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Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students.
- Source :
- Journal of School Leadership; Sep2020, Vol. 30 Issue 5, p424-443, 20p
- Publication Year :
- 2020
-
Abstract
- Conventional definitions of "on-time graduation" and "college readiness" often place the needs of traditionally marginalized students (first-generation, low-income, immigrant and/or students of color) in a deficit light. This multi-case study explores how school leaders at two public high schools are redefining and reframing these policies for their specific student populations. The findings suggest that extending graduation beyond 4 years and using intersectional understandings of college readiness increase traditionally marginalized students' opportunities to finish high school and pursuing postsecondary education. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10526846
- Volume :
- 30
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Journal of School Leadership
- Publication Type :
- Academic Journal
- Accession number :
- 144806675
- Full Text :
- https://doi.org/10.1177/1052684619884252