DOCUMENT RESUME ED 343 546 HE 025 428 Greenberg, Arthur R. AUTHOR High School-College Partnerships: Conceptual Models, TITLE Programs, and Issues. ASHE-ERIC Higher Education Report No. b, 1991. Association for the Study of Higher Education.; ERIC INSTITUTION Clearinghouse on Higher Education, Washington, D.C.; George Washihgton Univ., Washington, DC. School of Education and Human Development. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. ISBN-1-878380-10-9; ISSN-0884-0040 REPORT NO PUB DATE 91 CONTRACT RI88062014 NOTE 125p. AVAILABLE FROM Publications Department, ASHE-ERIC Higher Education Reports, The George Washington University, One DuPont Circle, Suite 630, Washington, DC 20036-1183 (single copy prices, including 4th class postage and handling, $17.00 regular and $12.75 for members of AERA, AAAHE, AIR, and ASHE). PUB TYPE Information Analyses - ERIC Clearinghouse Products (071) -- Reports - General (140) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Achievement; Articulation (Education); College Preparation; *College School Cooperation; *Educational Cooperation; Enrollment; Higher Education; High Schools; Models; Program Descriptions; *Program Development; Secondary School Teachers; Teacher Improvement ABSTRACT The difficulties, mutual interests, and development of successful collaboration between high schools and colleges in achieving better access to and preparedness for higher education of the nation's high school graduates are addressed. It is noted that an increasing awareness of the changing student population, democratization of higher education admissions policies, the general lack of college-level academic skills, and a need for new models of inservice staff development for high school teachers, all point to an increasing interest in more intensive and successful secondary and postsecondary school partnerships. Factors such as the historical separation between secondary and postsecondary schools have created roadblocks to successful partnerships; it is noted that these inhibitors can be overcome. Examined are examples of high school-college partnerships, such as concurrent-enrollment models; enrichmt.r.t, compensatory, and motivational designs; Academic Alliances and other teacher-to-teacher approaches; preservice teacher education; mentoring/tutoring models; and school improvement and restructuring efforts. Five key recommendations for developing any high school-college partnership are discussed: (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 the program improvement. Contains 112 references and an index. (GLR) U.S. DEPARTMENT°, EDUCATION °Race el Educational Restate* and (mprovrtment EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) L as documsnt ha. win riproduced orgenttstron recopied from tho moon Of drvanating at Nt Id Improve Minor Chfiniffs hive beon made roproductron Quoddy this doeu- Pornts of wow or opinions ststod in redtsont official ment do not necstssar OERI positron or pohoy HARM BEST COPY High School-College Partnerships: Conceptual Models, Programs, and Issues by Arthur Richard Greeitheig ASEIE-ENC Higher Education Report No. 5, 1991 Prepared by Cleariwhouse on Higher Education ERIC The Geome trimbington University hi Co(peMtion With Amockaion for the study ASH* (1 &location Published hi .rrh erge School of Education and Human Dei.elopment W shiffeton The GeoNe Washington OP,Acrciitty fintathan D. Fife, Series Mitor Cite as Greenberg, Arthur Richard. 1911. High Schoot College Part. nowhips: Conceptual Models, Programs, and Issues. kSHE-ERIC Higher Education Report No. 5. Washington, D.C.: The George Washington University, School of Education and Human Development Library of Congress Catalog Card Number 92-80181 ISSN 0884-0040 IS3N 1-878380-10-9 Managing Mum.: Thyan Hol&ter Manusmpt Editor: Alexandra Rockey Corer design by Michael David Brown, Rockville, Matyland The ER!C Clearinghouse on Higher Education invites indi- viduals to submit proposals for writing monographs for the ASHE-FRIC Higher Education Report series, Proposals must include: 1. A detailed manuscript proposal of not more than five pages. 2. A chapter-by-chapter outline. 3. A 75-w, )rd summary to be used by severai review commit- of each proposal. tees for the initial screening and rating 4. A vita and a writing sample, NAid Clearinghouse on Higher Education School of Education and Human Development The Geerge Washington University One Dupont Circle, Suite 630 Wa.shington. DC 20036.1183 This publication Was prepared partially with funding from the Office of Educational Researt:h ar.:1 Improvement, U.S. Department of Education, under contract no. ED RI. 88,062014. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department. EXECUTWE SUMMARY Awareness of high school-college partnerships has increased, especially in the higher education community, as evidenced by increased numbers of partnerships, legislative activity, pub. lications, news reports, foundation and agency support, and conferences and panels devoted to the subject. While the roots of the (often strained) relationships between high schools and colleges go hack two centuries o; more, the closer collaboration retluired for successful partnerships is a relatively recent pheuomenon. What Accounts for the Interest In High Sch.- 1-College Partnerships? Many factors ex:- lain the burgeoning interest in collaboration including the (tonging student population, democratizatkin of higher education admissions policies, students' frequent lack of skills preparedness, awareness of a need for new mod- els of inservice staff development for high school teachers, and greater competition in college student recruitment. Addi- tional factors include increased awareness of the need for enhanced articulation between levels of institutions by :Idrnin- istrators, parents, and state education department officials, and an awareness that the challenges confronting conteny porary secondary educationparticularly for at-risk students, women, and minorities require a community effort in which colleges have been asked to play a much larger role than pre- viously reserved for them. In the face of hicreased opportunities to consummate part nerships with school systems, higher education institutional decision makers must respond to several key questions including: What are our institutional motives? Can our ex- pertise be transferred to elementary and sewndaly school seuings? Which partnership form is the correct torm for us? Is this an opportunistic involvement created by external pres- sures or inducements (such as grant opportunities), or are we seeking a longer term relationship with requisite resources klentitied