By Harold S. Wechsler
This attention-grabbing heritage of 1 institution innovation recounts the painstaking labours of these keen to assist at-risk early life achieve our advanced society. Harold Wechsler examines the center university flow by way of concentrating on a quarter-century of progress on the first center collage. all started in 1974 at LaGuardia group university in manhattan, this winning replacement university has seeing that been extensively replicated and tailored during the nation. a person attracted to the approaches of academic reform will locate this desirable tale and Wechsler’s in-depth coverage research to be crucial analyzing.
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Additional info for Access to Success in the Urban High School: The Middle College Movement (Reflective History, Volume 7)
About 95% of surveyed high school students, Dunham recounted, favored the new school, since “any program is better than the present one” (AD and KP to DZR and AP, August 11, 1972, CCP, “New York City University—LaGuardia C. C. Middle College” file). LaGuardia, reported Sheila Gordon, director of cooperative education, found internships for all its students, including the 40% enrolled in liberal 32 Access to Success in the Urban High School studies. The positions, she added, were not “make-work”; employer interest and creativity arose from the recruitment potential of the jobs.
Favorable North Central Association (NCA) and National Education Association (NEA) committee reports (1915 and 1938, respectively) generated little enthusiasm among the general memberships. A 1920 NCA resolution, defining ages 12–20 as the normal years for secondary and collegiate education, failed, argued historian Edward C. Krug, mainly because of opposition from advocates of the junior high school, a group Koos relied on for support. “The preservation of the junior high school,” Krug (1972) wrote, “had become more important than the saving of two years in the student’s program” (p.
But these systems were a long way off in most states. The 6-4-4 movement waned after World War II. Many observers seconded the recommendation made by the President’s Commission on Higher Education for expansion to 14th grade. But few reformers asked whether the extra years would be compulsory and, if so, who would pay, and who would opt for grades 11–14 schools over traditional public or independent two- or four-year colleges (Educational Policies Commission, 1964). Only high school–college collaborations requiring no structural changes—such as advanced placement—grew substantially in the 1950s.
Access to Success in the Urban High School: The Middle College Movement (Reflective History, Volume 7) by Harold S. Wechsler