Linked learning communities produced no statistically significant or substantively important effect on degree attainment¶

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

Subclaims¶

q3 i? Six years after random assignment at Kingsborough, a higher percentage of intervention students had earned a degree (36% versus 31%), but the difference was only marginally significant (p < .10) and not substantively important. → What Works Clearinghouse 2014

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) assessing degree attainment within 6 years after random assignment, with follow-up data collected for up to 6 years. The WWC prints an average improvement index of +3 percentile points for this domain.

"Though a higher percentage of intervention group students had earned a degree (36% versus 31%), this difference was only marginally statistically significant (p < .10), and it was not large enough to be considered substantively important."

Discussion¶

Related Claims¶

• Linked learning communities produced no statistically significant or substantively important effects on academic achievement — related
• Linked learning communities produced no statistically significant or substantively important effects on credit accumulation across six studies — 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 show no overall enrollment effect, but statistically significant gender-by-condition interactions on registration at Houston and substantively important differences at Hillsborough — related