ERIC ED446468: School-College Collaboration: A Way of Redesigning the Educational Pipeline. The Freshman Year Experience[R] Monograph Series Number 16.

164 Pages·1996·3.2 MB·English

by  ERIC

DOCUMENT RESUME
HE 033 222
ED 446 468
Carriuolo, Nancy
AUTHOR
School-College Collaboration: A Way of Redesigning the
TITLE
Educational Pipeline. The Freshman Year Experience[R]
Monograph Series Number 16.
South Carolina Univ., Columbia. National Resource Center for
INSTITUTION
the Freshman Year Experience and Students in Transition.
1996-00-00
PUB DATE
165p.; Prepared by Nancy Carriuolo and Associates.
NOTE
General (020)
Collected Works
PUB TYPE
MF01/PC07 Plus Postage.
EDRS PRICE
Academic Achievement; *Access to Education; *College
DESCRIPTORS
Attendance; College Bound Students; *College Freshmen;
Colleges; Educational Change; Elementary Secondary
Education; Enrollment; General Education; Higher Education;
Minority Groups; *Partnerships in Education; Student
Attrition; Universities
ABSTRACT
The term "educational pipeline" refers to the lifetime of
educational experiences incurred by students in the American education
system. It is thought that students' experiences at any point in the pipeline
can affect future outcomes. For colleges and universities, access and
retention are critical issues affected by "leaks" in earlier segments of the
pipeline. Recent efforts by the federal government to improve institutional
accountability have looked to student retention rates as important markers.
Successful retention programs consider the early educational needs of diverse
populations. School-college partnerships identify and engage multiple
stakeholders across the educational spectrum in an effort to redesign and
bolster the pipeline and to help ensure success for students once they reach
college. School-college partnership isn't new; collaboration has existed for
much of the 20th century. In the 1980's, the movement for increased
partnership gained momentum. Today, technology plays an important role in
helping to develop these partnerships. Differences in configuration include
varying sizes and scopes of partnerships. Both benefits and impediments exist
within partnerships. Overall, school-college partnerships are important to
the success of students, regardless of cultural or gender differences and
learning needs. Contributors to this volume discuss specific examples of
working programs in existence today.
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The Freshman Year
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Resource for
The Freshman Year Experience
a. & StudentS,in'Transition
University of South Carolina, 1996
Monograph Series
Number 16
The Freshman Year
EXPERIENCE°
School-College Collaboration:
A Way of Redesigning
the Educational Pipeline
by
Nancy Carriudo
and Associates
National Resource for
The Freshman Year Experience
& Students in Transition
University of South Carolina, 1996
3
Additional copies of this monograph may be ordered at $30 each from the National Resource
Center for The Freshman Year Experience and Students in Transition, 1728 College Street,
University of South Carolina, SC 29208. Telephone [phone]. Telefax [phone].
Special gratitude is expressed to Scott Stanton Bowen, Assistant Editor at the Resource Center, for
editing, proofing, layout, and design; to Randolph Handel, Assistant Editor, for design; Dr. Betsy
Barefoot, the Resource Center's Co-Director for Research and Publications; and to Dr. Dorothy S.
Fidler, the Center's Senior Managing Editor.
Copyright 1996 by the University of South Carolina. All rights reserved.
No part of this work may be reproduced or copied in any form, by any means,
without written permission from the University of South Carolina.
The Freshman Year Experience® and The First-Year Experience® are trademarks of the
University of South Carolina. A license may be granted upon written request to use these phrases.
This license is not transferable without the written approval of the University of South Carolina.
ll
Table of Contents
ix
Acknowledgments
Foreword
1
by John N. Gardner
Book I
School-College Collaboration:
A Way of Redesigning
the Educational Pipeline
by Nancy Carriuolo
5
Chapter 1
College Access and Retention: Major Segments of
the Educational Pipeline
9
Chapter 2
Evolution of the School-College Movement
