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.
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
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?
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.
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.
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.
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
This brief is designed to benefit all three cohorts of Engage New England (ENE) grantees as they plan and build their schools and to highlight key elements of planning for innovative school models.
SRI is helping the Barr Foundation and the broader education community better understand how to design and implement innovative schools for students who are off track to graduate high school