As "Accelerated Learning" Booms, High School-College Divide Blurs

Autor/in	Olson, Lynn
Titel	As "Accelerated Learning" Booms, High School-College Divide Blurs
Quelle	In: Education Week, 25 (2006) 41, S.18 (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	College Credits; High School Students; Educational Quality; Educational Policy; Conferences; High Schools; Advanced Placement Programs; Educational Objectives; Colleges; Acceleration (Education); Minority Groups; Low Income Groups + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Acceleration; Beschleunigung; Ethnische Minderheit
Abstract	One indication that the lines between high schools and colleges are blurring is the growth in programs that permit students to earn college credit while still in high school. More than 250 educators and policymakers representing both the K-12 and higher education communities gathered on June 8-9, 2006 to discuss such "accelerated-learning options," from Advanced Placement programs to early-college high schools. A particular focus of the gathering was the promise that such programs hold for increasing the participation and success rates of students who traditionally pursue postsecondary education at disproportionately low rates, such as low-income and minority students. One of the biggest questions posed at the meeting was how to ensure that the college learning opportunities offered to high school students actually reflect college-level rigor. Despite the questions raised, accelerated-learning provide a concrete way to help straddle the traditional boundaries between K-12 and postsecondary institutions to the potential benefit of student and educators. (ERIC).
Anmerkungen	Editorial Projects in Education, Inc. Suite 100, 6935 Arlington Road, Bethesda, MD 20814-5233; Tel: 800-346-1834; Tel: 800-728-2790; Fax: 301-280-3200; e-mail: webeditors@epe.org; Web site: http://www.edweek.org/ew/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10