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

Bryan HutchinsSERVE 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.

Building the Bridge Between Foster Care and Education

Building the Bridge article

Research on the impact of mobility on academic and life outcomes confirms that foster care experiences, especially multiple placements, put youth at a greater risk for academic failure and poorer life outcomes. The educational experiences of youth in foster care are marked by higher rates of absenteeism1, suspensions/expulsions2, and identification for special education services3. Not surprisingly, these negative experiences lead to lower rates of high school and college graduation, lower paying jobs, and higher rates of marginalization, including adult homelessness4.

Read the full article.

Visit the National Association of Counsel for Children (NACC).

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.

For more information about Early Colleges, contact Julie Edmunds.


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