Cross-Segmental Partnerships: Leveraging the Common Core to Create Seamless Transitions for Students

• In Event: 18.033 - Statewide Innovations in the College Access Space: Perspectives From Researchers, Practitioners, and Evaluators

Abstract

Transitions to postsecondary education are a concern in California. A recent study examined the performance of California’s higher education system and found that the lack of attention to the transitions from high school to college was a barrier to improving educational attainment in California (Finney, Riso, Orosz, & Boyland, 2014). One major obstacle to successful transitions, they found, was the lack of alignment between high school standards and college expectations. The Common Core State Standards (CCSS), adopted in 2010, were heralded as a key to fostering alignment between graduation requirements and college entrance requirements (Finney, Riso, Orosz, & Boyland, 2014; Kirst, 2013). The CCSS established guidelines for what students should know and be able to do in English Language Arts and mathematics (National Governors Association & Council of Chief State School Officers, 2016). While the CCSS were expected to facilitate alignment across institutions, given the complex nature in which California education policy is crafted and enacted, actual alignment at scale is far from assured. The purpose of this paper is to share findings from a statewide effort to leverage the CCSS to create seamless transitions for students from high school to college, particularly for students traditionally underrepresented in postsecondary education.

Advocates for improving the transition from high school to higher education have called for closer college and K-12 collaboration (American Association of Community Colleges, 2016). In fact, research studies have demonstrated the value of cross-level partnerships to improve student transitions (Amey, Eddy, & Ozaki, 2007; California Alliance of PreK-18 Partnerships, 2004). The belief in the power of partnerships undergirds the statewide initiative addressed in this paper which supports partnerships between low-performing public secondary schools and postsecondary institutions in their region to work together to strengthen the quality of instruction as required by the CCSS and examine local policies related to students’ preparation for and placement into college.

The paper draws on research from a 3-year independent evaluation which documented the activities of 11 such Partnerships. Data derive from annual interviews, observations of summer institutes and leadership meetings, and reviews of progress reports written by leaders within each Partnership. Researchers conducted over 200 interviews with program leaders and key informants in each Partnership, usually the principal, lead teacher, and a representative from the district, community college, and baccalaureate-granting institution. Data collected were summarized in structured debrief guides that were systematically reviewed. Researchers used the indicators of effective student-centered collaboratives described in the ARCHES Education Collaborative Assessment Rubric as a lens during analysis. This paper presents lessons learned for policy makers and educators regarding the institutional paths to change (i.e., improving instruction and changing policies) and the role of the Partnership in fostering the change.

Establishing local partnerships between secondary and postsecondary institutions appears to be a productive strategy to smooth transitions for students. Preliminary findings suggest that the Partnerships were successful at accelerating the full implementation of the CCSS, modifying local policies and changing practices. Respondents highlighted the importance of having access to decision makers in order to align policies across institutions.

Authors

• Kristin R. Bosetti, SRI International

• Regie D. Stites, SRI International