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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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Learning from Teacher–Student Advisories

Learning from Teacher–Student Advisories

(p.95) 5 Learning from Teacher–Student Advisories
Achieving College Dreams

Rhona S. Weinstein

Nilofar Sami

Zena R. Mello

Oxford University Press

This chapter describes how, upon request, a team of University of California, Berkeley researchers collaborated with teachers in the second year of the California College Preparatory Academy to strengthen and evaluate teacher–student advisories, a key feature of personalization that had yet to be successfully implemented. Drawing findings from the research literature and a needs assessment with teachers and students, the collaborative effort developed, implemented, and evaluated an evidence-based advisory curriculum that targeted both academic and social-emotional skills. The chapter illustrates the ways in which the advisory goals of teachers and students diverged, illuminating unmet developmental needs, and points to student and leader factors that explained variation in the perceived effectiveness of advisories. It concludes with some critical lessons to consider—for example, the importance of coherence among advisory goals, advisory structures, school mission, and staff training—when implementing advisories in urban secondary schools.

Keywords:   advisory/advisories, advisory curriculum/curricula, advisory/evaluation, CAL Prep, teacher–student relationships, urban schools

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