Although the value of school-community partnerships is unquestioned, the reasons for success and failure are not sufficiently understood. This mixedmethods case study examines 60 years of partnering at one urban high school, using Bronfenbrenner's ecological systems theory to better understand the effect on student development as measured by variables such as graduation, attendance, and drop-out rates. Successful partners achieve "cultural cohesion" by building collaborative relationships that encircled students, whereas failed partnerships ignore ecological theory. In contrast to conventional reform strategies that focus on curriculum and/or school structure, the author offers a cultural reform strategy that emphasizes relationships.

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Citation: Leonard, J. (2013). Funding early college high school: Hold harmless or shared commitment. Education Policy Analysis Archives, 21 (46). Retrieved [date], from http://epaa.asu.edu/ojs/article/view/1214 Abstract: Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire cost. Data from document analysis and interviews with administrators, parents, and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment, and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the "hold harmless" model of government/foundation support that relieves schools and families of the cost o f early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies, and scholars in educational financial policy. Keywords: advanced placement programs; college readiness; dual enrollment; financial policy; learner engagement; Massachusetts; parent financial contribution; philanthropic foundations; private financial support; school support; state aid. Financiando escuelas secundarias que anticipan estudios superiores: compromisos inofensivos o compartidosResumen: las escuelas secundarias que anticipan estudios superiores son un camino prometedor, pero caro para la preparación universitaria. La mayoría de estas escuelas son financiadas con fondos estatales y / o subvenciones. Este estudio de caso descri ptivo presenta un programa de "Early College", en su cuarto año en una escuela secundaria tradicional, en el que las familias, la escuela secundaria y la universidad de la comunidad local compartieron el costo total. El análisis de documentos y entrevistas con administradores, padres y estudiantes permitió entender el plan de financiación y las reacciones de los participantes. El financiamiento conjunto aumentó participación de los padres, el compromiso académico de los estudiantes, y la atención de los administradores. Los resultados sugieren que aprender a lidiar con el costo de la universidad, que este programa requiere, es un aspecto importante para la preparación de los estudiantes y padres de familia. El modelo de responsabilidad compartida es contrastado con el modelo de apoyo gubernamental/fundación que alivia las escuelas y las familias de los costes de la programación universitaria temprana. Las conclusiones y recomendaciones de política son aplicables a los líderes de la LEA y SEA, organizaciones filantrópicas y estudiosos de políticas de financiamiento de la educación. Palabras clave: programas de colocación av...

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Separation techniques have always been important for a successful chemical career. This author addresses some important considerations for training students.