ERIC Number: EJ1019100
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Racialized Readiness for College and Career: Toward an Equity-Grounded Social Science of Intervention Programming
Castro, Erin L.
Community College Review, v41 n4 p292-310 Oct 2013
Social science methodologies of intervention programming for college and career readiness, particularly in regard to evaluation, must be situated within a larger context of racialized readiness for college and career. The policy context for this argument is a state-level evaluation of college and career readiness legislation in Illinois using David Conley's framework as one way to evaluate the effectiveness of intervention programming offered by community colleges to high school students. Using critical race theory, I provide an example from an Illinois evaluation to show that when used as an evaluative rubric to assess college and career readiness intervention programming for high school students, Conley's framework has potential but needs to be augmented. Concluding are conceptual and practical recommendations for community college practitioners, evaluators, and policymakers.
Descriptors: College Readiness, Career Readiness, Community Colleges, Program Effectiveness, Program Evaluation, Critical Theory, Race, Equal Education, High School Students, Alignment (Education), Student Motivation, Student Attitudes, Diagnostic Tests, Student Placement, Intervention, College School Cooperation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A