英文_ACT_考察职业与大学俱乐部的有效性_30页_2mb

报告摘要

Executive Summary

This study evaluates the Career & College Clubs (CCC) curriculum's impact on high school students during the COVID-19 pandemic, focusing on social-emotional skills, remote learning experiences, and postsecondary planning. The research followed a cohort of 920+ students from Alliance schools for four academic years (2018-2022), collecting data across 11 survey waves.

Key Findings

Learning Preferences: Over 80% of students preferred in-person learning, but only ~40-45% felt remote learning was effective at its peak, though stress increased from ~20% to 15% over time.
Resources and Support: ~91-95% reported sufficient resources and academic support from teachers and families; however, ~20% lacked parental assistance with technology.
Work Habits: Students studied more during remote learning (67% vs 0% during in-person), potentially linked to self-directed learning skills.
Social-Emotional Skills: The "Maintaining Composure" domain showed significant changes: Worry Management decreased, while Managing Feelings increased. Remote learning factors (resources, support, and learning preference) explained most of this change.
Postsecondary Plans: 76% planned to enroll in 4-year colleges during the pandemic, a rate higher than pre-pandemic trends, suggesting CCC may help maintain postsecondary enrollment despite disruptions.

Recommendations

Enhance In-Person Learning: Prioritize engagement and quality in face-to-face settings.
Strengthen Social-Emotional Learning: Use programs like CCC to build resilience and coping skills.
Boost Support Systems: Provide professional development for educators and technology access to students.
Track Student Transitions: Advocate for data systems to monitor success beyond high school.

Limitations

Lack of Comparison Group: Prevents isolating CCC curriculum impacts.
Variable Response Rates: Sample sizes varied across survey waves.
No Long-Term Outcomes: Tracking post-secondary enrollment is not yet possible.

展开完整摘要