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This document includes seven technical appendices that accompany the main report, "Trade Adjustment Assistance Community College and Career Training Grant Program: Round 4 Early Outcomes Study Report." The appendices include: (1) Baseline Data; (2) Follow-up Survey Data; (3) Unemployment Insurance Wage Data; (4) Service Impacts; (5) Methodology for Estimating Outcomes by Program; (6) Implementation Data Collection; and (7) Expanded Results. [This document was produced in partnership with Capital Research Corporation. For the main report, see ED610190.]

The Trade Adjustment Assistance Community College and Career Training (TAACCCT) program provided grants to community colleges and other eligible institutions of higher education to expand and improve their ability to deliver education and career training programs. Grant-funded colleges served workers who were eligible for training under the Trade Adjustment Assistance for Workers (TAA) program as well as other adults in need of training for in-demand occupations. In doing so, the grant program supported the U.S. Department of Labor's (DOL) goal of training workers with the skills to succeed in fast-growing, high-wage occupations. Between 2011 and 2014, the grant program awarded $1.9 billion across four rounds of grants to more than 1,000 colleges nationwide. The fourth and final round of grants (71 grantees, 263 colleges) ended in 2018. In order to build evidence on grant-funded programs and strategies, DOL funded a national evaluation of each grant round to collect and assess qualitative and quantitative data across all participating colleges. The Round 4 evaluation included an outcomes study, the focus of this report. This report describes the training, employment, earnings, and self-sufficiency outcomes of nearly 2,800 participants who enrolled in 34 programs at nine Round 4 grantees. The overarching research questions are: (1) What were the characteristics of study participants?; (2) In which features of training programs and services did study participants engage?; (3) What education outcomes did study participants in short-term training programs achieve?; and (4) Did participants obtain employment? If so, was it in an occupation related to their training? What were their earnings? What were the characteristics of their jobs? The analyses presented in this report use data collected from study participants at two points in time (program entry and approximately 15 months later), as well as administrative wage records. The report not only summarizes the outcomes of program participants, it provides information of use for policymakers and program operators interested in funding, designing, and implementing college-based programs to train dislocated and other workers. [This report was produced in partnership with Capital Research Corporation. For the technical appendices, see ED610213.]

A new method is proposed to explore sources of cross-site impact variance in multi-site trials of social interventions. With this approach, aggregate reports from participants in the treatment arm about the treatment experience are used to define potential mediators and aggregate reports from participants in the control arm about the outcome of interest are used to remove confounding due to unmeasured local contextual factors. Particular attention is paid to correcting bias due to measurement error in the mediator. Asymptotic theory for the validity of this approach is provided. Two example applications are given, one simulated and one empirical., Comment: Note: After reviewer comments, we will be making several changes to the narrative structure of the paper, as well as including the results of a Monte-Carlo expansion of the simulation analysis discussed in section 4.1. Updated paper to be uploaded in the coming months

The Even Start Family Literacy Program was established in 1989 to help break the cycle of poverty and illiteracy for low-income families, by improving the literacy skills of parents and their young children. Even Start projects offer family literacy services, defined as four integrated instructional components: (1) Childhood Education (ECE); (2) Parenting Education (PE); (3) Parent-Child Literacy Activities (PC); and (4) Adult Education (AE). The Even Start Classroom Literacy Interventions and Outcomes (CLIO) Study presents 2-year impacts of the curricula on child language, literacy, and social competence; parenting skills; parent literacy; and instructional practices and participation in preschool and parenting classes. Prior studies have established that Even Start does not have statistically significant impacts on children's emergent literacy or on parent literacy. The CLIO study investigated whether the implementation of research-based, literacy-focused curricula would improve literacy outcomes for Even Start children and parents. Although there were positive impacts on some of the literacy supports in preschool classrooms, on time spent on child literacy in parenting education classes, on parenting skills, and on children's social competence, there were no statistically significant impacts on children's language and literacy. There was no evidence that the failure to find impacts on these core outcomes was due to a classrooms or cross-over in the control classrooms. Fifteen appendices are included: (1) Descriptive Comparison of the Five Groups; (2) Child and Parent Literacy Outcomes; (3) Construction of the Child Social Competence Scale; (4) Construction of Parenting Skills Scales; (5) Preschool Instructional Outcome Variables; (6) Parenting Instructional Outcome Variables; (7) Fidelity Measurement; (8) Final Multi-Level Outcome Models; (9) Effect Size Calculation; (10) Sample Sizes and Methods Used for Missing Data; (11) ITT Tables for Single Developer Contrasts; (12) Growth Analysis; (13) Interactions of Curriculum with Home Language and Ethnicity; (14) Simulation Study of Method for Exploring Fidelity-Adjusted Relationships; and (15) Participation and Participation-Adjusted Group Differences. (Contains 79 footnotes, 23 figures and 110 tables.)