Developing Effective UniversityK12 Partnerships

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Developing Effective University-K12 Partnerships

• Bernard Oliver, Director/Professor
• Diane Archer-Banks, Program Coordinator
• Diana Melendez, Program Coordinator
• Sophie Maxis, Graduate Assistant
• Jackie Basallo, Graduate Assistant

A paper prepared for the annual K-12 Conference
and Innovation Fair, Orlando, FL October 2007
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Principles of Partnership

• Agreed upon mission, goals, value and measurable
  outcome
• Relationship of mutual trust, respect,
  genuineness, and commitment
• It builds upon identified strength and assets,
  but also addresses areas that need improvement
• Partnership balances power among partners and
  enables resources among partners to be shared
• Clear, open and accessible communication between
  the partners a common language, listening
  skills, etc.
• Roles, norms and processes for the partnership
  are established with input from all partners
• Goal of continuous improvement and feedback
• Shared credit
• They take time to develop (evolutionary)
• (CCPH,2000)

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Five Essential Elements of Partnership

• Top level commitment
• Defined goals and objectives
• Two-way communication
• Attitudes
• Reassessment and evaluation
• (Pounder, 1998)

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Dilemmas/Challenges of Collaboration

• Need for change toward more collaborative schools
  vs persistence of schools
• Resource gains vs costs of collaborative
• Professional interdependence vs professional
  autonomy
• Shared influence vs shared accountability
• Balance of influence vs over control
• (Pounder, 1998)

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Successful Academic Development

• High standards for programs staff and students
• Personalized attention
• Adult role models
• Peer support
• K-12 program integration
• Strategically timed interventions
• Long term investment of students
• School-society budge for students
• Scholarship support
• Evolution that contributes to the interventions
• (Gullatt Jan, 2004)

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Research on Early Interventions(Outreach)

• Effective Practices
• Key person to monitor the student over time
• High quality instruction
• Long term investment vs short term investment
• Paying attention to students cultural background
• Peer group for emotional/social support
• Financial support/incentives
• Limitations
• Program attrition
• Small number of students
• Participant selection
• Male participation
• Programs are ? Systematic
• Limited impact on academic achievement
• Long term effects
• Program costs
• (NPEL, 2001)

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Practices That Address College Going

• High expectations
• Rigorous curriculum
• Early identification and support mechanisms
• Close relationships between students, parents,
  teacher
• Individual attention and strong sound support
• Personalized learning
• Access to college information (early)
• Exposure to college expectations and experiences
• Improved guidance
• Increased academic support
• High standards
• Mentoring
• Transition programs
• Financial assistance
• Parental involvement
• Small learning communities
• (AYPF, 2001)

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Problems of College Access

• Lesser financial barriers
• Better academic preparation (especially urban)
• Encourage focus on college prep
• Increase information re finances, admissions,
  college life, etc.
• Engage families early
• More equitable admissions policies
• College information
• College advising
• Intervention programs
• (ACE, 2003)

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Impediments to Opportunity to Learn

• Inequalities of family social and cultural
  capitol
• Inequality of resources in communities
• Lack of peer support for academic achievement
• Racism
• Inequalities in K-12 schools/including teacher
  quality
• Segregation of students
• Poor academic/personal counseling
• Low expectations
• High drop out rate
• Limited financial support
• (NPEC, 2006)

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Major Program Characteristics of
Outreach/Academic Support Programs

• Counseling (financial aid, career, etc.)
• Academic enrichment
• Parental involvement
• Personal and social enrichment
• Mentoring
• scholarships

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Schools and Families

• Students/schools with engaged parents
• earn higher grades/test scores
• enroll in higher level programs
• more likely to be promoted
• have more regular school attendance
• have better social skills, adaptive behavior,
  etc.
• attend post secondary schools
• stronger teacher-parent relationships
• improves overall quality of schools
• (Henderson, Mapp 2002)

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Mission

• The mission of the University of Florida Alliance
  is to enhance college access for historically
  underrepresented urban youth by
• t Providing college outreach and awareness
• t Engaging parents in the educational process
• t Offering professional leadership development to
  educators
• t Mentoring and fostering student leadership
• t Granting scholarship support
• in partnership and collaboration with schools and
  community agencies.

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Core Values

• We believe that culturally responsive schooling
  is conducive to student success.
• We believe that early outreach and college
  awareness enhances college participation.
• We believe in equal access and opportunity to
  post-secondary education for all students.
• We believe that all students deserve a high
  quality and well-balanced education.
• We believe that parents and families are key
  partners in the educational process.
• We believe that mentoring and academic support
  are necessary for student success.
• We believe that all students have the individual
  talents and abilities to succeed.

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Programs
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• Rubin, H. (2002). Collaborative leadership
  Developing effective partnerships in communities
  and schools. Thousand Oaks, CA Corwin Press.
• (Summer 2000). Partnership perspectives
  Community-Campus Partnerships for Health. 1, 11,
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• Patriakakou, E., Weissberg, R. P., Redding, S.
  and Walberg, H. (ed.) (2005). School-family
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• De, Carvalho, M. E. (2001). Rethinking
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  Earlbaum Associates.
• Swap, S. M. (1993). Developing home-school
  partnerships. New York, NY Teachers College
  Press.
• Greenberg, A. R. (1991) . High school-college
  partnerships Conceptual models, programs and
  issues. ASHE-ERU Higher Education Department No.
  5. Washington, DC George Washington University.
  
• Osguthorpe, R. T. Harris, R. C., Harris, F. M.,
  Black, S. (eds.) (1995). Partner schools Centers
  for educational renewal. San Francisco Jossey
  Boss
• Pounder, D. G. (1998). Restructuring schools for
  collaboration Promises and pitfalls. New York
  State University of New York Press.
• Henderson, A. T., and Mapp, K. L. (2002). A new
  wave of evidence The impact of school, family
  and community connections on student achievement.
  Austin, TX National Center for Family and
  Community Connections with Schools.
• Epstein, J. L. (et al.) ( 2002). School family
  and community partnerships Your handbook for
  action. Thousand Oaks, CA Corwin Press.