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Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District

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Title: Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District
Language: English
Authors: Malin, Joel, Hackmann, Donald G., Scott, Ian
Source: Teachers College Record. 2020 122(1).
Availability: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Peer Reviewed: Y
Page Count: 48
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: College Readiness, Career Readiness, Urban Schools, School Districts, Educational Change, Partnerships in Education, Social Services, Program Development, Program Implementation
ISSN: 0161-4681
Abstract: Background: School reforms requiring collaborations spanning multiple sectors are increasing in prevalence, but extant research has primarily focused only upon cross-sector partnerships involving education and social services. College and career readiness (CCR) reforms, such as the one highlighted in this study, are also often intrinsically cross-sectoral in nature. It is necessary to understand how such complex collaborations are developed and maintained. Purpose: This study examined how cross-sector collaboration has shaped the development and implementation of district-wide high school career academies in a large urban school district. Research Design: We applied case-study methodology to examine a mature cross-sector collaboration that guides and supports the district's career academy reforms. A meta-framework concerning cross-sector collaboration--developed by Bryson, Crosby, and Stone (2015)--supported our design, data collection, and analysis. Conclusions: Findings disclose a complex system of structures and processes to support reform implementation and illuminate the role and nature of cross-sector collaborations. This study provides an initial step toward understanding the elements, processes, and leadership required to develop and sustain cross-sector CCR reforms. The findings hold relevance for practitioners (e.g., how to develop and strengthen such complex reforms), community partners, and researchers (e.g., theory-building regarding reform-supporting elements and their interactions).
Abstractor: As Provided
Entry Date: 2020
Access URL: https://www.tcrecord.org/content.asp?contentid=23185
Accession Number: EJ1265466
Database: ERIC
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  Data: Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District
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  Data: Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
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  Data: 48
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  Data: <searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Services%22">Social Services</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: Background: School reforms requiring collaborations spanning multiple sectors are increasing in prevalence, but extant research has primarily focused only upon cross-sector partnerships involving education and social services. College and career readiness (CCR) reforms, such as the one highlighted in this study, are also often intrinsically cross-sectoral in nature. It is necessary to understand how such complex collaborations are developed and maintained. Purpose: This study examined how cross-sector collaboration has shaped the development and implementation of district-wide high school career academies in a large urban school district. Research Design: We applied case-study methodology to examine a mature cross-sector collaboration that guides and supports the district's career academy reforms. A meta-framework concerning cross-sector collaboration--developed by Bryson, Crosby, and Stone (2015)--supported our design, data collection, and analysis. Conclusions: Findings disclose a complex system of structures and processes to support reform implementation and illuminate the role and nature of cross-sector collaborations. This study provides an initial step toward understanding the elements, processes, and leadership required to develop and sustain cross-sector CCR reforms. The findings hold relevance for practitioners (e.g., how to develop and strengthen such complex reforms), community partners, and researchers (e.g., theory-building regarding reform-supporting elements and their interactions).
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 48
    Subjects:
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Social Services
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Program Implementation
        Type: general
    Titles:
      – TitleFull: Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District
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            NameFull: Scott, Ian
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