Join us as we reflect on the importance and history of CTE in the United States and celebrate CTE programs that we’ve partnered with over the past year.
When we talk about student success, we often focus on outcomes like grades or persistence. But behind those outcomes are the skills, mindsets, and affects that students bring to—and build during—their school experiences.
A new collaborative effort between SRI and Center for the Future of Arizona (CFA) is focused on developing coherent, accessible secondary school preparation for cybersecurity careers that encompass aligned secondary to community college course sequences.
As online learning continues to play a significant role in the lives of today’s college students, instructors and researchers have been exploring new strategies to foster engagement and promote self-directed learning (SDL) skill development in virtual settings.
As workplaces change rapidly due to new technologies and shifting global economics, employers are calling on community college career and technical education (CTE) instructors to ensure their graduates have not only technical skills, but also the professional capabilities to communicate, collaborate, persist through challenges, and engage in lifelong learning.
In online courses, students are expected to take more ownership of planning their learning approaches and study methods, organizing their time, seeking help, and following through on coursework.
SRI is excited to announce a new partnership with Los Angeles Unified School District (LAUSD) to examine career development opportunities (CDOs) in the district.
Researchers seeking to scale the impact of educational interventions or products often choose to release them free of charge with open licenses to maximize adoption. One common motivation is to ensure equitable access to those products in under-resourced communities.
The LEARN Network’s Ela Joshi sat down with host of The SRI Homeroom podcast Kori Hamilton Biagas to break down the nuanced world of developing and scaling evidence-based products and practices, emphasizing the vital role of student input.
The LEARN Network recently hosted a panel discussion with scholars and practitioners who understand the unique considerations required to design, research, and scale evidence-based products in and across rural communities.
Suzanne Donovan, executive director of the Strategic Education Research Partnership (SERP) Institute, and Vanessa Coleman, co-director of SRI’s Center for Education Research & Innovation, recently sat down for a conversation with Kori Hamilton Biagas to discuss scaling innovations that disrupt inequity and create system-level change.
What do high school graduates need to know and be able to do to be prepared for college and career? This is the fundamental question that state policy makers confront when determining minimum high school graduation requirements or assessing whether these requirements need to change to meet the needs of a rapidly evolving economy.
One objective within our Equitable Pathways to College and Career team is to highlight projects and initiatives that weave equity-driven practices into the fabric of our work. One such initiative is supported by the National Science Foundation (NSF)—NSF’s Eddie Bernice Johnson INCLUDES Initiative (NSF INCLUDES).
Thinking critically, working collaboratively, communicating effectively, learning how to learn—these are the types of deeper learning competencies that students will need to master to be successful in the rapidly evolving future of work and citizenship.
Finishing more years of high school, and especially earning a diploma, is associated with a decreased risk of premature death, increased prospects for employment, and a higher lifelong earning potential.