Elizabeth Glennie

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Rapid changes in teaching and learning: The response of teachers and students in dual credit courses to online learning during the COVID-19 pandemic

Breaking barriers to employment: The impact of transitional work on economic self-sufficiency for those facing obstacles to work

Pathways to credentials: Does the timing of earning an industry certification in high school influence postsecondary outcomes?

Early colleges as a model for schooling: Creating new pathways for access to higher education

Missing academic targets in ninth grade: Do early college high schools give students second chances for college?

The influence of earning an industry certification in high school on going to college: The Florida CAPE Act

A qualitative investigation of factors affecting school district administrators’ decision to adopt a national young worker curriculum

What happens when you combine high school and college? The impact of the early college model on postsecondary performance and completion

Are you ready for this?: Preparing for school change by assessing readiness

Preparing students for STEM college and careers: The influence of redesigned high schools in North Carolina

Teacher logs:: A tool for gaining a comprehensive understanding of classroom practices

Examining the influence of the Florida <em>Career and Professional Education Act of 2007</em>: Changes in industry certifications and educational and employment outcomes

The relationship between project-based learning and rigor in STEM-focused high schools

Performance-based assessment in the secondary STEM classroom

Smoothing the transition to postsecondary education: The impact of the early college model

Leveraging data for student success: Improving education through data-driven decisions

Cultural capital formation in adolescence: High schools and the gender gap in arts activity participation

Performance-based task assessment of higher-order proficiencies in redesigned STEM high schools

Retention and satisfaction of novice teachers: Lessons from a school reform model

The role of STEM high schools in reducing gaps in science and mathematics coursetaking: Evidence from North Carolina