Linked learning communities show no discernible effects on any of five outcome domains for community college students in developmental education¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across six RCTs meeting WWC standards without reservations, effects on academic achievement, degree attainment, postsecondary enrollment, credit accumulation, and progress in developmental education were neither statistically significant nor 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? · quant-synthesis · r2

Synthesis of six randomized controlled trials covering about 7,400 undergraduate students across six community colleges, all meeting WWC group design standards without reservations. The WWC concluded linked learning communities have "no discernible effects on these outcomes for community college students in developmental education."

"Overall, the effects of linked learning communities on academic achievement, degree attainment, postsecondary enrollment, credit accumulation, and progress in developmental education for postsecondary students were neither statistically significant nor large enough to be considered to be substantively important."

Discussion¶

Related Claims¶

• Comprehensive, integrated advising interventions improve progression, academic achievement, and postsecondary degree attainment for postsecondary students — reports the opposite
• Linked learning communities produced no statistically significant or substantively important effects on credit accumulation across six studies — a narrower finding that bears on this claim
• Linked learning communities produced no statistically significant or substantively important effect on degree attainment — a narrower finding that bears on this claim
• Linked learning communities show no overall effect on progress in developmental education, with a statistically significant but non-substantive gender interaction at Houston — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• DCMP has positive effects on progressing in developmental education, based on three studies meeting WWC standards — related
• ASAP likely increases community college students' graduation and degree attainment rates — related
• The evidence base for ASAP rests on two randomized controlled trials meeting WWC standards without reservations, out of eight identified studies — related
• Linked learning communities produced no statistically significant or substantively important effects on academic achievement — a narrower finding that bears on this claim
• ASAP likely increases credit accumulation and persistence rates — reports the opposite
• Growth Mindset interventions have no discernible effects on college enrollment and progressing in college — related