[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586346-105":59,"doc-detail-586346-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","evaluating-the-academic-effects-of-integrating-soft-skills-training-in-computer-science-and-engineering-courses-in-new-orleans-high-schools-overview-june-2026","Evaluating the Academic Effects of Integrating Soft Skills Training in Computer Science and Engineering Courses in New Orleans High Schools - Overview - June 2026","","Employers increasingly stress professional skills such as communication, collaboration, problem-solving, adaptability, and time management, often taught separately from technical coursework. YouthForce NOLA developed a model that embeds soft skills into classroom instruction within high school career and technical education pathways, especially in engineering and computer science. This MDRC study evaluates implementation across 21 New Orleans public high schools over three school years (2021-2022 through 2023-2024), partnering with Operation Spark and the New Orleans Career Center. Results indicate integrated soft-skills training is feasible and may improve academic engagement and progress without reducing technical learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluating-the-academic-effects-of-integrating-soft-skills-training-in-computer-science-and-engineering-courses-in-new-orleans-high-schools-overview-june-2026/586346/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluating-the-academic-effects-of-integrating-soft-skills-training-in-computer-science-and-engineering-courses-in-new-orleans-high-schools-overview-june-2026/586346.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the YouthForce NOLA model evaluated in this report?","Question",{"text":112,"@type":113},"It embeds soft skills directly into classroom instruction within high school career and technical education pathways, with a focus on engineering and computer science courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study implemented and over what time period?",{"text":117,"@type":113},"The evaluation examined implementation in 21 New Orleans public high schools across three school years (2021-2022 through 2023-2024) with Operation Spark and the New Orleans Career Center as training providers.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about integrating soft skills into technical courses?",{"text":121,"@type":113},"Embedding soft skills into technical courses is feasible and may promote students’ academic engagement and progress without detracting from technical learning, but effective integration requires thoughtful design and sustained educator support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586346,1792231327,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Ivonne Garcia Hannah Power Kenny Nguyen Julia Walsh Byeong Hyeon So  \nJUNE 2026  \nEvaluating the Academic Effects of Integrating Soft Skills Training in Computer Science and Engineering Courses in New Orleans High Schools  \nEvaluating the Academic Effects of Integrating Soft Skills Training in Computer Science and Engineering Courses in New Orleans High Schools  \nIvonne Garcia, Hannah Power, Kenny Nguyen, Julia Walsh, and Byeong Hyeon So  \nJUNE 2026  \nFUNDERS  \nFunding for this report came from the U. S. Department of Education under its Education Innovation Research (EIR) program through PR/Award number S411C200059 . The early phase EIR grant called for YouthForce NOLA to develop and implement a model that strengthens both technical preparation and soft skills development within high school career and technical education pathways. The grant also called for MDRC to conduct an independent evaluation of the implementation and impacts of the effort.  \nThe following organizations support dissemination of MDRC publications and our efforts to communicate with policymakers, practitioners, and others: Arnold Ventures, Ascendium Education Group, Yield Giving/MacKenzie Scott, and earnings from the MDRC Endowment. Contributors to the MDRC Endowment include Alcoa Foundation, The Ambrose Monell Foundation, Anheuser-Busch Foundation, Bristol-Myers Squibb Foundation, Charles Stewart Mott Foundation, Ford Foundation, The George Gund Foundation, The Grable Foundation, The Lizabethand Frank Newman Charitable Foundation, The New York Times Company Foundation, Jan Nicholson, Paul H. O’Neill Charitable Foundation, John S. Reed, Sandler Foundation, and The Stupski Family Fund, as well as other individual contributors.  \nThe findings and conclusions in this report do not necessarily represent the official positions or policies of the funders.  \nFor information about MDRC and copies of our publications, [see our website: www.mdrc.org](see our website: www.mdrc.org).  \nCopyright © 2026 by MDRC®. All rights reserved.  \nOVERVIEW  \nEmployers increasingly emphasize the importance of professional skills—such as communication, collaboration, problem-solving, adaptability, and time management—for success in the workforce. Yet these skills are often taught separately from technical courses in high school career pathways . In response, YouthForce NOLA, an organization that partners with public schools, employers, and training providers in New Orleans, developed a model that embeds soft skills directly into classroom instruction within career and technical education (CTE) pathways, particularly in high-demand fields such as engineering and computer science.  \nThis report presents the findings from an MDRC study that examines how the YouthForce NOLA model was implemented by training providers and schools and whether participation in courses that include soft skills is associated with improved academic outcomes for students.  \nThe evaluation focuses on the implementation of the model in 21 New Orleans public high schools over three school years (2021-2022 through 2023-2024), in partnership with two training providers: Operation Spark and the New Orleans Career Center. YouthForce NOLA provided training, coaching, and practical tools that are designed to help instructors integrate soft skills into classroom instruction and student assessment.  \nOverall, the findings suggest that embedding soft skills into technical courses is feasible and may promote students’ academic engagement and progress without detracting from technical learning. The findings also underscore that effective integration requires thoughtful design, sustained support from educators to students, and alignment with classroom practice. Although the study focuses on short-term academic outcomes, it points to the potential for integrated approaches to improve students’ readiness for postsecondary education and careers. Future research should examine the model’s impact on credential attainment, postsec","cbCaijlDjKIC9z9J","https://ap.wps.com/l/cbCaijlDjKIC9z9J","pdf",4276117,63,"English","# Overview\n# List of Exhibits\n## Tables\n## Figures\n## Box\n# Acknowledgments\n# Chapter 1 Introduction\n# Chapter 2 YouthForce NOLA and the Soft Skills Curriculum\n# Chapter 3 Overview of the YouthForce NOLA Soft Skills Computer Science and Engineering Intervention\n# Chapter 4 Overview of the Evaluation Organization of the Report\n# Implementation Study\n## Introduction\n## Description of the Intended Model\n## Implementation Findings\n# Impact Study\n## Introduction\n## Impact Findings: Exploratory Outcomes\n# Conclusion\n## Small Positive Effects on Academic Engagement and Performance\n## Effective Integration of Soft Skills Requires Thoughtful Design\n# Appendix\n## A Technical Appendix\n## B Fidelity Findings\n# References","[{\"question\":\"What is the YouthForce NOLA model evaluated in this report?\",\"answer\":\"It embeds soft skills directly into classroom instruction within high school career and technical education pathways, with a focus on engineering and computer science courses.\"},{\"question\":\"How was the study implemented and over what time period?\",\"answer\":\"The evaluation examined implementation in 21 New Orleans public high schools across three school years (2021-2022 through 2023-2024) with Operation Spark and the New Orleans Career Center as training providers.\"},{\"question\":\"What do the findings suggest about integrating soft skills into technical courses?\",\"answer\":\"Embedding soft skills into technical courses is feasible and may promote students’ academic engagement and progress without detracting from technical learning, but effective integration requires thoughtful design and sustained educator support.\"}]","Evaluating the Academic Effects of Integrating Soft Skills Training in Computer Science and Engineering Courses in New Orleans High Schools - Overview - June 2026 | PDF",1792057646,159]