An Evaluation of the Manufacturing Advancement and Assessment Center (MAAC) Program

The Manufacturing Assessment and Advancement Centers (MAAC) program is “an effort to accelerate attainment of skills, increase knowledge, and advance [Trade Adjustment Assistance] TAA-eligible workers and other adults seeking credentials in manufacturing career fields” (p.7).

The MAAC evaluation sought “to (1) document the organizational conditions and structures designed to implement the program at [Hennepin Technical College (]HTC[)], (2) formatively report program implementation to support the development and refinement of the MAAC program, and (3) provide summative information that shows the program’s effectiveness with respect to increasing access to sought after industry credentials for participants, and increasing the number of participants who earn credentials, become employed, receive wage increases and/or retain employment after completing a program of study” (p.1).

“Data collection activities included staff, faculty and participant interviews, administration of study surveys, analysis of HTC student data and Department of Employment and Economic Development (DEED) data. In addition, MAAC reports were reviewed to help inform analyses.

A multiple methods quasi-experimental evaluation design was employed to provide formative and summative information to the program staff. The recommendations set forth in the U.S. Department of Labor Solicitation for Grant Applications…indicate that a quasi-experimental design was appropriate for the MAAC program based on the following: (1) the program planned to enroll a moderate to high number of participants; and (2) the program had a moderate to high number of TAA-eligible participants (making random-assignment not viable); (3) the program anticipated certification after the first 18 months of the grant; and (4) the program had a recent valid cohort of students for the same programs of study who were not grant funded that could be compared with students who enrolled in grant-funded programs” (p.1-2). “Propensity score matching was used to create a comparison group of students at HTC in manufacturing programs of study” (p.2).

“[T]he evaluation was guided by a logic model…that unpacked how the program sought to improve access to credentials and employment opportunities. This logic model identified the research questions to be addressed and desired outcomes, the strategies used to achieve the outcomes, and assumptions regarding how strategies and outcomes are related” (p.2).

 (Abstractor: Author and Website Staff)

Implementation findings included: •“MAAC increased HTC’s capacity to provide manufacturing students’ with access to state-of-the-art software and training equipment” (p.4). MAAC opened three virtual labs (vLab) equipped with virtual simulators and course software. •“MAAC increased HTC’s capacity to provide flexible course delivery to students” (p.4). Twenty-six online course modules and two certificates in production and automation technology were made available. •“MAAC facilitated development of a national third party credential (PMMI)” (p.4). •“MAAC made progress towards its goal to provide credit for prior learning to manufacturing students, however more work is needed to finalize a process that works for all students. Credit for prior learning in manufacturing fields typically need to be based, in part, on a demonstration of skills….To date, only a few incoming manufacturing students have needed or requested credit for prior learning” (p.4). Participant Impacts and Outcomes included: •“The results of a survey and interviews indicate that the MAAC students were highly goal oriented, expecting to complete a degree or diploma at HTC and then expecting to enter the workforce, continue in their present positions, or receive a promotion. In addition, survey responses showed that students felt positively about MAAC-supported services and made frequent use of vLab resources such as desktop computers, CAM software, a CNC simulator, and tutoring assistance. •The [Fiscal Year] 2014 MAAC students significantly outperformed a comparison group of students both with respect to the percent of students earning an award (41% vs. 16%, respectively) and the average number of credentials earned (M = 1.02 and M = 0.29, respectively). •Data show that MAAC students were successful with respect to completing credit hours…completing awards…and receiving a wage increase after graduation” (p.4-5). (Abstractor: Author and Website Staff)

• Last Updated:
• Created:
• Resource Publication Date: 2016
• Author(s): Kundin, Delia M. and Dretzke, Beverly J.
• Organizational Author(s): Center for Applied Research and Educational Improvement, University of Minnesota
• Funding Source: U.S. Department of Labor, Employment and Training Administration
• Resource Availability: Publicly available
• Posted by: Wesley Peterson
• Posted in: Workforce System Strategies