Access and equity

Supporting Complex Networks Through Equity-Driven Practices

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.

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.

Supporting a Rural, First-Generation College Improvement Network

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.

How Community Colleges Can Build Employability Skills for STEM Technicians

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.

The Potential of College and Career Pathways in Alternative School Settings

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.

New Research Center Aims to Address Inequities in Online Learning in College

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.

Introducing Dr. Andrea Venezia, the New Director of College and Career Pathways Research at SRI Education

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.

How Do They Fare? The Impact of Participating in Health Pathways on Student Outcomes

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.

Engaging Students in Designing Equitable Schools

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.

Designing Schools with and for Students

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

Coordination Hub Research Brief: Evidence-Based Strategies for Broadening Participation in STEM

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?

NSF INCLUDES Funds Re-Entry of Women and Women Veterans into the STEM Workforce

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.

More Than Getting to the Door: Non-Academic Supports to Ensure Students Graduate from College (Part 4—Academic Self-Efficacy)

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.