Download Access to Success in the Urban High School: The Middle by Harold S. Wechsler PDF

By Harold S. Wechsler

This attention-grabbing heritage of 1 university innovation recounts the painstaking labours of these keen to aid at-risk early life reach our advanced society. Harold Wechsler examines the center university circulation via concentrating on a quarter-century of progress on the first heart collage. begun in 1974 at LaGuardia neighborhood collage in ny, this winning substitute university has in view that been commonly replicated and tailored during the state. somebody drawn to the methods of academic reform will locate this desirable tale and Wechsler’s in-depth coverage research to be crucial studying.

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Additional resources for Access to Success in the Urban High School: The Middle College Movement (Reflective History, Volume 7)

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Koos (1949) considered this objection the key deterrent to the 6-4-4 plan; critics of the middle college movement often resurrected the argument. Moving from school board to junior college district governance compounded status considerations since districts often competed for local and state funding (Breneman & Nelson, 1981; Garms, 1977). Moreover, the geographic boundaries of junior college and K-12 school districts often were not coterminous—junior college districts were typically larger— 16 Access to Success in the Urban High School although jurisdictions and funding practices varied widely.

State systems of junior colleges, argued one four-year junior college advocate, might overcome parochialism and status considerations, thus promoting greater high school–college curricular coordination (Reynolds, 1965). But these systems were a long way off in most states. The 6-4-4 movement waned after World War II. Many observers seconded the recommendation made by the President’s Commission on Higher Education for expansion to 14th grade. But few reformers asked whether the extra years would be compulsory and, if so, who would pay, and who would opt for grades 11–14 schools over traditional public or independent two- or four-year colleges (Educational Policies Commission, 1964).

Was cooperation fated to be at best situational, sporadic, and perhaps forced (Overacker, 1994; Rogers, 1968)? Foundations periodically attempted to support, nurture, and even inspire collaborations between schools, colleges, and community-based organizations—the Eight-Year Study, science curriculum revision during the 1960s, and the academic alliance movement of the 1980s, for example. But project directors often failed to take practicalities into account, to render costs against benefits, and to plan for sustaining the project past a grant’s expiration date or the departure of the original coalition members (Rogers, 1968).

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