Linked learning communities produced no statistically significant or substantively important effects on academic achievement¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the Kingsborough RCT, intervention students were more likely to earn a GPA of at least C (64% versus 59%), but the effect was only marginally significant and not substantively important. → What Works Clearinghouse 2014 q3 i? In the Hillsborough RCT, no statistically significant difference emerged in the proportion earning at least a C in the program semester or the first semester postprogram. → What Works Clearinghouse 2014 (2)

Evidence¶

What Works Clearinghouse 2014¶

What Works Clearinghouse, U.S. Department of Education. (2014). Linked Learning Communities. WWC Intervention Report. https://ies.ed.gov/ncee/wwc/InterventionReport/630

q3 · i? · causal · r3

Kingsborough Community College RCT (Sommo et al., 2012; 1,534 students) reporting proportion of students with GPA of at least C. Difference was "marginally statistically significant (p < .10)" only, with an average improvement index of +4 percentile points printed in Appendix Table A1.

"Intervention group students were more likely to have an overall average of at least a C than were comparison group students (64% versus 59%). This effect was marginally statistically significant (p < .10), but it was not large enough to be considered substantively important."

What Works Clearinghouse 2014 (2)¶

What Works Clearinghouse, U.S. Department of Education. (2014). Linked Learning Communities. WWC Intervention Report. https://ies.ed.gov/ncee/wwc/InterventionReport/630

q3 · i? · causal · r3

Hillsborough Community College RCT (Weiss et al., 2010; 1,071 students) comparing learning community and comparison students on GPA of at least C. Neither observed difference was significant or substantively important; Appendix Table A2 prints an improvement index of +1 for academic achievement.

"Weiss et al. (2010) reported no statistically significant difference in the proportion of students with an overall grade point average of at least a C either in the program semester (73% versus 72%) or in the first semester postprogram (65% versus 66%)."

Discussion¶

Related Claims¶

• Linked learning communities produced no statistically significant or substantively important effect on degree attainment — related
• Linked learning communities produced no statistically significant or substantively important effects on credit accumulation across six studies — related
• Linked learning communities show no overall effect on progress in developmental education, with a statistically significant but non-substantive gender interaction at Houston — related
• Linked learning communities show no overall enrollment effect, but statistically significant gender-by-condition interactions on registration at Houston and substantively important differences at Hillsborough — related
• Linked learning communities show no discernible effects on any of five outcome domains for community college students in developmental education — a broader claim this one bears on