Research and evaluation

Scaling for System-Level Change: A Conversation with Suzanne Donovan and Vanessa Coleman

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.

Lessons for Equitably Scaling Deeper Learning

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.

Rethinking How We Measure Student Progress to High School Graduation

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.

Learning to Support Equitable School Transformation

As foundations grapple with how to advance equity, many are seeking to reimagine learning and evaluation in their grantmaking.

Scaling Deeper Learning for Equity. Lessons Learned from the Deeper Learning + Diffusion and Scaled Impact Initiative

In this research brief, we present findings from the Deeper Learning + Diffusion of Innovation and Scaled Impact Initiative (DL+D initiative).

Evaluation of the Deeper Learning + Diffusion of Innovation and Scaled Impact 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).

Transforming High Schools to Serve Students Who Are Off Track to Graduate

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

Measuring School Climate

Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?

Study of the Engage New England Initiative Cross-Site Learning Brief 4: Early Insights from Academic Case Conferencing

This brief describes the approaches Engage New England (ENE) schools used to support academic case conferencing and their implementation of key practices.

Study of the Engage New England Initiative Cross-Site Learning Brief 3: Improving Instructional Systems

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.

Study of the Engage New England Initiative Cross-Site Learning Brief 2: Learnings from the Cohort 1 Launch Year

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.

YouthTruth Validation Study

YouthTruth partnered with SRI to examine the relationship between key student survey experience scales and school-level academic and behavioral outcomes.

Supporting low-income and Latinx students in STEM: Los Angeles City College’s STEM Pathways Program

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.

Los Angeles City College’s STEM Pathways Program: Participation and Impact

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

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, 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