trial was conducted to evaluate READY for WAGES. Students in the intervention classes were compared to those in control classes on outcomes pre- and post-intervention to determine the efficacy of the intervention.
Structured Abstract
Setting
The research took place in long-term, secure school programs in youth correctional facilities in Illinois, Iowa, Michigan, Minnesota, Nevada, Oregon, Texas, and Utah.
Sample
Justice-involved youth with disabilities between the ages of 15 and 21 incarcerated within long-term care facilities were the target population. Across all years of the trial, a total of 12 correctional facilities, 18 teachers, 118 class periods, and 574 students participated.
READY for WAGES is based on a cognitive-behavioral framework that targets four workplace skills: (1) self-regulation, (2) teamwork, 3) communication, and (4) problem solving. The curriculum consists of 14 interactive lessons that can be implemented across a 9-week term. Lessons focus on how to maintain employment as opposed to how to get the job and help youth decide when to disclose, or not to disclose, their involvement in the juvenile justice system to employers. Intervention teachers receive professional development and coaching to deliver the intervention.
Research design and methods
This project tested the efficacy of the READY for WAGES intervention using a cluster randomized trial that nested students within class periods (the unit of analysis) and facilities. Proximal outcomes were measured upon completion of the class and potential moderators and mediators were explored in analyses at the student and class level. Training and implementation data were collected using surveys and interviews, and participating teachers and students provided social validity data. The distal outcome, community engagement, was measured after the youth exited the facilities. Interviews were conducted with participating teachers to gather feedback on perceived benefits of the curriculum, challenges of the curriculum, and barriers to implementation.
Control condition
In the control condition, teachers continued their business-as-usual instruction using typical curricula for the assigned content of the course.
Key measures
This project measured proximal student outcomes in the areas of (1) self-regulation, (2) teamwork, (3) communication, and (4) problem solving. Measures of proximal outcomes included a researcher created measure of knowledge for curriculum content, the Social Skill Information System, and the Effortful Control. The key distal outcome was student community engagement, or employment or enrollment in school, as measured by the Student Community Survey. Moderators, including student demographic and criminal history, were collected from school records. Implementation measures were collected, including fidelity checklists, attendance, and business-as-usual practices. The WAGES Satisfaction Scale was also completed by teachers and students.
Data analytic strategy
To examine proximal outcomes collected immediately following the intervention, a mixed-model analysis of covariance was conducted to compare students who participated in READY for WAGES to those in the control condition. Fidelity and social validity data were analyzed descriptively.
Cost analysis strategy
The cost analysis used the ingredients method and followed the principles outlined in the Cost Analysis Guidelines for projects funded by IES. Estimates were calculated based on the typical classroom in a correctional education setting. Incremental cost of WAGES—the costs in addition to those associated with business-as-usual instruction—included additional personnel time and resources needed for teacher training and preparation and curriculum and material costs.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- There were no main effects of the intervention on the proximal outcomes. The sample size for the distal outcome data was not large enough to estimate effects.
- Tests of moderation demonstrated statistically significant differences between conditions on knowledge gains, favoring the intervention condition, for youth with higher levels of knowledge at baseline.
- On average, there was high implementation fidelity and social validity. All teachers agreed or strongly agreed that the curriculum was appropriate for implementation in a juvenile correctional setting and almost all thought the foundational skills were important skills for their students to practice. Students also rated the social validity highly, with nearly all indicating that they agreed or strongly agreed that the lessons they learned would help them in the future.
- Initial estimates suggest that the costs of the intervention, in 2022 dollars, are approximately $1,560 per teacher or $130 per student, assuming 12 students per classroom.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Available data:
Data are archived on the Open Science Framework (OSF) and can be accessed at https://doi.org/10.17605/OSF.IO/62X4Z.
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