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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, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 29 November 2021

A Model for Interweaving Rigor and Support

A Model for Interweaving Rigor and Support

(p.289) 14 A Model for Interweaving Rigor and Support
Achieving College Dreams

Rhona S. Weinstein

Lionel H. Bialis-White

Oxford University Press

This chapter presents a research- and practice-informed conceptual framework (called SMART Supports) for seamlessly integrating rigor and support in high-expectation secondary schools that serve low-income students and students of color and prepare all students to be ready for college and successful once there. The deep resistance to detracking secondary schools rests in part upon this seemingly insurmountable hurdle—how to interweave rigor and support while teaching a heterogeneous population of students with varied needs. The chapter reviews the history of school support services, highlights promising contemporary models, points to problematic gaps, and prioritizes school redesign and capacity-building—with the goal of nurturing a more challenging, fuller, and coherent student development. Spearheaded by principals and teachers, this conceptualization includes five principles that progressively guide and integrate tiered supports across six domains of youth development. The chapter concludes with examples of such supports and discusses implications for research, practice, and policy.

Keywords:   CAL Prep, capacity-building, rigor, SMART supports, detracking, student supports, urban schooling

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