This research study provides confirmatory evidence that six YouthTruth student experience scales are associated with key school-level student academic and behavioral outcomes, including math and reading proficiency rates, chronic absences rates, and suspensions.
College and career pathway publications
Parent expectations, deaf youth expectations, and transition goals as predictors of postsecondary education enrollment
This study used the NLTS2 data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth.
Encouraging Impacts of an Open Education Resource Degree Initiative on College Students’ Progress to Degree
Textbooks are traditional and useful learning resources for college students, but commercial texts books have been widely criticized for their high costs, restricted access, limited flexibility, and uninspiring learning experiences.
Study of the Engage New England Initiative Cross-Site Learning Brief 4: Early Insights from Academic Case Conferencing
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.
Evaluation of Los Angeles City College’s STEM Pathways Program: Impacts of the STEM Learning Center on Student Outcomes
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.
Designing Schools with and for Students
This research brief identifies promising strategies for embracing student voice in school design based on the experience of Engage New England (ENE) grantees.
Study of the Engage New England Initiative Cross-Site Learning Brief 4
This brief describes the approaches schools used to support academic case conferencing and their implementation of key practices.
Study of the Engage New England Initiative Cross-Site Learning Brief 3: Improving Instructional Systems
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.
Effect of accessing supports on higher education persistence of students with disabilities
Evidence from propensity analyses indicated that students with disabilities who had accessed universally available and/or disability-related supports were significantly more likely to persist in their 2- or 4-year college programs.