Charter Schools Go to College: Networks Follow Graduates to Campuses with Support to Promote Success

Autor/in	Marcus, Jon
Titel	Charter Schools Go to College: Networks Follow Graduates to Campuses with Support to Promote Success
Quelle	In: Education Next, 21 (2021) 4, S.8-16 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Charter Schools; High Schools; Educational Attainment; Success; Minority Group Students; Low Income; Alumni; Counseling; First Generation College Students; Graduation Rate + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; High school; Oberschule; Bildungsabschluss; Bildungsgut; Erfolg; Niedriglohn; Counselling; Beratung
Abstract	Charter high schools largely serving low-income, first-generation, Black and Hispanic students have long boasted of the comparatively high proportions of their students who graduate and go to college. But as these schools and their alumni grow older, charters also are looking at their rates of degree attainment, which remain lower than they'd like. In response, several leading charter networks, including Achievement First, Bright Star Schools, Knowledge Is Power Program (KIPP), Summit Public Schools, and Uncommon Schools, have been expanding two key aspects of their high-school programs to promote alumni success on campus: detailed data tracking and analysis, and hands-on counseling and support. The National Student Clearinghouse's Student Tracker reports whether and where graduates enroll, attend, and complete college. This information is helping charters find and address shortcomings in the way they prepare high-school students for postsecondary success. Charter schools have expanded their alumni-support services to address low rates of completion, including by following their graduates to college campuses and providing advisors, mentors, and ongoing advocacy to raise the odds that students will make it to the finish line. College-access counseling is growing to become college-completion counseling, too. These initiatives are too new for long-term impacts to be measured decisively, especially considering that postsecondary success rates are computed over six or eight years. But they apply tools that have been separately shown to increase completion among students who are low-income, first-generation, and ethnic and racial minorities, such as encouraging them to attend more selective institutions with greater resources and supports. Funding for this work is covered largely by private philanthropy, though there are ongoing discussions with partner universities to share the costs, since they also share the benefits of improved success rates. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01