District Administration March 2018 - 33

All hands

ON DECK

K12 deepens ties with higher ed to keep students
on track - from preschool to college completion

C

IMPROVED OUTLOOK-
Progress made by K12
students in Florida's
Orange and Osceola
counties is tracked in
partnership with Valencia
College. Educators share
data to spot early signs
of potential or academic
struggle.

www.DistrictAdministration.com

By Matt Zalaznick

olleges blame high schools. High
schools blame middle schools.
Middle schools blame elementaries-and everyone tends to
blame funding, poverty, bad parenting and other factors for low
student achievement.
A new movement that promises closer cooperation between higher ed and
K12 aims to end this legacy of passing the
buck. Educators from New York City to El
Paso to Orlando have embarked on a range
of initiatives-from coordinated curricula
to professional development to expansion of
early college high schools.
These higher ed and K12 leaders hope to
create a more cohesive learning system that
produces students who are more prepared for
the rigors of college and careers.
"It's a recognition that the problems K12
and colleges are trying to solve are problems
that span the continuum," says Rudy Crew,
president of Medgar Evers College in Brooklyn and former public schools chief in New
York City, Miami-Dade County and Oregon.
In 2013, Medgar Evers launched the Pipeline Project to focus on student success with
neighboring K12 schools. "We all need to be
better observers of what's happening to young
people as they go through the system," Crew
says. "Some of the problems we see in college,

we saw someplace down in the third grade and
they were never dealt with effectively."
Culture of high expectations
Medgar Evers College-part of the City University of New York system-has embarked
on this work with about 90 high schools,
middle schools and elementaries in central
Brooklyn. The Pipeline has sparked close collaboration between college faculty and K12
teachers, including faculty-led workshops on
Medgar Evers' curriculum.
K12 teachers now have a deeper understanding of the skills they need to keep students out of remedial courses, says Augustine
Okereke, Medgar Evers' provost.
The work extends down to third-grade
"mini-enrichment" classes taught by Medgar
Evers faculty in writing, computer science and
other topics. These activities have also benefited college faculty by helping them adjust to
a more hands-on style of instruction that engages younger students, says Doris McEwen,
the dean of college readiness.
The college operates branch sites at schools
throughout Brooklyn that, among other
services, offer after-school activities such as
sports, homework help and reading support.
Dual-credit fuels the high school component of the Pipeline. Medgar Evers faculty trained high school teachers to deliver
March 2018 33


http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration March 2018

District Administration March 2018 - Cover1
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