About Us

The SERVE Center at the University of North Carolina at Greensboro is a university-based research, development, dissemination, evaluation, and technical assistance center. For nearly 30 years, we have worked with educators and policymakers to improve education. Permeating everything we do is our commitment to engaging collaboratively with our clients to do high quality, important and useful work. Our research efforts include everything from large scale experimental studies to small scale qualitative work on topics ranging from early childhood to high school reform. We conduct project evaluations for states, districts, schools, and organizations. We also publish syntheses of research and specialize in making complex topics accessible. Our goal is to support your efforts to improve education.

SERVE has been awarded over $200 million in contracts and grants, successfully managed 14 major awards including four consecutive contracts for the Regional Educational Laboratory for the Southeast (REL-SE) funded by the Institute of Education Sciences (IES) at the US Department of Education (USED), four awards from USED for the National Center for Homeless Education (NCHE), a five-year Technology Grant for Coordinating Teaching and Learning in Migrant Communities.

In addition, SERVE secured contracts from the North Carolina Department of Public Instruction to operate the North Carolina Homeless Education Program in 2008 and the North Carolina Foster Education Program in 2016. Through these initiatives and many others, SERVE has provided extensive technical assistance at the local, state, and national levels, and has developed and disseminated hundreds of thousands of products aimed at improving youth opportunities and outcomes at school, home, and in the community.

In the News

STEM Preparation Experiences of Non-College Bound Youth Study Awarded

SERVE was awarded a competitive AERA Grant to study whether non-college bound youth (defined as those who do not attain any postsecondary education credential after high school) who take part in a sequence of science, technology, engineering, and math (STEM) coursework as well as work-based learning during high school are more likely to experience positive school-to-work (STW) transition outcomes compared to non-college-bound youth who do not take STEM courses or those who take STEM courses outside of a meaningful sequence or pathway using data from the Educational Longitudinal Study of 2002 (ELS:2002). Few studies to date have explored whether participation in structured STEM coursework and work-based learning activities provides an advantage to non-college bound youth in particular who enter the workforce without the training and experience that would come from postsecondary education. Results from this study will inform efforts around career pathway program development and career advising that are tailored to the needs of non-college bound youth, particularly for the small, but substantive group of non-college bound youth who never enroll in college.

For more information about this study, contact Bryan Hutchins.

Supporting In-School and Out-of-School Youth Experiencing Homelessness Through Education and Workforce Partnerships

The latest news brief from the National Center for Homeless Education's (NCHE) Best Practices in Interagency Collaboration Brief Series provides an overview of education and workforce programs that serve youth experiencing homelessness, and suggests strategies for cross-system collaboration among these programs to support youth experiencing homelessness. Read the Supporting In-School and Out-of-School Youth Experiencing Homelessness Through Education and Workforce Partnerships news brief.

The impact of early colleges: What does the research say?

Dr. Julie Edmunds, Director of  the Secondary School Reform Program at SERVE Center has been researching, for more than a decade, the impact of early colleges on student high school performance, graduation rates, and students’ readiness for postsecondary education. Read the recent article, The impact of early colleges: What does the research say? in which Dr, Edmunds discusses the effectiveness of the early college model at EdNC.

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