Transition to postsecondary

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.

Then and Now—and Now What? Career and Technical Education Credential Attainment in Virginia

In an effort to ensure that students graduate from high school ready for success in postsecondary education or the workforce, Virginia implemented a new policy that, starting in 2017, required nearly half of public school graduates to earn a career and technical education (CTE) credential. This

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.

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

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.

More Than Getting to the Door: Non-Academic Supports to Ensure Students Graduate from College (Part 3—Institutional Knowledge Required to Navigate Higher Education Systems)

Academic institutions can be difficult to navigate, especially for students who do not have college-educated parents. At 4-year institutions, first-generation students are twice as likely than students whose parents have a bachelor’s degree to leave before their second year.

More Than Getting to the Door: Non-Academic Supports to Ensure Students Graduate from College (Part 2—Financial Supports Beyond Institutional Financial Aid)

The high cost of tuition at public and private 4-year academic institutions is a hot topic in national media today. However, students face many financial barriers to degree completion introduced by expenses that aren’t fully covered by their financial aid packages.

More Than Getting to the Door: Non-Academic Supports to Ensure Students Graduate from College (Part 1—An Overview)

The transition from high school to college can be difficult in the best of times, let alone during a global pandemic. Our previous post on Supporting Postsecondary Transitions During COVID-19 offers practical resources for supporting students and families navigating the college application and enrollment process during the pandemic.

Evaluation of the Career Connected Pathways Project

The Center for the Future of Arizona (CFA), in partnership with LeadLocal and Jobs for the Future, is working with school districts in Arizona to increase high-need students’ access to quality career pathways in cybersecurity and computer science. In 2019, CFA received an early-phase Education Innovation and Research grant from the U.S. Department of Education … Continue reading Evaluation of the Career Connected Pathways Project

Study of the Engage New England Initiative Cross-Site Learning Brief 1

In 2017, the Barr Foundation launched Engage New England (ENE), a signature initiative that provides a unique opportunity for local education agencies and nonprofits to plan for and develop innovative schools designed to serve students off track to high school graduation. SRI Education, the research partner for the ENE initiative, captured the learnings from the … Continue reading Study of the Engage New England Initiative Cross-Site Learning Brief 1

Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 3: Comparisons Over Time

The third report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) presents information on the changes over time in the characteristics and high school experiences of secondary students participating in special education. NLTS 2012 is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004) and is … Continue reading Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 3: Comparisons Over Time

National Longitudinal Transition Study (NLTS), Phase 2

SRI has been active in special education and disability work since the Education for All Handicapped Children Act, now the Individuals with Disabilities Education Act (IDEA), was passed in 1975. After the success of its pioneering National Longitudinal Transition Study (NLTS) starting in 1984, SRI developed a portfolio of longitudinal studies to provide national information … Continue reading National Longitudinal Transition Study (NLTS), Phase 2

Evaluation of the Engage New England Initiative

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

Linked Learning Student Outcomes: Summary of Effects on High School and Early Postsecondary Education

This research brief summarizes student outcome findings from SRI International’s evaluation of the California Linked Learning District Initiative, an effort to build robust district-level systems to sustain high school career pathways in nine school districts in the state. With funding from The James Irvine Foundation, SRI conducted a rigorous multimethod evaluation of the initiative over … Continue reading Linked Learning Student Outcomes: Summary of Effects on High School and Early Postsecondary Education