Harold S. Wechsler's Access to Success in the Urban High School: The Middle PDF

By Harold S. Wechsler

ISBN-10: 0807740527

ISBN-13: 9780807740521

This interesting heritage of 1 tuition innovation recounts the painstaking labours of these keen to aid at-risk adolescence reach our advanced society. Harold Wechsler examines the center collage stream by way of targeting a quarter-century of development on the first heart university. all started in 1974 at LaGuardia group university in big apple, this profitable substitute tuition has due to the fact been largely replicated and tailored through the state. somebody attracted to the tactics of academic reform will locate this eye-catching tale and Wechsler’s in-depth coverage research to be crucial interpreting.

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

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Shenker agreed to continue planning and officially assigned Lieberman to the project. Knowing that neither the BHE nor the BOE was likely to fund a planning year, Shenker and Lieberman sought outside support. Applications to a half dozen foundations and government agencies produced only one response—from E. Alden Dunham, higher education program officer at the Carnegie Corporation. Dunham came to Carnegie after service as Princeton’s admissions director and as assistant to James B. Conant, secondary school reformer and former Harvard president.

Creation in 1957 of the City University of New York, composed of all municipal senior and community colleges, and soon to include a graduate school, facilitated coordination of admissions requirements of the constituent units. A cascade of applications to CUNY from baby boomers, including growing numbers of non-White students, reopened the access issue during the mid-1960s. Soon after assuming office in 1963, Chancellor Alfred H. Bowker skirmished over future growth with the Board of Higher Education (BHE), CUNY’s governing board, and with its chair, Gustave Rosenberg.

Lillard (1930), gave primacy to internal, not structural, issues, such as developing a curric- Precedents and Influences 13 ulum, a counseling program, and support services, and recruiting “types of teachers who understand young men and women” (p. 264). The movement converted only a few two-year districts and independent colleges. A generation after Pasadena Junior College opened, Koos (1949) identified only 32 viable grades 11–14 schools: 22 independent four-year junior colleges—most students, Koos noted, enrolled in the third (collegefreshman) year—and ten public, four-year junior colleges, spread over five states (Diener, 1986).

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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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