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Achieving College DreamsHow a University-Charter District Partnership Created an Early College High School$
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Rhona S. Weinstein and Frank C. Worrell

Print publication date: 2016

Print ISBN-13: 9780190260903

Published to Oxford Scholarship Online: May 2016

DOI: 10.1093/acprof:oso/9780190260903.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 22 October 2020

Building a Supportive College-Preparatory Culture

Building a Supportive College-Preparatory Culture

Chapter:
(p.267) 13 Building a Supportive College-Preparatory Culture
Source:
Achieving College Dreams
Author(s):

Megan Reed

Michelle Y. Cortez

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190260903.003.0013

This chapter, written by a principal and a teacher who served as supports coordinator, describes how a supportive college-preparatory culture was progressively built at the California College Preparatory Academy, responsive to shifting site needs and staff capacity. Such a culture combined remediation with acceleration for greatly underprepared students, enabling their success in high school graduation, early college course credits, and college acceptance. The chapter describes stages in the evolution of student supports, action steps that guided support development, and implementation of supports across a typical week. By design, the school environment was adult- and opportunity-rich, focused on whole-student development, and promoted norms of collaboration, continuous improvement, and second chances. The building of this support system rested on continual assessment, rethinking structures and schedules, and revision of the supports needed by a diverse student body to reach their highest potential.

Keywords:   CAL Prep, high school, rigor, school culture, student supports, school reform

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