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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

The Student Transition into an Early College Secondary School

The Student Transition into an Early College Secondary School

(p.119) 6 The Student Transition into an Early College Secondary School
Achieving College Dreams

Nilofar Sami

Rhona S. Weinstein

Oxford University Press

This chapter describes a community-engaged and multimethod research study that examined students’ transition into this early college secondary school. The study was stimulated by observations of students’ culture shock in the face of college-going expectations and an accelerated curriculum. Comparisons were made between students who were new to the school and students who were returning. Student perceptions of real versus ideal environments were measured for home, school, and home–school synchrony in several domains. Among the findings, the transition year, as compared to continuing years, did not carry with it greater unmet needs, less connection to school, and lower achievement. However, unmet needs at home predicted less school engagement—a finding mitigated by perceived support from teachers—and home–school mismatch predicted lower achievement gains for continuing students only. The chapter underscores the importance of perceived support from teachers and the need to overcome the home–school divide.

Keywords:   CAL Prep, early college [school], environment, support, transition, environment/mismatch, adolescent/needs, school/engagement

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