ERIC Number: ED364154
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
A Shared Responsibility: College/School Partnerships Serving Minority Youth.
McMullan, Bernard J.; And Others
This report summarizes the available evidence on approaches and strategies of colleges and universities in their efforts to improve minority student access to higher education through school-college partnerships. The analysis distinguishes between partnerships whose efforts are focused on serving students directly and partnerships that promote school improvement or teacher renewal. Part 1 considers the more common student-focused initiatives and reviews target population, point of initial contact, nature of contact, academic focus, service delivery plant, relationship with regular educational system, transmission of admission and financial aid information, exposure to college experiences, parental role, discipline or career focus, mentoring, tuition or admissions guarantee, and earning college credit. The report argues that student-focused programs cannot meet broader objectives for increased minority student access to college. Part 2 considers the systemically focused partnerships that address teacher renewal, curriculum development and school reform issues. This review covers nature of school and college involvement, focus, student components, objectives, governance structure, national and regional efforts, funding, and incentives. (Contains over 140 references.) (JB)
Descriptors: Academic Achievement, Access to Education, College School Cooperation, College Students, Curriculum Development, Educational Change, Elementary Secondary Education, High School Students, High Schools, Higher Education, Minority Groups, Partnerships in Education, School Holding Power, Student College Relationship, Student Recruitment, Teacher Improvement
Center for Assessment and Policy Development, 111 Presidential Blvd., Suite 234, Bala Cynwyd, PA 19004 ($10).
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Center for Assessment and Policy Development, Bala Cynwyd, PA.