Chapter 3
11
School-College Partnerships: A Lexicon and Overview
Chapter 4
19
The Reciprocal Nature of School-College Partnerships
Chapter 5
23
Present Leaders in the School College Movement
Chapter 6
27
Impediments to School-College Collaboration
Chapter 7
29
How Partnerships Can Facilitate K-12 Students' Success
Chapter 8
37
Barriers to College-Level Students' Success and
Ways Partnerships Address these Barriers
Chapter 9
45
Compelling Reasons to Become
Involved in Collaboration
Chapter 10
49
Forging School-College Partnerships
Worksheet 1
53
Worksheet 2
55
Book I References
57
6
iv
Book II
A Sampler and Discussion of Various
School-College Partnerships
63
Preface
65
Chapter 1
The LEAD Program in Business:
Leadership, Education, and Development
by Harold Haskins
73
Chapter 2
An Upward Bound Program: Reaching Out to Schools
by Peter Budryk
79
Chapter 3
The College Board: Lessons from Two Decades
of School-College Collaboration
by Donald Stewart
89
Chapter 4
California's Mathematics, Engineering,
Science Achievement (MESA): Building a Pipeline of Success
by Teri Lee
99
Chapter 5
The Women in Technology (WIT) Project:
Changing the Gender Balance In Science and Mathematics
by Amy Em ler-Shaffer
V
Chapter 6
105
The Rural Alaska Honors Institute:
Moving Native Americans Through the
Educational Pipeline
by Jim Kowalsky
Chapter 7
111
Transitions: Building an Urban K-16
Continuum for Linguistic Minorities
by A. Patricia Jaysane
Chapter 8
119
The Rhode Island Tech Prep Associate
Degree Program:
Refocusing the Goals of General Education
Programs
by Patricia Neri and Cheryl Serra
Chapter 9
129
Music Plus: Creating An Academic and Musical
Outreach Program for Urban School Students
by Victor Ellsworth
Chapter 10
135
The Worcester Polytechnic Institute School-College
Collaborative: Engaging Women and Minorities
in Mathematics and Science
by Lance Schachter le
Chapter 11
143
Academic Support Systems: Mentoring
Underrepresented Students of Color
by Jo Ann Moody
8
vi
Chapter 12
151
The American Association for Higher Education:
Community Compacts for Student Success
by Nevin Brown
Conclusions and Recommendations
157
by Nancy Carriuolo
Appendix
159
About the Author and Contributors
165
vii
Acknowledgments
graph. In addition, each contributor to the
Over 25 years, I have learned from many experi-
manuscript read the early drafts and offered
enced collaborators from schools and colleges as
suggestions in true collaborative fashion. Oth-
well as from business leaders and other people
ers, such as Dr. Richard Bradley, former Execu-
interested in education. Although college profes-
tive Director of the New England Association of
sors and association staff are the chief contribu-
Schools and Colleges, and Dr. Franklin Wilbur,
tors to this monograph, their partners in schools,
Vice Chancellor at Syracuse University, pro-
businesses, and community groups are active,
vided me with information and encouragement.
vocal contributors to all the partnerships dis-
I thank them for their special help.
cussed in this publication. College professors
and staff of associations simply have more time
I am also grateful to the University of New
to chronicle the activities of school-college
Haven for a faculty fellowship that allowed me
partnerships than do their school and corporate
to gather information used in preparation of
partners whose cultures do not usually require
this manuscript, and to Ms. Rosemary
publication as a continuous professional activ-
Maconochie for her help in gathering data for
ity.
the directory of resources that appears in this
publication.
I warmly thank Dr. Bard Ham len of Lesley
College, who read the first draft of this mono-
Lastly, I give thanks to John Gardner, Director
graph and helped me to frame the questions that
of the National Resource Center for The Fresh-
were likely to be on the minds of readers who
man Year Experience and Students in Transi-
were not yet immersed in the collaborative
tion, at the University of South Carolina, for
movement. I also wish to thank Dr. Mary Alice
suggesting this topic, and Dr. Dorothy Fidler,
Wilson, coordinator of the Five Colleges/Public
National Resource Center Managing Editor,
School Partnership, who read and commented in
and Scott Bowen, Assistant Editor.
detail on the next-to-final draft of this mono-
Nancy Carriuolo
October 1995
10
ix