ERIC Number: ED525787
Record Type: Non-Journal
Publication Date: 2007-Sep
Reference Count: 0
Minding the Gap: Why Integrating High School with College Makes Sense and How to Do It
Hoffman, Nancy, Ed.; Vargas, Joel, Ed.; Venezia, Andrea, Ed.; Miller, Marc S., Ed.
Harvard Education Press
"Minding the Gap" argues that in today's highly competitive, global economy, all young people need a postsecondary education. Yet only one in ten students from the lowest economic quintile in the United States currently earns a postsecondary credential. This timely and instructive book from Jobs for the Future explores policies and practices that would quickly enable a larger number of low-income and first-generation college students to earn postsecondary degrees. In doing so, "Minding the Gap" calls for a system that thoroughly integrates secondary and postsecondary education--a system in which a college degree is the goal for all students. This book is divided into six parts. Part I, Why Integrate Grades 9 through 14?, contains the following: (1) Confessions of an Education Fundamentalist: Why Grade 12 Is Not the Right End Point for Anyone (Anthony P. Carnevale); and (2) Doing the Math: What It Means to Double the Number of Low-Income College Graduates (Susan Goldberger). Part II, One System across 9-14: The State of the States, contains the following: (3) Common Ground (Andrea Venezia, Joni Finney, and Patrick M. Callan); (4) The History of the Separation of K-12 and Postsecondary Education (Michael W. Kirst and Michael D. Usdan); (5) A College-Ready Nation: An Idea Whose Time Has Come (Kristin D. Conklin and Stefanie Sanford); and (6) Raising Expectations for Academic Achievement (Stan Jones). Part III, Alignment and Integration of Standards, Assessments, and Curriculum across 9-14, contains the following: (7) Alignment of High School Expectations to College and Work (Christine Tell and Michael Cohen); (8) All One System: The Promise of O*Net (Anthony P. Carnevale); (9) Challenges in the Transition from High School to College (David Conley); (10) Sending Signals to Students: The Role of Early Placement Testing in Improving Academic Preparation (Bridget Terry Long and Erin K. Riley); and (11) The California Early Assessment Program: Implications for States in Developing Readiness Agendas (David Spence). Part IV, Pathways across 9-14: Practices in Place, contains the following: (12) Lessons from the Field: A Tale of Two Early College High Schools (Cecilia Cunningham and Roberta S. Matthews); (13) Another Route to College (Terry Grobe); (14) Combining Middle and High School to Improve College Success (Dan Restuccia); (15) CUNY College Now: Extending the Reach of Dual Enrollment (Tracy Meade and Eric Hofmann); (16) Academic Identity Development: Student Experiences in Two Early College High Schools (Michael J. Nakkula and Karen C. Foster); and (17) Secondary-Postsecondary Learning Opportunities: Some Promising Practices (Jennifer Brown Lerner and Betsy Brand). Part V, Pathways across 9-14: Emerging Policies, contains the following: (18) Creating Pathways for Struggling Students within a 9-14 System (Adria Steinberg and Cheryl Almeida); (19) State Policies that Support the Integration of 9-14: The Case of Early College High Schools (Joel Vargas); (20) Return on Investment Analysis of Integrating Grades 9-14 (Robert Palaich, John Augenblick, and Margaretha Maloney); (21) Using Dual Enrollment to Build a 9-14 System (Nancy Hoffman); (22) Evolution of an Innovation: A Commentary on the State of Accelerated Learning (Travis Reindl); and (23) Exploring Education Reform Systemically: The United Kingdom's Nuffield 14-19 Review (Geoff Hayward). Part VI, What Comes Next? Accountability, Data Systems, Financing, contains the following: (24) Postsecondary Numerical Goals as Catalyst for P-16 Reform: Texas Sends a Message (Michael Collins); (25) Assessing and Reporting Progress: Florida's Integrated Data Systems (Jay Pfeiffer); (26) Data Requirements for a Coherent P-16 System (Chrys Dougherty and Lynn Mellor); (27) Seamless Data Systems to Promote Student Progression (Peter T. Ewell); (28) Developing a P-20 Budget Tool: Giving Direction to Oregon Public Education (Jill Kirk, John Tapogna, and Duncan Wyse); (29) Financing Higher Aspirations and Better Preparation (Arthur M. Hauptman); and (30) Integrating Public Finance into Strategies for Improving Preparation, College Enrollment, and Persistence (Edward P. St. John). Notes, references and an index are included.
Descriptors: Foreign Countries, First Generation College Students, Postsecondary Education, High Schools, Outcomes of Education, Academic Achievement, Global Approach, College Graduates, Acceleration (Education), Low Income Groups, Educational Needs, Educational Policy, Educational History, College Readiness, Expectation, Academic Aspiration, Alignment (Education), Educational Testing, Early Admission, Transitional Programs, College Preparation, Dual Enrollment, Middle Schools, Self Concept, Student Problems, Cost Effectiveness, Educational Innovation, Educational Finance, Data, Management Systems, Academic Persistence, College Attendance, Student Educational Objectives
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: firstname.lastname@example.org; Web site: http://www.hepg.org/hep
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Higher Education; Middle Schools; Postsecondary Education; Secondary Education
Authoring Institution: Harvard University, Graduate School of Education
Identifiers: Placement Tests; California; New York; State Policy; Paradigm Shifts; United Kingdom; Texas; Florida; Oregon