考察职业与大学俱乐部的有效性

Investment Rating - The report does not explicitly provide an investment rating for the industry being studied Core Insights - The study examines the impact of the COVID-19 pandemic on the learning and skill development of over 900 students from historically underserved backgrounds enrolled in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) and using the Career & College Clubs (CCC) curriculum [3][4] - Findings indicate that students developed their college and career readiness skills despite pandemic disruptions, highlighting the effectiveness of the CCC curriculum [5] Summary by Sections About the Study - The research was conducted in collaboration with the National Council for Community and Education Partnerships (NCCEP) and Alliance College-Ready Public Schools, focusing on a cohort of students from 2018 to 2022 [3][8] Research Questions - The study explored five key questions related to students' experiences with remote learning during the pandemic, including their feelings about remote learning, perceived resources and support, changes in work habits, social and emotional skills, and impacts on postsecondary planning [10][21] Findings - Remote Learning Preferences: A significant majority of students preferred in-person learning over remote learning, with 80% to 83% expressing this preference [11][84] - Resources and Support: 91% to 95% of students felt they had the necessary resources for remote learning, and reported high levels of support from families and teachers [12][89] - Work Habits: Students reported spending more time studying during online learning compared to traditional schooling, with agreement rising from 47% to 67% [13][63] - Social and Emotional Skills: Most social and emotional skills remained consistent, with a notable decrease in Worry Management and an increase in Managing Feelings during remote learning [14][94] - Postsecondary Plans: Approximately 66% of students reported that the pandemic did not change their college plans, while 76% planned to enroll in a four-year college or university [15][81] Implications - The findings suggest that educators should enhance in-person learning experiences, emphasize social and emotional skills, and understand the unique needs of high school students, particularly those from first-generation college-bound backgrounds [16][17]