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). This paper describes the collective problem-solving process that unfolded over a decade, from 2007 to 2017, as researchers and practitioners worked together to expand access to college for traditionally underrepresented students. The paper describe three practical problems—how to frame, support, and track a college-for-all reform effort—and details how grappling with these problems locally provides unique insight into the larger college-for-all policy context. In particular, the paper explores the role of learning supports, status hierarchies, and resources in realizing the college-for-all ideal. It also articulates a fundamental framing tension between social justice as redistribution and recognition and suggest that the notion of parity of participation guide policy and action.

Suggested Citation

Jacobo, S., & Quartz, K.H. (2019). UCLA Community School Longitudinal College-going Data Report: College Plans, Enrollment, and Persistence of the Classes of 2014 to 2018. Los Angeles: UCLA Center for Community Schooling. https://communityschooling.gseis.ucla.edu/ucla-community-school-longitudinal-college-going-data-report/