College & Careers

The Role of Parent Social Capital and College-Aligned Action

Thu, 03/02/2017

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Published in Teachers College Record, this article focuses on a nationally representative sample of Hispanic and White 10th graders in 2002 who completed high school expecting to complete a bachelor’s degree. The author examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.

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Achieving Educational Equity and Justice in Career Academies: Challenges and Promising Strategies

Wed, 04/19/2017

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Career academies are a model of career and technical education (CTE) that combines academic rigor, instruction that is relevant to students’ lives, and strong relationships between students and adults. Shown to have positive impacts on high school students’ motivation, graduation rates, postsecondary enrollment, and career outcomes, career academies also have great potential to reduce opportunity and achievement gaps.

Exploring STEM

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21 pp.

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Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Mon, 08/01/2016

Author(s): 

Sarah Ryan, Robert K. Ream (University of California, Riverside)

This article, published in the American Educational Research Journal, investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children’s engagement in college-aligned actions and whether this process varies according to student immigrant generation status.

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34 pp.

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Harnessing Principal Power

This story spotlights EDC's Cheryl King who, with the support of The Wallace Foundation, works to strengthen principal preparation and training programs nationwide: "In short, there’s a connection between principals who know how to support effective teaching and learning in their schools and high-performing teachers and students. 'The importance of principal preparation in turning around chronically low-performing schools cannot be overstated,' says King. But preparing principals who are ready to address the complex challenges facing these schools is a serious challenge. Traditional courses with a primary focus on scholarship and theory are simply not enough. Effective principals report the need for clinically supervised internships that allow them to grapple with real problems, in real schools."

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EDC Newsroom

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Tue, 02/07/2017

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Identifying Gaps in Competency Based Learning Research

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Joshua Cox, a research associate for the REL Northeast & Islands at EDC and a researcher on EDC’s student-centered learning study funded by Jobs for the Future, advances knowledge of college and career readiness, competency-based learning, and the use of data to guide policymaking. With Sarah Ryan, Josh co-authored a tool published by the Institute of Education Sciences that helps policymakers and educators examine students’ experiences with competency-based learning and he is the co-author of the report Competency-Based Learning: Definitions, Policies, and Implementation. In this post, Josh shares some highlights from a recent symposium led by our REL Northeast & Islands at EDC team that focused on competency-based learning and its potential role in enhancing college and career readiness and success.

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Supporting English Learners

This article spotlights the REL Northeast & Islands at EDC's work to support school districts in closing opportunity gaps and improving achievement for English learners. EDC’s Jill Weber and Julie Riordan discuss what they have learned and the REL's next steps. Weber notes: "Districts should evaluate how programs for ELs impact student outcomes. When districts implement a new intervention that is intended to support ELs, they don’t always have a way to measure whether it is having the desired effect. Digging into the impact of programs and services can have major implications for policy and practice." Riordan adds: "We’ve seen this work pay dividends. Districts that we have supported are using data to develop new programs and services for ELs and considering ways to evaluate these programs. Better information results in programs that more effectively address the diverse needs of EL students."

Source: 

EDC Newsroom

Publication Date: 

Thu, 01/19/2017

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EDC and Partners Expand Computer Science Education

Young Women Working On Computer

With grants totaling $27 million from government, foundation, industry, and higher education partners, EDC is leading a PreK-12 initiative to broaden student access to high-quality computer science (CS) learning. The goal of the initiative is to ensure that all students are computer literate by the time they graduate from high school, are ready to succeed in a wide variety of careers, and are prepared to be informed decision makers in an increasingly wired world.

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EDC Develops Special Issue of Journal of Science Education and Technology

Journal of Science Education and Technology

The new issue of Journal of Science Education and Technology, “Stories from ITEST: Inspiring Young People to Pursue STEM Careers,” Caroline Parkerspotlights findings from the trailblazing STEM education and workforce development efforts of National Science Foundation-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects.

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EDC Team is Awarded 100Kin10 Fellowship

100Kin10 Logo

EDC is one of nine 100Kin10 partner organizations that have been awarded 100Kin10 Fellowships. A team including Eden Badertscher and Uma MacDowell was selected from a large pool of applicants—there are over 280 100Kin10 partners—to receive the Fellowship for their work on EDC’s National Science Foundation-funded project, Designing for Equity by Thinking In and About Mathematics (DEbT-M).

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