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.
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
SRI examined the impact of a program that combines strong academics with real-world experience. Its goal: help students build a foundation for success in college, careers—and life. In 2009, recognizing the challenges inherent for individual schools or pathways trying to redesign the high school experience, The James Irvine Foundation launched the California Linked Learning District … Continue reading Evaluation of the California Linked Learning District Initiative
SRI Education evaluation experts partnered with John’s Hopkins University’s Center for the Social Organization of Schools (JHU CSOS) to measure the impact of its Skills for Secondary School Success (4S) course module on eighth grade students’ socioemotional competence, attendance, behavior, and course performance. SRI Education conducted an independent evaluation of the impact, implementation, and cost … Continue reading Evaluation of Skills for Secondary School Success (4S)
SRI is excited to announce a new partnership with Los Angeles Unified School District (LAUSD) to examine career development opportunities (CDOs) in the district.
SRI evaluated the effectiveness of high schools that offer students the opportunity to simultaneously pursue a high school diploma and earn up to 2 years of college credits. SRI, in conjunction with the American Institutes for Research, conducted a multiyear evaluation of the Early College High School (ECS) initiative. ECSs are created through a partnership … Continue reading Evaluation of the Early College High School Initiative
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. 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
In recent years, Tennessee education leaders have expressed concern over stagnant or declining college enrollment rates and a weak education-to-workforce pipeline.1 According to the State Collaborative on Reforming Education, only 26 percent of Tennessee students who started high school in 2012 earned a postsecondary degree by summer 2022, with even lower percentages for students of color over the same time period.1,2 Alarms were sounding.
What do high school graduates need to know and be able to do to be prepared for college and career? This is the fundamental question that state policy makers confront when determining minimum high school graduation requirements or assessing whether these requirements need to change to meet the needs of a rapidly evolving economy.
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
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.
“What does the research say?” Educators ask and are asked this question frequently. Appropriately, professionals are encouraged to look to the evidence base when they encounter a problem of practice.
Researchers from SRI and the University of Oklahoma are collaborating to create a new assessment tool to help educators ensure that students with significant cognitive disabilities (or extensive support needs) leave high school with the skills they need to be successful.