Researchers from SRI and the University of Oklahoma are collaborating to create a new assessment tool to help educators ensure that students with significant cognitive disabilities (or extensive support needs) leave high school with the skills they need to be successful.
When a group of West Virginia educators set a goal of doubling the number of STEM college graduates statewide in a decade, they faced long odds.
Although nationally Latinx students declare majors in science, technology, engineering, and math (STEM) fields at similar rates as White students, our postsecondary education systems lose Latinx students along the way, resulting in disproportionately fewer Latinx STEM majors and degree holders.
SRI Education is working to fill the gap in evidence on changes in instruction from the use of open educational resources (OER) in community colleges. Building on the prior study of the OER Degree Initiative, we are investigating how the use of OER can enable what are sometimes called “open educational practices” (OEP) and equity-focused instruction in community college courses.
Over the past 2 decades, the United States has seen enormous growth in the science, technology, engineering, and mathematics (STEM) fields. This growth has been particularly strong for high skill technician jobs in technology and computer science, which offer a promising path to the middle class for many Americans.
In an effort to ensure that students graduate from high school ready for success in postsecondary education or the workforce, Virginia implemented a new policy that, starting in 2017, required nearly half of public school graduates to earn a career and technical education (CTE) credential. This
Alternative high schools were originally conceived of as a place where students who were not succeeding in a traditional setting could have their academic needs met. These schools have developed negative stigmas, with the reputation as being credit-recovery factories for students who are off-track to graduate.
College instructors see it all the time. Each semester brings bright students who easily grasp new ideas, but may struggle with assignments or studying for exams. These students can excel when explicitly taught skills to manage their own learning, research conducted by Dr. Omar Faison at Virginia State University has found. If students do not have these skills, online courses can be particularly challenging. With more college courses moving online, students need self-directed learning skills more than ever.
Dr. Andrea Venezia joined SRI Education in May as our new director of college and career pathways research, co-leading the program area with Dr. Miya Warner. Most recently, Andrea was a professor of public policy and administration at Sacramento State University and executive director of the Education Insights Center.
The Oakland Health Pathways Project involves education and industry partners in expanding education and long-term employment opportunities for youth of color in Oakland, California. Project partners used the Linked Learning approach to engage students in education and employment experiences related to the health care field.
Including student voice in school design is an important strategy for promoting and facilitating educational equity. Ensuring that all students’ backgrounds and perspectives are considered is especially critical during a time when many people in the United States continue to experience the injustice of racial and social inequities.
How can educators develop and implement strategies that attract and retain Black or African American, Hispanic or Latino, American Indian, Native Hawaiian, Alaskan Native, and other Pacific Islander students and professionals in STEM?
Broadening participation in the STEM workforce means taking into account non-traditional academic and career pathways. It can also mean welcoming back people who seek to return to or advance STEM career pursuits they had left behind to join the military, raise families, or for other reasons.
Every fall semester, first-time college students across the country embark on an academic journey full of promise. Unfortunately, some students do not make it to the finish line because they have trouble adjusting to the academic demands of college.
Academic institutions can be difficult to navigate, especially for students who do not have college-educated parents. At 4-year institutions, first-generation students are twice as likely than students whose parents have a bachelor’s degree to leave before their second year.