Access to Success in the Urban High School: The Middle by Harold S. Wechsler

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By Harold S. Wechsler

This interesting background of 1 university innovation recounts the painstaking labours of these keen to assist at-risk early life achieve our complicated society. Harold Wechsler examines the center university circulation through targeting a quarter-century of development on the first center collage. all started in 1974 at LaGuardia group university in big apple, this profitable substitute institution has due to the fact that been broadly replicated and tailored in the course of the nation. somebody attracted to the strategies of academic reform will locate this fascinating tale and Wechsler’s in-depth coverage research to be crucial studying.

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

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During his visit, Dunham learned that the long-range plan for LaGuardia had hinted at an intermediate college, that the current master plan made an explicit commitment, that Shenker foresaw no conflicts between the existing Queens public high schools and the proposed school, and that Middle College would be certified as a high school or require its students to take the high school equivalency examination. A CUNY dean emphasized potential coordination of remediation efforts among a diverse student body (James J.

Critics might lament a “decline in standards” brought about by Open Admissions, but, CUNY and LaGuardia staff countered, ignoring potential students solved nothing. “The senior colleges blamed the community colleges; the community colleges blamed the high schools,” Coming Together: Open Admissions and Philanthropy 27 Shenker noted in an interview. ’” Addressing the secondary education of working-class New Yorkers, he added, might further cement LaGuardia’s relationship to the western Queens community, improve the quality of the community college student body, and reinvigorate the acceleration and yardstick functions performed by New York’s municipal colleges earlier in the century (Shenker, 1992).

Lieberman appreciated Vassar’s tradition of community involvement 28 Access to Success in the Urban High School and its emphasis on a residential experience (Gordon, 1990; Herman, 1979). She contrasted Vassar favorably to Barnard, which she saw as too much like high school—more traditional pedagogy, a less challenging curriculum, and fewer opportunities for individual expression. Lieberman earned a masters degree in school psychology at City College and, becoming interested in reading as a manifestation of intelligence and cognitive ability, trained to become a clinical diagnostician while working in the New York City public schools.

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