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Building Partnerships: High School–College Collaboration to Increase College Readiness and Retention

Mon, April 20, 10:35am to 12:05pm, Virtual Room

Abstract

Objectives:
1. To identify non-cognitive elements of college readiness
2. To describe a program developed by high school counselors and college advisors that helps students and their families address social-emotional challenges associated with the transition to college
3. To present a model for sustaining productive high school-college partnerships.

Perspective:
In its first section, the paper focuses on non-cognitive aspects of college readiness. The section is based on previous research that identifies often-unforeseen stressors and demands confronting new college students, particularly first-generation attendees or those who live in historically underserved communities (Conley, 2007; Karp & Borg, 2014; Porter & Umbach, 2019; Wolniak & Rekoutis, 2016).
The second section discusses the development of an interactive workshop that engages families in the transition to college and emphasizes preparation for its social-emotional challenges. Efforts were informed by evidence-based interventions from public health and social psychology and incorporated activities that have demonstrated success with adolescents, notably family-based approaches and scenario-based learning, as well as strategies that draw upon mindset research (Han, Farruggia, & Moss, 2017; Karatat & Bas, 2017; Venit, 2018).
The final section describes how a group of high school counselors and college advisors came together at first on an ad hoc basis to discuss college readiness. Over a two-year span, participants developed the workshop for families described above. Significantly, member collaboration and bonds intensified over time, and the group evolved into a community of practice (CoP) (Wenger, McDermott, & Snyder, 2002). Elements propelling group work include a passion for helping students, the development of strategies to overcome logistical obstacles, and member-initiated practices to bridge differences and build trust.

Methods, techniques, or modes of inquiry
The study utilizes the methods of participatory action research. Data acquired through interviews and surveys are analyzed using qualitative research techniques.

Data sources, evidence, objects, or materials
The paper includes reflections from CoP members. In addition, the CoP developed a set of materials for use in the interactive student-parent/caregiver discussions. The paper also utilizes student and parent/caregiver reflections and feedback acquired as part of the workshops.

Results, and/or substantial conclusions
The paper presents an analysis of student and parent reflections from the workshops. Preliminary findings demonstrate the value of using Karp and Borg’s (2014) conceptualization of non-cognitive elements of college readiness to facilitate student-parent/caregiver dialogue and build understandings, skills, and dispositions that promote successful transitions to college. The paper also reflects upo n the experience of the community of practice to discuss features that can sustain long-term P-12-college collaboration and to identify factors that may threaten its continued success.

Scholarly significance
Efforts to develop communities of practice confront numerous challenges (Amayah, 2013). Collaborations between schools and colleges face additional obstacles related to accountability, management, and organizational culture (Biag & Sanchez, 2016). The paper presents an example of a successful high school-college collaboration that enhanced participant knowledge, created a program to help students and families address the non-cognitive aspects of college readiness. Lessons learned in the development of the community of practice may be utilized to build similar P-12-college collaborations.

Authors