School-College Collaborations: A Strategy for Helping Low-Income Minorities. Urban Diversity Series No. 98.

Autor/in	Ascher, Carol
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	School-College Collaborations: A Strategy for Helping Low-Income Minorities. Urban Diversity Series No. 98.
Quelle	(1988), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Articulation (Education); College School Cooperation; Disadvantaged Youth; Education Work Relationship; Educational Change; High Risk Students; Higher Education; Minority Groups; Program Effectiveness; Secondary Education; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Articulation; Artikulation (Ling); Artikulation; Aussprache; Benachteiligter Jugendlicher; Bildungsreform; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Sekundarbereich; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	Collaborations between high schools and colleges have emerged during the 1980s as a means to increase enrollments and academic success of low-income minorities in higher education although their benefits have yet to be clearly demonstrated. This review surveys the literature on the effectiveness of these collaboratives. The report is comprised of a preface (by Paula Y. Bagasao), seven sections, and a conclusion. Section 1 presents an education profile of low-income minority students. Section 2 indicates problems these students face in high school. Section 3 discusses access to four-year colleges and postsecondary remediation measures for urban minority students. Section 4 reviews the following aspects of collaboration: (1) history; (2) current practice; (3) college role; (4) public school role; and (5) funding. Section 5 examines the following types of activities targeted at students: (1) early intervention; (2) college-level study in high school; (3) academic and college counseling; (4) tutoring, mentoring, and skills building; (5) campus tours and contact with college students; (6) summer programs; (7) other college experience programs; (8) financial aid; (9) parent involvement; and (10) activities aiding students indirectly, involving teachers, curriculum, and research. Section 6 reviews the following components of collaboration: (1) leadership; (2) other participants; (3) stages of collaboration; and (4) prestige. Section 7 describes networks of school-college collaboratives. A list of 55 references is appended. (AF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC