• Skip to primary navigation
  • Skip to main content
SRI InternationalSRI mobile logo

SRI International

SRI International - American Nonprofit Research Institute

  • About
    • Blog
    • Press room
  • Expertise
    • Advanced imaging systems
    • Artificial intelligence
    • Biomedical R&D services
    • Biomedical sciences
    • Computer vision
    • Cyber & formal methods
    • Education and learning
    • Innovation strategy and policy
    • National security
    • Ocean & space
    • Quantum
    • QED-C
    • Robotics, sensors & devices
    • Speech & natural language
    • Video test & measurement
  • Ventures
  • NSIC
  • Careers
  • Contact
  • 日本支社
Show Search
Hide Search
Home » Archives for Kyra N. Caspary

Kyra N. Caspary

SRI Author

  • Kyra N. Caspary

    Principal Senior Researcher, SRI Education

    View all posts

Education & learning publications December 1, 2021

Study of the Engage New England Initiative Cross-Site Learning Brief 4: Early Insights from Academic Case Conferencing

Lauren J. Cassidy, Ela Joshi, Julia Yankelowitz, Kaily Yee, Kyra N. Caspary December 1, 2021

SRI Authors: Lauren J. Cassidy, Ela Joshi, Julia Yankelowitz, Kaily Yee, Kyra N. Caspary Abstract The Barr Foundation launched the Engage New England Initiative in 2017 to support the development of innovative schools to serve students who are off track to graduate from high school. A key system of these schools is a primary person […]

Education & learning publications October 1, 2021 Brief

Los Angeles City College’s STEM Pathways Program: Participation and Impact

Kyra N. Caspary October 1, 2021

Los Angeles City College launched the STEM Pathways program in 2016 to improve students’ STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students. With funding from the U.S. Department of Education, the program offered a variety of supports including Supplemental Instruction (SI), peer tutoring in STEM, a book and technology loan program, specialized counseling, a math boot camp, and an undergraduate research experience. This report presents findings from three quasi-experimental studies estimating the impact of program participation overall, as well as STEM Learning Center participation and SI participation, specifically on STEM course success and continuation in STEM. SRI found positive and statistically significant results for continuation in STEM and STEM course success.

Education & learning publications September 1, 2021 Tech Report

Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of STEM Pathways Program Participation on Student Outcomes

Kyra N. Caspary, Allison Milby, Xin Wei, Rebecca L. Goetz September 1, 2021

Los Angeles City College launched the STEM Pathways program in 2016 with funding from the U.S. Department of Education. The intent of the STEM Pathways program was to improve STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students. The program offered a variety of supports including Supplemental Instruction (SI), peer tutoring in STEM, a book and technology loan program, specialized counseling, a math boot camp, and an undergraduate research experience. This report presents findings from a quasi-experimental study estimating the impact of STEM Pathways program participation on STEM course success and continuation in STEM, as well as degree attainment. SRI found positive and statistically significant results for continuation in STEM and STEM credits earned.

Education & learning publications August 1, 2021 Tech Report

Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of the Supplemental Instruction Program on Student Outcomes

Kyra N. Caspary, Allison Milby, Xin Wei, Rebecca L. Goetz August 1, 2021

Los Angeles City College launched the STEM Pathways program in 2016 with funding from the U.S. Department of Education. The intent of the STEM Pathways program was to improve students’ STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students. The program provided a variety of supports including Supplemental Instruction (SI) for key STEM courses. This report presents findings from a quasi-experimental study estimating the impact of SI participation on STEM course success and continuation in STEM. SRI found positive and statistically significant results for focal course passing, focal course grade, and continuation in STEM.

