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Executive Summary

Supporting College Transitions Through Collaborative Programming: A Conceptual Model for Guiding Policy

by Melinda Mechur Karp & Katherine L Hughes - 2008

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Cite This Article as: Teachers College Record Volume 110 Number 4, 2008, p. 838-866
https://www.tcrecord.org ID Number: 14641, Date Accessed: 1/25/2021 4:21:00 PM
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About the Author
  • Melinda Karp
    Teachers College, Columbia University
    E-mail Author
    MELINDA MECHUR KARP is a senior research associate at the Community College Research Center and the Institute on Education and the Economy. She uses qualitative methods to study the transition from secondary education to postsecondary education and work, particularly for disadvantaged youth. Recent work has focused on credit-based transition programs and the role of state policies in easing the secondary-to-postsecondary transition. Dr. Karp also has extensive experience conducting policy analyses on a range of topics. Her publications include Pathways to Access and Success (with Hughes, Fermin, and Bailey; U.S. Department of Education, Office of Vocational and Adult Education); “Dual Enrollment/Dual Credit: Its Role in Career Pathways” (with Hughes, Bunting, and Friedel; Career Pathways: Education With a Purpose); and Credentials, Curriculum, and Access: The Debate Over Nurse Preparation (with Hughes and Jacobs; Community College Press).
  • Katherine Hughes
    Teachers College, Columbia University
    KATHERINE L. HUGHES is assistant director for Work and Education Reform Research at the Institute on Education and the Economy, and the Community College Research Center, Teachers College, Columbia University. Dr. Hughes has led and conducted research on education reform and on changes in the nature of work. Her recent work focuses on the potential of credit-based transition programs (such as dual enrollment) for preparing underachieving youth for college. Previous research projects have centered on the national school-to-work initiative, employer involvement in high schools, work-based learning, the restructuring of New York City’s vocational high schools, and career academies. Select publications include Working Knowledge: Work-Based Learning and Education Reform (with Bailey and Moore; from RoutledgeFalmer Press); “Business Partnerships for American Education” (with Karp and Orr; Journal of Vocational Education and Training); and “School-to-Work: Making a Difference in Education” (with Bailey and Karp; Phi Delta Kappan).
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