Linked learning communities produced no statistically significant or substantively important effects on credit accumulation across six studies¶

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, the intervention group accumulated more credits on average (27.7 versus 26.2) within two semesters postprogram, but the difference was not statistically significant. → What Works Clearinghouse 2014 q3 i? None of the six studies in this domain showed a statistically significant or substantively important effect. → 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 RCT (Sommo et al., 2012; 1,534 students) reporting regular credits accumulated within two semesters postprogram; the WWC prints an average improvement index of +3 for this study's credit accumulation finding.

"Although the intervention group had accumulated more credits on average (27.7 credits versus 26.2 credits), this difference was not statistically significant, and 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? · review · r3

WWC synthesis of six RCTs (about 7,400 students). Site-level contrasts were small: Hillsborough 5.3 versus 4.9 credits, Houston 4.7 in both groups, Queensborough 12.4 versus 11.8, Baltimore 5.9 versus 6.0, Merced 4.9 versus 5.1.

"Thus, for the credit accumulation domain, none of the six studies that met WWC group design standards showed either a statistically significant effect or an effect large enough to be considered substantively important."

Discussion¶

Related Claims¶

• ASAP likely increases credit accumulation and persistence rates — related
• 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
• Linked learning communities produced no statistically significant or substantively important effects on academic achievement — 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
• Linked learning communities produced no statistically significant or substantively important effect on degree attainment — related