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.
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.
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.
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.
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.