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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

From Parallel Tracks to Intertwined Efforts

From Parallel Tracks to Intertwined Efforts

Aspire Public Schools Reflects

(p.345) 16 From Parallel Tracks to Intertwined Efforts
Achieving College Dreams

Elise Darwish

Tatiana Epanchin-Troyan

Oxford University Press

This chapter provides reflections on the development of the partnership from the charter school district perspective—as written by two superintendents of the Aspire school district, both of whom served as supervisors of the California College Preparatory Academy (CAL Prep) principals and representatives of Aspire Public Schools. The chapter highlights differences in organizational culture, the ways in which parallel work became intertwined effort, emerging strains, and the benefits to collaborators on both sides of the secondary–tertiary education divide. Among many institutional differences, it could be said that while Aspire was playing Pac Man, the University of California (UC) Berkeley was playing chess, and while UC Berkeley focused on CAL Prep as a model school, Aspire focused on becoming a model district. Yet all perspectives were needed to meet the challenges that lay ahead because educating underserved students proved not to be for the faint of heart.

Keywords:   CAL Prep, culture clash, school reform, university–district partnerships, urban schools, scale-up/school reform, charter district, model school, model district

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