to sustain the effort? Is the partnership consistent with our perceived institutional mission? Can our institution afford to risk failure? Can High School-College Differences Be Overcome? The MOVeMent toward partnerships has not been without its natural impediments. Practitioners and researchers have commented upon the dffierences in high school and college 'boot thllege Partnersho cultures. These differences have evolved from disparities in institutional funding and resource, student bodies, teachers and teaching (including teaching load, student characteristics, of instruction, academic source and availability of materials freedom, salaries and vacations, teaching amenities, teaching qualifications, valuing performance. and rewards), faculty role in decision making, and institutional leadership style. of These factors, combined with the historical separateness and postsecondary our loosely coupled systems of secondary education, have led in their most benign form to a lack of mutual understanding. More invidious manifestations can college result in an active distrust between high school and faculty and administrators. Fortunately, a gr(uwing body of ctullaborative experience demonstrates that these factors can be overcome with appro- priate planning and sensitivity to divergent, as well as con- gruent, institutional golds and cultures. What Forms Do Partnerships Take? Examples of high st.hoolcolkge partnerships include concurrent-enrollment mtudels; enrichment, compensakiry, and motivational designs; Academic Alliances and other teacherkyteacher approaches; preservice teacher educati(nu; mentodng/tuk wing models; and school improvenwnt and restructuring eff'orts. mcurrent-enn Alment models pr(Wide an opptwtunity for high school students to engage in collegelevel courses, usually for simultaneous high school and college credit. Examples of the model include the College Board's Advanced Placement. Program and Syracuse Universitys Project Advance, both designed to serve students who show well-above-average ulkge's Middle academic ability; la Guardia Community College tligh School, fir students at risk; Minnesota's Post secondary Enrollment Options Program, fin- students of all ability levels; and Virginia's Master 'n:chnician Program for technical students. Other partnerships focus on enrichment, compensatoty, and motivational concerns, ofien for students who are at risk ( urban and rural poor, for example), underrepresented ( %%Innen in science and minority group members), or tra- ditkunally not well served thrtkigh ctniventk mai prtugrams (such as gifted or talented stullents). Programs representative of these types ir,lude the t!niversity of California's MESA, ii' 6 Colorado Community College's Partners Pft)gram, and the Center tbr the Advancement of Academically It kilted Youth at Johns Hopkins University. Academic Alliances and other kinds of teacher-to-teacher partnerships, through which high school and college faculty jointly discuss a variety of subject-area issues and concerns, also prevail. The Greater Boston Foreign Language Collabo- rative is an excellent example of the Academic Alliance move- ment. The National Writing Project, the Atlanta Public Schools project with the National Faculty, and zhe Yale-New Haven Teachers Institute are other examples of teacher-to-teacher partnerships. Other partnerships have developed in the areas of pre- service teacher education (such as Cleveland State University's teacher training centers); student mentoring/tutoring pro- grams ( for example, the University of Akron's Kenmore Proj- ect ); and pannerships which have as their objective school improvement or restructuring (Mississippi's Project '95 and the College 13()ard's EQ Mcxlels Program fc)i. Collaboration). What Issues and Actions Should an Institution Consider When Contemplating Involvement In Partnerships with High Schools? Five steps are key to the development of any high school college partnership: klentify the student population and program goals Contact local high schools and school districts Determine costs Develop community support Evaluate for program improvement Because the field of high school-college partnerships still is actively developing, significant research issues remain to be addressed. These issues tend to fall into three major areas: descriptive, procedural analysis, and outcomes analysis. Unless a sound sense of thc realistic anticipated outcomes of high school-college partnerships can be established, their future viability cannot he assured; nor, perhaps, can they even appropriately be justified apart from the accounts of their many supporters. Schxd-College PartnerAps t. 7 ADVISORY BOARD Alberto Caibrera Arizona State University Carol Ever ly Floyd Board of Regents of the Regency Universities System State of Illinois L. Jackson Newell t !niversity of t ftah Barbara Taylor Association of Governing Boards of t !niversities and Colleges J. Fredericks Volkwein State t niversity of New York-Alhany Bobby Wright Pennsylvania State t Tniversity MO School -College ParOlowhips CONSULTING EDITORS Paula Y. Bagasao tIniversity of Calif( onia System William E. Becker Indiana University Rose R. Bell New School for Social Research Louis W. Bender Florida State University David G. Brown University of North Carolina-Asheville David W. Chapman State University of New MA- Albany Linda Clement ?niversity of Nlary land James Cooper FINE College Teaching Prt4ect Richard A. Couto Tennessee State I lniversity Donald F. Dansereau Texas Christian I. !niversity Peter Frederick Wabash College Mildred Garcia Montclair State College Virginia N. Gordon Ohio State I !niversity Wesley R. Habley American College Testing Dianne Horgan Memphis State In iversity Don Hossler Indiana University John L. Howarth Private Consultant William lhlanfeldt tit wthwestern University High School. Cram Partnerships 9 SusanJeffords t i1 iversity of Washington GregJohnson Itirvard College Margaret C. King Scheneoady iunty Ci immunity College jos,zph Lowman isity of North Carolina Jean MacGregor Evergreen State ü illege Christine Maitland National Education AssoLlation Richard Morrill Centre lege Laura I. Rendón North Carolina State University R. Eugene Rice Antioch t !niversity Richard Robbins State University of New York Plattsburg Carol F. Stoel American Ass( iciation for I ligher Educatk Susan Stroud Brown lIniversity Stuart Suss City I Iniversity of New Thrk Kingsht irough Marilla D. Svinidd Iniversay of Texas Austin Elizabeth Watson Cafifiwnia State I !niversity I lumhokli Janice Weinman Tlw College Board William R. Whipple 'niversity of Maine Roger B. Winston 'niversity of Get irgia 1 0