The No-Spin Evidence Review

What We Do

We provide plain-language, no-spin summaries of recent studies on “what works” in social spending. We also highlight a common problem in study reporting: Study abstracts often portray programs as effective when the study’s results don’t support such claims.

We focus on abstracts because of their central role in research communication. Many readers rely on abstracts for a study's main take-aways - due to time constraints or paywalls on full-report access - so their exaggerated claims can lead to programs being mislabeled as “evidence based” and expanded despite weak or null findings.

Each No-Spin report assigns a rating – “accurately reported,” “somewhat accurately reported,” or “not accurately reported” – based on how well the abstract reflects the study’s primary findings and notes any important limitations that could affect study validity. We explain the basis for each rating and, where needed, suggest revisions to make the abstract more accurate.

We mainly report on randomized controlled trials (RCTs) because, when feasible and well-conducted, they're considered the strongest method of evaluating program effectiveness.

Learn more about our review process.

Policy Areas We Review

Recent reviews

  • The Center for Employment Opportunities (CEO) Transitional Jobs Program for High-Risk Male Parolees

    Accurately reported

    Mike Puma Associates (March 2017, cited in DOL 2020) reported RCT findings for CEO’s program of subsidized transitional jobs and other employment supports for high-risk adult male parolees in New York. This high-quality RCT found no effect on reincarceration over an average follow-up of 22 months post-prison release or on employment in the fourth quarter post-release. Although the estimated effects were near zero, the study sample may not have been large enough to rule out modest effects.

  • Full-Day Versus Half-Day Pre-K For Primarily Low-Income Children

    Not accurately reported

    AERA Open (February 2026) published findings of a high-quality RCT of full-day (as compared to half-day) pre-K among primarily low-income, Hispanic children. The paper reports that full-day pre-K reduced students’ English language learner (ELL) designations in grades K-3 but doesn’t note an important caveat: ELL was not prespecified as a primary study outcome, so these findings are only suggestive. Meanwhile, the study’s primary outcomes (e.g., 3rd grade math and reading scores) have not yet been reported, preventing reliable conclusions about program effectiveness.

  • Accelerate, Complete, Engage (ACE), Providing Supports for College Students to Complete a 4-Year Degree

    Accurately reported

    Metis Associates and the City University of New York (March 2024) published an RCT of Accelerate, Complete, Engage (ACE) at John Jay College. ACE, adapted from the Accelerated Study in Associate Programs (ASAP) model, provides comprehensive supports for mostly low-income, four-year college students. This high-quality RCT found a remarkable 12 percentage point gain in bachelor's degree completion after five years.