Social mobility refers to how a person’s socio-economic situation improves or declines relative to that of their parents or throughout their lifetime. It can be measured in terms of earnings, income, social class, and well-being dimensions such as health and education. Promoting social mobility benefits individuals, the economy, and social cohesion.
– Organization for Economic Co-operation and Development

CERP3 explores non-traditional education pathways, such as non-degree credentials, and how they change an individual’s chance at social mobility. In particular, our recent work focuses on non-traditional STEM pathways as vehicles for racial/ethnic and gender equity in STEM. 

Non-Degree Credentials
This research focuses on the financial returns to non-degree credentials by integrating big data from the National Student Clearinghouse, Equifax, and Lightcast. Preliminary findings suggest non-degree credentials may offer greater financial returns for lower opportunity costs.

Funders: Lumina Foundation

Collaborators: Jason Jabbari, Yung Chun, Stephen Roll, Guangli Zhang, Xueying Mei

Community Partners: N/A

Publications:

  • Jabbari, J., Zheng, H., Roll, S., Auguste, D., & Heller, O. (2024). How Did Reskilling During the COVID-19 Pandemic Relate to Entrepreneurship and Optimism? Barriers, Opportunities, and Implications for Equity. Journal of Family and Economic Issues, 45(2), 410-429.
  • Jabbari, J., Chun, Y., Mei, X., & Roll, S. Elevators, Escalators, or Walkways? Examining the Relative and Heterogenous Financial Returns to Non-Degree Credentials and Degree Programs. EdWorkingPaper: 24-1046. Retrievable from Annenberg Institute at Brown University: https://doi.org/10.26300/qweg-h532
Technology Apprenticeships
This body of work involves a research-practice partnership with LaunchCode, a non-traditional STEM education program. Findings are used to improve LaunchCode’s programs and practices and provide evidence for broader education policies. Research explores how the program relates to STEM employment, earnings, life-satisfaction, and the spatial mismatch problem (SMP) in St. Louis. 

Funder: MasterCard Center for Inclusive Growth, Non-Degree Credentials Research Network, Smith Richardson Foundation

Collaborators: Jason Jabbari, Yung Chun, Wenrui Huang, Xueying Mei, Stephen Roll, Dajanae Palmer, Ekate Udoh

Community Partners: LaunchCode

Publications:

  • Huang, W., Jabbari, J., Chun, Y., Johnson, Jr., O. (Online First). Can Certificate Programs Solve the Skills and Spatial Mismatch Problem? Job Portability and Residential Mobility in a Coding and Apprenticeship Program. Urban Education. https://doi.org/10.1177/00420859251315480
  • Jabbari, J., Chun, Y., Huang, W., & Roll, S. (OnlineFirst). Disaggregating the Effects of STEM Education and Apprenticeships on Economic Mobility: Evidence from the LaunchCode Program. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737231199985
  • Chun, Y., Jabbari, J., Huang, W., & Graham, C. (2024). Can Training and Apprentice Programs Increase Worker Wellbeing and Optimism? International Journal of STEM Education, 11(6). https://doi.org/10.1186/s40594-023-00461-4
  • Jabbari, J., Huang, W., & Johnson Jr, O. (2023). Broadening Participation in STEM Through Alternative Preparation Programs: An Exploration of Race, Gender, and Admissions Policies in a Coding and Apprenticeship Program. Journal of Women and Minorities in Science and Engineering, 29(6). https://doi.org/10.1615/JWomenMinorScienEng.2022041267
  • Jabbari, J., Palmer, D., Chun, Y., Udoh, E., Mei, X., & Roll, S. Technology Apprenticeships and Labor Market Outcomes. EdWorkingPaper: 24-1079. Retrievable from Annenberg Institute at Brown University: https://doi.org/10.26300/x36m-gc95
  • Chun, Y., Mei, X., Huang, W., Zubler, G., & Jabbari, J. Does Course Structure Increase STEM Employment for Women and Underrepresented Minorities in Technology Training Programs?  Evidence from LaunchCode. EdWorkingPaper: 24-1072. Retrievable from Annenberg Institute at Brown University: https://doi.org/10.26300/mjqq-by47
  • Huang, W., Palmer, D., Udoh, E., Chun, Y., & Jabbari, J. Pinpointing Persistence in Alternative STEM Pipelines: Evidence from a Novel Coding and Apprenticeship Program.  EdWorkingPaper: 25-1122. Retrievable from Annenberg Institute at Brown University: https://doi.org/10.26300/8j8q-5d83
  • Huang, W., Jabbari, J., & Chun, Y., & Miao, R. Conceptualizing Alternative Training and Education in Computer Science: A Scoping Review of Coding Bootcamps. SSRN Working Paper: 5001270. Retrievable from Social Science Research Network (SSRN): https://ssrn.com/abstract=5001270 
  • Jabbari, J., Roll, S., Chun, Y., & Bufe, S. (2022). Cut Me Some Slack! An Exploration of Slack Resources and Technology-Mediated Human Capital Investments in Entrepreneurship. International Journal of Entrepreneurial Behavior & Research. 28(5): 1310-1346. https://doi.org/10.1108/IJEBR-10-2020-0731
  • Jabbari, J., Huang, W., & Grinstein-Weiss, M. (2022). Apprenticeships Increase Employment, Earnings, and Optimism in the Technology Sector. Brookings.
  • Jabbari, J., Huang, W., & Grinstein-Weiss, M. (2021). Inclusive and Equitable Tech Reskilling at LaunchCode in St. Louis. Brookings. 
Innovative High Schools
Through this work, we examine innovative high schools within the Cristo Rey Network to understand how they increase social mobility. Research also evaluates the Cristo Rey Network’s Work-Study Program, which involves corporate apprenticeships, to understand its impact on economic mobility.

Funders: Urban Institute, Smith Richardson Foundation, Kauffmann Foundation

Collaborators: Jason Jabbari, Shaun Dougherty, Lauren Russell, Fahvyon Jimenez, Xueying Mei

Community Partners: Cristo Rey Network, Fordham Foundation

Publications: N/A