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| Autor/inn/en | Milton, Toby H.; Schmidtlein, Frank A. |
|---|---|
| Institution | Stanford Univ., CA. Stanford Inst. for Higher Education Research. |
| Titel | The Bridge Project: Strengthening K-16 Transition Policies. Maryland Case Study. Technical Report. |
| Quelle | (2000), (258 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; College Preparation; High School Students; High Schools; Higher Education; Partnerships in Education; Program Effectiveness; Program Evaluation; Student Attitudes; Transitional Programs; Maryland |
| Abstract | The Maryland Case Study is one of six comprehensive state case studies of the transition of students from high school to college being conducted as part of "The Bridge Project: Strengthening K-16 Transition Policies." The Maryland components of the Bridge Project focuses on undergraduate admission and placement policies and procedures at two major public universities in Maryland, the University of Maryland at College Park and Towson University. Also examining current and proposed state requirements for high school graduation, the study assesses the extent to which higher education admissions and placements policies and practices are compatible with existing regulations and guidelines related to student preparation for higher education. A particular focus is on the Maryland K-16 Partnership for Teaching and Learning. Findings suggest that the capacity of Maryland's higher education institutions, coupled with the admissions, placement, and remedial education policies and practices of the university system and its two largest 4-year institutions, provide high school graduates with a broad range of opportunities to attend a college or university consistent with their abilities and interests. Many issues do confront those attempting to reform the state's schools and collaboration with higher education institutions. These include concern about the potential negative impacts of high stakes assessment. Experience in Maryland also suggests that the specific K-16 structure provided by the Maryland Partnership for Teaching and Learning K-16 is beneficial in spite of its voluntary nature. Seventeen appendixes provide supplemental information. (Contains 98 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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