Preparing High School Students for College - ERIC - U.S. ...

There is some evidence in the literature that college readiness programs withpositive impacts tend to combine a variety of services. Researchers suggest that effectiveprograms provide academic preparation and scaffolding through rigorous coursework,tutoring, and the creation of personalized learning environments (Cunningham et al., 2003;Gullatt & Jan, 2003; Shultz & Mueller, 2006). In addition, effective programs providestudents with opportunities to gain college knowledge, which includes the informationneeded to prepare for and apply to college and the social and cultural skills needed to besuccessful once enrolled (Constantine, Seftor, Martin, Silva, & Myers, 2006). Finally, socialguidance and support, including mentoring, counseling, advising, and motivationalactivities, are often offered by strong college access and enrichment programs (Perna, 2000;Shultz & Mueller, 2006). However, the cost of providing multiple services can be high, andthe literature on the cost-effectiveness of college readiness programs is almost nonexistent(Perna, 2007).The Value of CollaborationThe past decade has witnessed a significant increase in both statewide and nationalsecondary–postsecondary partnership efforts, especially around P-16 policy reform and thealignment of academic standards and assessments (Achieve, Inc., 2006; McRobbie, 2004;Pathways to College Network, 2007). While college readiness partnerships havetraditionally involved local relationships between K-12 schools and community colleges,they have recently begun to include wider-ranging collaborations for successful studenttransitions (Bueschel, 2003; McRobbie, 2004). In Texas, for example, a statewide Texas P-16 Council was established in 2003 to ensure that long-term plans and goals established byelementary and secondary education are coordinated with those of higher education.College readiness partnerships between secondary and postsecondary institutionsmay result in mutual benefits. Working in coordination, institutions can maximize eachother’s effectiveness in improving outcomes for students (Gándara, 2001; McCants, 2004;Perna & Swail, 2001; State Higher Education Executive Officers, 2003). Postsecondarypartners may benefit from reduced costs for student remediation and additionalopportunities for student recruitment (McRobbie, 2004). High schools may increase theireffectiveness in preparing students for college success. In addition, these partnerships canenhance alignment of academic standards and assessment, encourage better data-sharingpractices, and facilitate cross-system faculty development (Bueschel, 2003; Mazingo,MacNeill, Roberts, & Shackleford, 2004).5