As foundations grapple with how to advance equity, many are seeking to reimagine learning and evaluation in their grantmaking.
In this research brief, we present findings from the Deeper Learning + Diffusion of Innovation and Scaled Impact Initiative (DL+D initiative).
In early 2021, the William and Flora Hewlett Foundation contracted with SRI Education to conduct a retrospective evaluation of the foundation’s Deeper Learning + Diffusion of Innovation and Scaled Impact Initiative (DL+D).
The Barr Foundation’s Engage New England (ENE) initiative was an effort to catalyze high school innovation by developing exemplary schools that support the success of students who are off track to graduate. Grounded in the tenets of positive youth development, the ENE initiative provided grants and technical assistance to support new or redesigned schools in … Continue reading Transforming High Schools to Serve Students Who Are Off Track to Graduate
This brief describes the approaches Engage New England (ENE) schools used to support academic case conferencing and their implementation of key practices.
This brief describes common facilitators and challenges experienced by Engage New England (ENE) grantees as they worked to further their instructional systems. It also provides some promising practices that grantees used to support these efforts or to address challenges.
This brief presents the lessons learned and common themes across Engage New England (ENE) grantees, as well as implications for planning and implementation that may be useful for subsequent cohorts of ENE grantees as they prepare to launch their programs or schools.
Los Angeles City College launched the STEM Pathways program in 2016 to improve STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students. With funding from the U.S. Department of Education, the program offered a variety of supports including Supplemental Instruction (SI), peer tutoring in STEM, a book and technology loan … Continue reading Los Angeles City College’s STEM Pathways Program: Participation and Impact
Los Angeles City College launched the STEM Pathways program in 2016 with funding from the U.S. Department of Education. The intent of the STEM Pathways program was to improve STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students, through a variety of supports. The STEM Learning Center, a drop-in peer … Continue reading Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of the STEM Learning Center on student outcomes
Los Angeles City College launched the STEM Pathways program in 2016 with funding from the U.S. Department of Education. The intent of the STEM Pathways program was to improve STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students. The program provided a variety of supports including Supplemental Instruction (SI) for … Continue reading Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of the Supplemental Instruction program on student outcomes
Los Angeles City College launched the STEM Pathways program in 2016 with funding from the U.S. Department of Education. The intent of the STEM Pathways program was to improve STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students. The program offered a variety of supports including Supplemental Instruction (SI), peer … Continue reading Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of STEM Pathways program participation on student outcomes
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.
This research brief identifies promising strategies for embracing student voice in school design based on the experience of Engage New England (ENE) grantees. Successfully engaging students in decision-making and school design is not as simple as inviting them to attend staff meetings. As ENE grantees learned, meaningfully engaging students requires planning, scaffolding, and sustained attention … Continue reading Designing Schools with and for Students
The Center for the Future of Arizona (CFA), in partnership with LeadLocal and Jobs for the Future, is working with school districts in Arizona to increase high-need students’ access to quality career pathways in cybersecurity and computer science. In 2019, CFA received an early-phase Education Innovation and Research grant from the U.S. Department of Education … Continue reading Evaluation of the Career Connected Pathways Project
This final evaluation report presents findings from the Oakland Health Pathways Project (OHPP), a joint initiative of Oakland Unified School District (OUSD), Alameda Health System, and Alameda County Health Care Services Agency. The initiative is designed to improve educational and long-term employment outcomes for youth of color in Oakland (Alameda County), California, while expanding and … Continue reading Evaluation of the Oakland Health Pathways Project: Final Report