Education & learning publications June 1, 2021 Tech Report

Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of the STEM Learning Center on Student Outcomes

Xin Wei, Allison Milby, Kyra N. Caspary, Rebecca L. Goetz June 1, 2021

Los Angeles City College launched the STEM Pathways program in 2016 with funding from the U.S. Department of Education. The intent of the STEM Pathways program was to improve students’ STEM degree completion and transfer to 4-year colleges, particularly for low-income and Latinx students, through a variety of supports. The STEM Learning Center, a drop-in peer tutoring program offering students assistance in STEM courses, was one of the grant’s most-used supports. This report presents findings from a quasi-experimental study to estimate the impact of the STEM Learning Center on STEM course success and continuation in STEM. SRI found positive effects of STEM Learning Center participation on students’ STEM outcomes, in terms of increased STEM credits and STEM continuation.

Education & learning publications April 1, 2021 Brief

Designing Schools with and for Students: Lessons Learned from the Engage New England Initiative

Lauren J. Cassidy, Miya T. Warner, Kyra N. Caspary, Ela Joshi, Kaily Yee April 1, 2021

This research brief identifies promising strategies for embracing student voice in school design based on the experience of Engage New England (ENE) grantees. Successfully engaging students in decision-making and school design is not as simple as inviting them to attend staff meetings. As ENE grantees learned, meaningfully engaging students requires planning, scaffolding, and sustained attention to both representation and accessibility for the most historically underserved youth. The lessons ENE grantees learned from engaging in a structured, student-centered design process can help other schools to include student voice in school design and they may also be applied more broadly to ongoing continuous efforts. The lessons also may be useful for supporting the engagement of all participants in school design work, adults, and students alike. These lessons learned are presented and described in greater depth throughout the brief.
Designing Schools with and for Students: Lessons Learned from the Engage New England Initiative is the first of a series of research briefs resulting from SRI Education’s evaluation of the Engage New England Initiative. Subsequent releases will address the implementation of core components of the initiative, the student experience in ENE schools, planning year supports, and student outcomes such as high school graduation and successful transition to postsecondary education or training.

Education & learning publications October 1, 2020

Study of the Engage New England Initiative Cross-Site Learning Brief 3: Improving Instructional Systems

Lauren J. Cassidy, Kaily Yee, Kyra N. Caspary, Miya T. Warner October 1, 2020

This brief examines the efforts of schools participating in the Barr Foundation’s Engage New England Initiative to improve the instructional systems for students who are off track to graduate high school.

Education & learning publications December 30, 2019 Article

Postsecondary Outcomes of IB Diploma Programme Graduates in the U.S.

Aliya R. Pilchen, Katrina Woodworth, Kyra N. Caspary December 30, 2019

The International Baccalaureate’s (IB’s) 2-year Diploma Programme (DP) includes courses in six subject groups that emphasize interdisciplinary understanding and critical thinking skills. IB commissioned SRI Education to draw on multiple extant data sets to examine and summarize postsecondary outcomes of IB DP graduates in the United States.

Education & learning publications September 1, 2019 Tech Report

Community College On-Track Indicators for Linked Learning Students

Julie C. Harris, Miya T. Warner, Kyra N. Caspary September 1, 2019

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 college outcomes. This research brief uses administrative data from key California community college districts to build on previous analysis of end-of-high-school and early postsecondary enrollment outcomes for Linked Learning students which found that Linked Learning students who started high school with low levels of academic achievement were more likely than their similar peers to enroll in college. We find that Linked Learning students perform similarly to their peers during the first two years of college.

  • Go to page 1
  • Go to page 2
  • Go to Next Page »

How can we help?

Once you hit send…

We’ll match your inquiry to the person who can best help you.

Expect a response within 48 hours.

Our privacy policy
Career call to action image

Make your own mark.

Search jobs
Our work

Case studies

Publications

Timeline of innovation

Areas of expertise

Blog

Institute

Leadership

Press room

Media inquiries

Compliance

Privacy policy

Careers

Job listings

Contact

SRI Ventures

Our locations

Headquarters

333 Ravenswood Ave
Menlo Park, CA 94025 USA

+1 (650) 859-2000

Subscribe to our newsletter

日本支社

SRI International

  • Privacy Policy
  • Cookies
  • DMCA
  • Copyright © 2022 SRI International