Improving High School–College Alignment: A Sociological Reform and New Challenges

Jiffy Lansing; Caitlin Ahearn; James E. Rosenbaum; Christine Mokher; Lou Jacobson

doi:10.1080/00131725.2017.1314573

Improving High School–College Alignment: A Sociological Reform and New Challenges

Jiffy Lansing, Caitlin Ahearn, James E. Rosenbaum^*, Christine Mokher, Lou Jacobson

^*Corresponding author for this work

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

This paper analyzes teacher responses to a distinctive reform that sought to implement alignment between high schools and colleges. A survey of 225 teachers is used to examine teachers’ perceptions of the reform’s effectiveness, further resources needed, and how perceptions changed over time. The reform was perceived as effective for college-bound students, but not for non-college-bound students, magnifying the discrepant needs of these groups. Steps to improve the program are suggested.

Original language	English (US)
Pages (from-to)	267-280
Number of pages	14
Journal	Educational Forum
Volume	81
Issue number	3
DOIs	https://doi.org/10.1080/00131725.2017.1314573
State	Published - Jul 3 2017

Keywords

alignment reform
college preparation
college readiness
high school–college alignment
implementation
testing

ASJC Scopus subject areas

Education

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10.1080/00131725.2017.1314573

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AU - Jacobson, Lou

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KW - implementation

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Improving High School–College Alignment: A Sociological Reform and New Challenges

Abstract

Keywords

ASJC Scopus subject areas

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