01752nam a22001817a 450000500170000000800410001702200140005810000290007224501420010126000610024330000110030444000740031550500650038952009410045465000890139570000510148485600350153520240305105726.0240305b           ||||| |||| 00| 0 eng d  a0195-6744  aAntonio, Anthony Lising   aReferrals, Collaborative Actions, and Norm-Setting Practices  b: How College Access Programs Partner with High Schools (Journal Article)  aChicagob: University of Chicago Press c, November 2023  a1-29p.  aAmerican Journal of Education v, Volume 130: Number 1, November 2023  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: Purpose: Schoolwide college access programs are becoming increasingly ubiquitous in high schools across the country. Research on their effectiveness in improving college-going rates is inconclusive, prompting scholars to question how programs affect practices in schools. To better understand how schools and college access programs work in partnership to expand college advising resources, we study the practices of high schools partnered with a national college access program. Research Methods/Approach: We conducted case studies of two schools, interviewing 118 teachers, staff, parents, students, and program partners over 2 years of data collection. Using the concept of school social capital—the cognitive, material, and social resources that schools derive from their partnership with other organizations—we examined the different ways that school staff interact and collaborate with college access partner staff.   aCollaborative actions| Norm-Setting Practices| High School| College Access Programme  aMercado-Garcia, Diana | Foster-Hedrick, Jesse   uhttps://doi.org/10.1086/727042