Funding Early College High School: Hold Harmless or Shared Commitment

Autor/in	Leonard, Jack
Titel	Funding Early College High School: Hold Harmless or Shared Commitment
Quelle	In: Education Policy Analysis Archives, 21 (2013) 46, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	High Schools; Higher Education; Acceleration (Education); Dual Enrollment; College Preparation; College Readiness; Philanthropic Foundations; Case Studies; Community Colleges; Financial Support; Paying for College; Advanced Placement; Learner Engagement; Suburban Schools; High Stakes Tests; College Credits; Parent Responsibility; Student Responsibility; Semi Structured Interviews; Focus Groups; Massachusetts + Suchen Sie Ihr Suchwort? High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Doppelstudium; Philanthropismus; Case study; Fallstudie; Case Study; Community college; Community College; Finanzielle Förderung; Studienfinanzierung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Master-Studiengang
Abstract	Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire cost. Data from document analysis and interviews with administrators, parents, and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment, and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the "hold harmless" model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies, and scholars in educational financial policy. (Contains 4 tables and 1 footnote.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10