Postsecondary Access without a High School Diploma: Lessons from Louisiana's Five for Six Scholarship

Autor/inn/en	Campbell, Emily B.; Clayton, Ashley B.
Titel	Postsecondary Access without a High School Diploma: Lessons from Louisiana's Five for Six Scholarship
Quelle	In: New Directions for Community Colleges, (2022) 198, S.15-23 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clayton, Ashley B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20507
Schlagwörter	Access to Education; Community Colleges; High School Students; Credentials; Educational Policy; Educational Practices; Educational Change; Postsecondary Education; Scholarships; Louisiana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienbuch; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsreform; Post-secondary education; Tertiäre Bildung; Scholarship; Stipendium
Abstract	This article provides an overview of community colleges as an access point to higher education, specifically for individuals without a high school diploma. The article highlights how one community college system is addressing both postsecondary access and workforce demands through policy and practice change. The Louisiana Community and Technical College System's (LCTCS) "Five for Six Scholarship" provides individuals without a high school diploma a path towards college and a credential that can lead to a high-wage, high-demand career. Ultimately, other community college leaders and practitioners can learn from the positive findings of this unique policy and practice in Louisiana, which is proving that educational pathways are not always linear. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01