Interventions to Support Readiness, Recruitment, Access, Transition, and Retention for Postsecondary Education Success: An Equity of Opportunity Policy and Practice Analysis: Executive Summary

2010 ◽  
Keyword(s):  
Postsecondary Education ◽  
Policy And Practice ◽  
Executive Summary ◽  
Practice Analysis

scholarly journals Safeguarding Adults Reviews: Prompting practice and policy

2017 ◽  
Vol 18 (3) ◽  
pp. 23-32
Author(s):  
Jill Manthorpe ◽  
Stephen Martineau
Keyword(s):  
Review Process ◽  
Research Programme ◽  
User Group ◽  
Children's Services ◽  
Policy And Practice ◽  
Practice Analysis ◽  
Children’S Services ◽  
The Many ◽  
Practice Development

Abstract: As a whole there was remarkably little controversy in England over the Care Act 2014, once debates over funding caps had been kicked into the long grass. After all, who could oppose the idea of better information, clearer entitlements, and more support for carers? Among the non-contentious areas were specific proposals for Serious Case Reviews (SCRs) to become Safeguarding Adults Reviews (SARs). In light of the many concerns in children’s services about the dominance of SCRs in policy and practice debates this lack of interest and discussion may seem surprising. In this paper we explore why such reviews concerning adults are largely seen as non-contentious and frame our analysis around four different ‘prompts’; those from Parliament, from earlier SCRs, from practice analysis and from practice development. We draw on our own wider research programme on Adult SCRs and subsequently SARs. This programme of research has explored different facets of the review process and undertaken different thematic analyses by location or user group.

Beyond College Access: An Exploration of the Short-Term Impact of a Dual Enrollment Program

2021 ◽  
pp. 152102512110563
Author(s):  
Jennifer M. Johnson ◽  
Joseph H. Paris ◽  
Juliet D. Curci ◽  
Samantha Horchos
Keyword(s):  
Postsecondary Education ◽  
Dual Enrollment ◽  
Large City ◽  
The United States ◽  
Short Term ◽  
Policy And Practice ◽  
Future Success ◽  
Students Attitudes ◽  
Dual Enrollment Programs

The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to inform the design and implementation of dual enrollment programs as a model for facilitating students’ transition from secondary to postsecondary education and supporting their future success in college; and (2) to describe the short-term impact of participation in a dual enrollment program on participants’ choices about postsecondary education. Our analysis revealed the ways that participating in this dual enrollment program shaped students’ attitudes, motivations, and perceptions about college knowledge, college readiness, and college opportunities. Implications for policy and practice are discussed.

Commentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education Institutions

2020 ◽  
Vol 44 (1) ◽  
pp. 113-136
Author(s):  
Randall Akee ◽  
Theresa Stewart-Ambo ◽  
Heather Torres
Keyword(s):  
Los Angeles ◽  
American Indian ◽  
Postsecondary Education ◽  
Alaska Native ◽  
University Of California ◽  
Native Students ◽  
Land Grants ◽  
Policy And Practice ◽  
California Community College ◽  
Native Student

In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across California to discuss the past, present and future of American Indian and Alaska Native student and community concerns, and provide intervening policy and practice recommendations. Participants included both American Indian and Alaska Native and non-Native individuals with a wealth of professional experience and employment in American Indian and Alaska Native education, from the California Community College, California State University and University of California systems. We jointly created a table of critical interventions in education, the justification for this, and potential strategies for implementation. Here, we summarize the discussion of participants from the American Indian and Alaska Native student retention and recruitment workshop to document recommends interventions for campus practitioners and leaders to serve as a guiding document for system and campus advocacy.

Community Conversations and Transition Systems Change

2018 ◽  
Vol 29 (1) ◽  
pp. 7-11 ◽  
Author(s):  
Karen Flippo ◽  
John Butterworth
Keyword(s):  
Performance Management ◽  
Postsecondary Education ◽  
Systems Change ◽  
Policy And Practice ◽  
Governmental Agencies ◽  
Integrated Employment ◽  
Vocational Rehabilitation Counselors ◽  
Employment Systems ◽  
Education And Employment ◽  
Services And Supports

Within the sphere of transition to integrated employment, systems change impacts all aspects of services and supports from broad-based policies addressing funding and contracting to performance management. Although the policymaking obligations of employment systems change rests with governmental agencies, the actual implementation of policies is dependent on those either delivering the services (e.g., such as teachers, transition specialists, service coordinators, and vocational rehabilitation counselors) or those experiencing services (e.g., individuals with disabilities and their families and businesses). The purpose of the Partnerships in Employment National Transition to Employment Systems Change Project was to address state policies and practices to improve transition to postsecondary education and employment outcomes for youth with intellectual and developmental disabilities. Several states incorporated community conversations as a strategy to build consensus for systems change at the grassroots level. We provide an overview of this work and address the ways community conversations contributed to state policy and practice development. We also offer recommendations for how this approach can be used to inform and spur policy change.

An Integrative Framework for Evaluating the Impact of Career Pathways

2020 ◽  
pp. 15-35
Author(s):  
Debra D. Bragg
Keyword(s):  
Postsecondary Education ◽  
Workforce Development ◽  
Basic Education ◽  
Career Pathways ◽  
Workforce Training ◽  
Policy And Practice ◽  
Integrative Framework ◽  
Education Community ◽  
Future Policy ◽  
The Impact

During the past several years, career pathway systems have expanded to prepare adults for the workforce. Although career pathways are not new, numerous states, the federal government, and philanthropic foundations continue to advance the idea to offer more postsecondary education and workforce training opportunities for adults. Coordinated policies, programs, and services involving adult basic education, community colleges, and workforce development are viewed as vital to creating highly functioning career pathways systems. This chapter describes three core functions of career pathways systems—pathway entry, integrated training, and career progression—and advances the notion that evaluations should be aligned to these functions to inform future policy and practice. Recognizing the value that these functions play independently and collectively in implementation and evaluation is key to supporting continuing efforts to scale career pathways systems nationwide.

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