I-BEST has no discernible effects on credit accumulation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? One quasi-experimental study (42,894 students) found an indeterminate effect of I-BEST on the percentage of students earning more than 12 credits, with effect size -0.03 and improvement index -1. → credacc-1

Evidence¶

credacc-1¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2020, September). Integrated Basic Education Skills and Training (I-BEST). https://ies.ed.gov/ncee/wwc/InterventionReport/706

q3 · i? · causal · r2

In the Anderson et al. (2017) QED (Accelerating Opportunity, propensity score matched, 42,894 students), 45.7% of the intervention group versus 46.9% of the comparison group earned more than 12 credits, effect size -0.03, improvement index -1, p .13 — not statistically significant.

"Earned more than 12 credits (%) (Anderson et al., 2017)c Full Sample 42,894 45.7 46.9 -1.2 -0.03 -1 .13"

Discussion¶

Related Claims¶

• Broda et al. (2018) found indeterminate effects on GPA, full-time enrollment, and credits completed in a large randomized trial — possibly the same claim (merge candidate)
• First year experience courses show potentially positive effects on credit accumulation, with two of three qualifying studies showing statistically significant positive retention effects and one showing no significant effect — related