SRI is investigating the range of high school career development opportunities in Los Angeles Unified School District (LAUSD). The study will examine how career development opportunities are implemented, who has access to and participates in them, what students’ experiences are, and how participation is associated with students’ progression in school.
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.
In this brief, we provide a profile of each Beyond ENE grantee that describes its student population during the 2022–23 school year as well as select progress metrics.1 These profiles draw from school administrative data and student survey data. Project: Evaluation of the Engage New England Initiative Download: The Beyond Engage New England Initiative: 2022–23 … Continue reading The Beyond Engage New England Initiative: 2022-23 School Profiles
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.
New performance data gets released. Without even seeing the data, what would you predict is the pattern? For over 20 years, since No Child Left Behind, we have seen the same, predictable performance differences. And for over 20 years, there’s been a desire to quickly compare data points, find bright spots and challenges, craft a narrative, and decide on next steps.
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.
Traditional metrics for tracking progress toward graduation can obscure the progress of those students least well served by the education system who end up off track to graduate in 4 years, and they can even disincentivize educators from focusing on these students. In alternative high schools, which tend to serve large proportions of students with … Continue reading Equitably Measuring Student Progress to Graduation: Insights from the Engage New England Initiative
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.
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
The imperatives facing public education right now, given all the issues laid bare by the pandemic and centuries of barriers systemically rooted in racism and White supremacy, require complex, intentional, equity- and relationally driven partnership approaches.