Get Access to Success in the Urban High School: The Middle PDF

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By Harold S. Wechsler

ISBN-10: 0807740527

ISBN-13: 9780807740521

This attention-grabbing heritage of 1 tuition innovation recounts the painstaking labours of these prepared to aid at-risk early life achieve our complicated society. Harold Wechsler examines the center university stream through concentrating on a quarter-century of development on the first heart collage. all started in 1974 at LaGuardia neighborhood university in big apple, this winning substitute institution has considering the fact that been generally replicated and tailored through the kingdom. a person attracted to the approaches of academic reform will locate this desirable tale and Wechsler’s in-depth coverage research to be crucial studying.

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Additional info for Access to Success in the Urban High School: The Middle College Movement (Reflective History, Volume 7)

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144) In Spring 1969, officials at the City University of New York announced they would find places for all New York City high school graduates somewhere in the university, beginning in Fall 1970. That decision put an end to several years of racial and ethnic confrontation in New York City over access to higher education. But it also began several years of debate about the preparation for higher education of “nontraditional” students. Successful implementation of Open Admissions, some CUNY officials concluded, meant that preparation could no longer be entrusted solely to others.

Lieberman taught at Hunter College during the late 1960s, a period of student activism that affected much of CUNY. She noted the affinity between students and many younger faculty members who expressed sympathy with the demonstrations and building occupations that halted regular academic activities. Knowing that Hunter students had to graduate to take teacher licensing exams, these faculty members taught in their homes, in parks and schools, or in Hunter’s stairwells and cafeteria. The physical arrangement of teaching, Lieberman observed, affected its vitality.

1; see also Shenker, 1992). Only a few four-year college divisions—mainly engineering and business—had required cooperative education. Co-op elicited community support, while differentiating the fledgling school from CUNY’s eight other community colleges. The Board of Higher Education readily accepted co-op; its public relations value helped when Shenker needed assistance from the chancellor with the Middle College proposal. To ensure its efficiency and high status, Shenker centralized co-op in a separate division—a decision that later permitted Middle College High School to avail itself of knowledgeable staff.

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Access to Success in the Urban High School: The Middle College Movement (Reflective History, Volume 7) by Harold S. Wechsler

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