Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings … Continue reading Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder
Accelerated learning opportunities are becoming increasingly common strategies to promote high school graduation and encourage college enrollment. Through mechanisms such as Dual Enrollment, Advanced Placement (AP), and International Baccalaureate (IB) courses, students get a head start on earning college credit while still in high school. The goals for enrolling students in these courses are to … Continue reading Dual Enrollment: Lessons Learned on School‐Level Implementation
SRI Education leads a first-of-its-kind longitudinal study on the schools’ effectiveness in Texas, North Carolina, and Ohio. SRI researchers identified and recruited 39 inclusive STEM-focused high schools (ISHS) and 3,022 comprehensive (or traditional) high schools serving similar student populations but without a school-wide STEM focus in North Carolina, Texas, and Ohio. An additional comparison school … Continue reading iSTEM: Impacts of Inclusive STEM High Schools on Student Outcomes
The rapidly expanding Linked Learning approach blends career technical and college preparatory course sequence in a single high school pathway, representing the convergence of two strands of high school reform from the past thirty years. Using data from nine California districts, we examine the effect of high school Linked Learning participation on students’ early community … Continue reading Community College On-Track Indicators for Linked Learning Students
SRI evaluated NGC projects funded by the Bill & Melinda Gates Foundation to understand the technology features and implementation practices that achieve positive educational impacts at scale. The Next Generation Courseware Challenge (NGC) was launched by the Bill & Melinda Gates Foundation to develop personalized courseware to improve learning outcomes and postsecondary success, particularly for … Continue reading Evaluation of the Next Generation Courseware Challenge
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
This research brief compares the postsecondary outcomes of students in certified Linked Learning pathways with those of peers with similar demographic characteristics and prior achievement in traditional high school programs. Certified pathways are those deemed to have met established quality standards through an external review. We found that Linked Learning students enrolled in college, remained … Continue reading Linked Learning and Postsecondary Transitions: A Report on the Early Postsecondary Education Outcomes of Linked Learning Students
SRI studied the implementation and outcomes of a new consulting model designed to increase the participation and success of low-income students in IB’s Diploma Programme. SRI also examined national postsecondary trends for low-income DP students. In 2014, the International Baccalaureate Organization (IB) launched Bridging the Equity Gap. Funded by the Michael and Susan Dell Foundation, … Continue reading Evaluation of International Baccalaureate’s Bridging the Equity Gap Project
SRI’s evaluation addressed implementation and institutional outcomes of work by 11 high schools and a partnering local college as they worked to establish seamless transitions for students and strengthen instructional quality as required by the Common Core. Implementation of the Common Core State Standards and broader concerns about college and career readiness and college access … Continue reading Evaluation of the CAPP Demonstration Partnerships
To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors … Continue reading Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School
Given the importance of college for employment and social mobility, policymakers and education leaders are attempting to strengthen the pipeline from high school completion through graduation from a postsecondary institution. The purpose of this research is to examine that pipeline for lowincome International Baccalaureate (IB) Diploma Programme (DP) students. The objectives are to understand how … Continue reading International Baccalaureate National Trends for Low-income Students 2008–2014
SRI’s study of the largest UC outreach program to increase college-going opportunities for underserved students included analysis of EAOP college outcomes relative to those of matched comparison samples. In 2013, SRI conducted the first independent evaluation of the Early Academic Outreach Program (EAOP) in 10 years. Using extant high school and postsecondary data, SRI assessed … Continue reading Study of University of California Early Academic Outreach Program
The University of California (UC) established the Early Academic Outreach Program (EAOP) in 1976 to improve access to UC for students from underserved schools, targeting low-income, first-generation college, and minority students who have traditionally been underrepresented in postsecondary education. This report assesses the current status and success of the EAOP since the last independent evaluation … Continue reading Promoting Access to College in an Era of Fiscal Constraints: The University of California’s Early Academic Outreach Program
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
SRI studied state policies supporting dual enrollment and dual credit offerings for high school students. To understand the policy environment governing the development and sustainability of dual-enrollment programs, SRI conducted intense case studies in states that were selected to represent a range of policy environments and coordination between the K–12 and higher education systems. These … Continue reading Bridging the Divide: High School and College Dual Enrollment