News From the Field
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Applied connections between education and work are increasingly a part of undergraduate education in the United States. Among students who have work-based learning experiences, those with paid internships stand out for their increased earning power, confidence in themselves, and recognition of the value of their education.
The Good Jobs Challenge is designed to fund holistic regional workforce systems built around strong partnerships that lead to well-paying jobs. It prioritizes equity and includes investments in wraparound services, easing barriers to training for those workers hardest hit by the pandemic, including women and people of color.
College students who spend time on career prep as undergraduates — particularly building professional networks and social capital — report greater confidence in their workplace skills and clarity in their career plans, the research shows.
If U.S. employers are seeking workers to fill 10.9 million jobs, how can 8.4 million workers be unemployed? The answer, of course, is found in the myriad disconnects facing the education-workforce system, writes Amy Wimmer Schwarb.
In the wake of historic pandemic-related enrollment declines, postsecondary institutions have responded by developing and expanding innovative approaches to engaging learners. Higher education practitioners discussed these approaches at a virtual workshop hosted by Strada Education Network, focusing on strategies for reconnecting recent high school graduates whose education was disrupted by the pandemic. Their practices align closely with what disrupted learners say would help reconnect them to higher education: guidance, affordability options, and a strong connection between education and career.
A completed bachelor’s degree remains the surest path to economic mobility — a fact that cuts across demographics and is true for first-generation students, lower-income students, and students of color — yet U.S. adults increasingly question whether a bachelor’s degree is worth the cost, time, and effort required to achieve it.
Excelencia in Education recommends institutions consider five practice to improve Hispanic students’ success.
Join Strada Education for a workshop on steps we can take to reengage recent high school grads who changed or delayed their plans for postsecondary education. The majority of time will be spent in facilitated small groups where you can share early learnings, problem-solve challenges, and gain insight into what other institutions are trying.
Drawing on a nationwide survey and interviews with 2020 and 2021 high school graduates who have delayed their education plans, Strada Education Network learned that while most students ultimately plan to enroll in postsecondary education, their experiences with the pandemic have prompted them to reassess their educational paths and sharpen their focus on career and financial outcomes.