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

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—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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Supporting Crossover Students in an Urban School District: A Participatory Project

Journal for Social Action in Counseling & Psychology ◽

10.33043/jsacp.13.1.23-42 ◽

2021 ◽

Vol 13 (1) ◽

pp. 23-42

Author(s):

Robert Martinez ◽

Mark Scholl ◽

Erika Torres ◽

Jesus Corral ◽

Sandra Naranjo ◽

...

Keyword(s):

School District ◽

School Counselors ◽

Academic Career ◽

Urban School ◽

Social Needs ◽

Career Readiness ◽

Urban School District ◽

College And Career Readiness ◽

Participatory Action ◽

College And Career

This participatory action research (PAR) project describes crossover students’ college and career readiness needs in a major west coast urban school district. The paper provided insights from administrator researchers, participants, facilitator, and recommendations for school counselors, educators, and organizations who are thinking of creating more counseling support and educational opportunities for crossover students. The results include the reflections and recommendations of crossover youths (e.g., encourage us, we are worth the rigor). The discussion includes strategies for supporting the academic, career, emotional, and social needs of crossover students.

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A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools

Education and Urban Society ◽

10.1177/0013124517727054 ◽

2017 ◽

Vol 51 (4) ◽

pp. 443-473

Author(s):

Olcay Yavuz ◽

Jennifer Parzych ◽

Margaret Generali

Keyword(s):

Public Schools ◽

Low Income ◽

Faculty Perceptions ◽

Urban School ◽

Career Readiness ◽

College And Career Readiness ◽

High Poverty ◽

Enrichment Programs ◽

College And Career ◽

Quantitative Correlational Study

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.

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School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings

Journal for Multicultural Education ◽

10.1108/jme-02-2019-0015 ◽

2019 ◽

Vol 13 (3) ◽

pp. 190-202 ◽

Cited By ~ 1

Author(s):

Erik M. Hines ◽

Desiree D. Vega ◽

Renae Mayes ◽

Paul C. Harris ◽

Michelle Mack

Keyword(s):

School Counselors ◽

School Psychologists ◽

School Counselor ◽

Urban School ◽

Career Readiness ◽

College And Career Readiness ◽

Content Type ◽

School Settings ◽

College And Career ◽

Urban School Settings

Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

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Public School Voice Clinics, Part I

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1501.51 ◽

1984 ◽

Vol 15 (1) ◽

pp. 51-57

Author(s):

Sandra Q. Miller ◽

Charles L. Madison

Keyword(s):

Public School ◽

School District ◽

Voice Disorders ◽

Urban School ◽

Urban School District ◽

Local School District ◽

Local School ◽

Perceived Need ◽

The Voice ◽

Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

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