Whole-School Detracking

A Strategy for Equity and Excellence

Datos Bibliográficos

ID4254584
AutoresDoris Alvarez, Hugh Mehan (University of California San Diego)
Año2006
Volumen45
Número1
Páginas82-89
Fecha de publicación2006-02-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4501_11
OpenAlexW2035127195
IdiomaEN
Citas recibidas5
Referencias citadas18

The Preuss School on the University of California, San Diego campus is dedicated to preparing all 700 of its students to be eligible to attend college when they graduate if they choose. Students, who must be from low-income families, are enrolled in a single college-prep track. Because students who enter the school as 6th graders may not have the academic preparation necessary to succeed in rigorous college-prep classes, the school provides a wide range of social and academic supports. Eighty percent of the students from the first graduating class of 55 attend 4-year colleges as of Fall 2004; 20% attend community colleges—with their transfer to UC campuses guaranteed in 2 years. This gives us an existence proof that detracking (i.e., presenting underserved students with a rigorous academic program, supplemented by a comprehensive system of academic and social supports) can propel students from low-income households toward college eligibility and enrollment

Community college · Equity (law · Excellence · Low income · Mathematics education · Medical education · Political science · Sociology · Homelessness and Social Issues · Medicine · Psychology · Urban, Neighborhood, and Segregation Studies · Youth Substance Use and School Attendance