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.
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.
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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