High School-College Partnerships: Conceptual Models, Programs, and Issues. ERIC Digest.Report as inadecuate




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This brief report summarizes a monograph of the same title. Evidence of increasing interest in high school-college partnerships is presented. Among the reasons cited for renewed interest are: changing student population, students' frequent lack of skills preparedness, and the awareness of a need for new models of inservice staff development for high school teachers. It is further noted that although some differences still exist between high school and college cultures, these differences can be overcome through appropriate planning and sensitivity to divergent, as well as congruent, institutional goals and cultures. Examples of forms that partnerships take include concurrent-enrollment models; enrichment, compensatory, and motivational designs; teacher-to-teacher education; mentoring/tutoring models; and school improvement and restructuring efforts. The five key recommendations for developing high school-college partnerships listed are: (1) identify the student population and program goals; (2) contact local high schools and school districts; (3) determine costs; (4) develop community support; and (5) evaluate for program improvement. It is suggested that there is need for more research in three major areas: descriptive; procedural analysis; and outcomes analysis. (GLR)

Descriptors: Achievement, Articulation (Education), College Preparation, College School Cooperation, Educational Cooperation, Enrollment, High Schools, Higher Education, Models, Program Descriptions, Program Development, Secondary School Teachers, Teacher Improvement

ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1186 ($1).









Author: Greenberg, Arthur R.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11876&id=ED347956







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