Exploring the Effectiveness of Various Delivery Models Within Ontario’s School Within a College (SWAC) Dual Credit Programs: A Multi-Stakeholder Perspective
Bibliographic record
Abstract
The Ontario School Within a College (SWAC) dual credit program aims to support disengaged, or at-risk, high school students who have the potential to succeed. The purpose of this research was to examine the leadership and delivery of Ontario SWAC programs to determine their effectiveness in preparing students for persistence into PSE and how they could be made more effective. To determine effectiveness, a review of Ontario SWAC programs was conducted, highlighting the various delivery models, including successes and challenges program leaders and staff face in supporting students, and exploring leadership factors which could impact student persistence. By utilizing a mixed-methods research design, multiple stakeholders were included through a focus group, semi-structured interviews, a questionnaire, and a review of pre-existing provincial statistics. Through triangulation, five common themes were identified. First – both students and those supporting students required a focus on community building and sense of belonging in their teaching and learning environment, with the opportunity to share experiences and learning. Second – SWAC students experienced various levels of support and advocacy across the province; there was a need for social work and financial support. Third – across SWAC stakeholders, differences in views regarding the definition of persistence were found, highlighting variances in perceived program goals, especially between high school and college delivery staff. Fourth – the delivery of curriculum and classroom experiences varied, however, a blend of traditional teaching with course recovery methods with inclusion of life skill development was found to be ideal. Fifth – program leadership and oversight from the provincial level was perceived positively, but a lack integration and collaboration between colleges and school boards was identified, with inconsistent program delivery provincially found to be a challenge, as well as high rates of staff turnover. Based on findings, a proposed model for SWAC delivery was developed. Core to the proposed model, a student-centred, collective approach must be foundational and, once established, a focus on: adult learning principles, holistic student experiences and supports, and thoughtful on-boarding, training, and professional development of staff can be achieved. Throughout all program aspects, continuous evaluation must be conducted with a focus on student perspectives and voice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.020 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".