Within CCER, the Shaping Transformative Futures Research & Impact Team encompasses CCER’s efforts focused on college & career that are student-centered approaches to educational justice and post-secondary pathways. This work is guided by our Liberatory Data and Research Principles and by street data frameworks, which calls us to intentionally lift from the margins, as outlined in the following agenda.
We build capacity of school districts and practitioners to use various forms of data to continuously improve their college and career services. We collaborate with school-based partners, called the College & Career Network, to implement the Community Practice Partnership (CPP) initiative. Over the course of the academic year, we administer staff and student climate surveys and look to adopt the Equity Transformation Cycle as a process framework that relies on the collection of street-level data to guide program, practice or policy change.
Strategic Goal 1: Build capacity of school districts and practitioners to use various forms of data to continuously improve their college and career services.
Strategic Goal 2: Expand our understanding of how Running Start and Multi-lingual Learner programs support or hinder the college and career experiences among students participating in those programs.
Strategic Goal 3: Increase CCER’s connection to students through social engagement efforts that help us learn of emerging challenges that students face.
Strategic Goal 4: Maintain and strengthen relationships with regional partnerships, networks, and coalitions that contribute to collective action around policy and advocacy.
Strategic Goal 5: Broadly disseminate the outcomes and learnings of our initiatives to make data and research accessible and encourage practical application.
We facilitate the use of data to inform culturally responsive advising practices among four school partners including Highline School District, Highline College, Federal Way School District, and the Tukwila School District. By collecting and codifying process data, we convene sensemaking sessions and conduct evaluations of the Regional Partnership in our role as a Local Measurement Learning and Evaluation (LMLE) partner.
To expand our understanding of how Running Start and Multi-lingual Learner programs support or hinder the college and career experiences among participating students, we conduct a literature review and data collection. In better understanding the college and career readiness experiences of multi-lingual learners, we can identify best practices that contribute to postsecondary success.
As we increase CCER’s connection to students through social engagement efforts, we learn of emerging challenges that students face. Our work establishing partnerships with local higher education institutions, helps to uncover themes and provide recommendations to districts about ways to effectively prepare students for success as they pursue postsecondary pathways. In sharing CCER’s data and research, we engage in discussions that strengthen the practices of our partners’ and deepen our impact.
