College Access

2 months ago

College Readiness Reflexivity Amid Racialized and Changing Sociopolitical Contexts

This case study describes how a college research-practice partnership at an urban California community school grappled with college readiness amid racialized and changing sociopolitical contexts. The concept of college readiness…

2 years ago

Supporting College Persistence: Lessons from a College Transition Class

In this research brief, the authors describe efforts of a longstanding Research Practice Partnership (RPP) to study and improve the UCLA Community School’s college going culture. As undergraduate research interns…

5 years ago

Creating Persistent Community: The Challenge of Aligning Supports for First-Generation College-going Students

This report documents the experiences of seven cohorts of students from the UCLA Community School and track their pathways to and through college using four measures: (1) postsecondary plans, (2)…

6 years ago

Framing, Supporting, and Tracking College-For-All Reform

This article, published in The High School Journal, describes the collective problem-solving process that unfolded over a decade, from 2007 to 2017, as researchers and practitioners in a new K-12 urban public…

7 years ago

UCLA Community School Longitudinal College-going Data Report

This data report is a companion to a research paper entitled, Framing, Supporting, and Tracking College-For-All Reform: A Local Case of Public Scholarship (Quartz, Murillo, Trinchero, Neri & Jacobo, 2019).…

8 years ago

High School Internships: Utilizing a Community Cultural Wealth Framework to Support Career Preparation and College-Going Among Low-Income Students of Color

This article, published in the Journal of Education Placed at High Risk investigates the experience of 229 low-income students of color who participated in an innovative high school internship program between 2011…

9 years ago

Supporting College-going for Undocumented Students

This brief describes the UCLA Community School’s efforts to address and meet the needs of undocumented students. We describe the school context as well as the symbiotic relationship between research and practice. We conclude by providing resources and considerations for practitioners to better support undocumented students on their campus.