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It uses qualitative evidence from site visits across six Florida counties to classify obstacles faced by educators during distinct partnership phases. The study also adds empirical support for a partnership-model framework showing that social capital and organizational capital combine to form “partnership capital,” enabling cross-sector collaboration. Results indicate limited collaboration, especially for students lacking required skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-partnership-model-approach-to-understanding-challenges-in-collaboration-around-college-readiness-empirical-research-findings/602847/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-partnership-model-approach-to-understanding-challenges-in-collaboration-around-college-readiness-empirical-research-findings/602847.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main challenges does the article address about collaboration on college readiness?","Question",{"text":112,"@type":113},"It focuses on difficulties in starting, developing, and incorporating cross-sector partnerships between secondary and postsecondary education, particularly across different phases of collaboration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study use data to identify partnership challenges?",{"text":117,"@type":113},"It uses qualitative data from site visits to high schools, district offices, and state colleges across six Florida counties, aligned with a five-year mixed-methods evaluation of the policy.",{"name":119,"@type":110,"acceptedAnswer":120},"What conceptual framework does the article propose to explain how partnerships form and sustain?",{"text":121,"@type":113},"It supports a partnership model arguing that social capital and organizational capital are needed to create “partnership capital,” which in turn helps initiate and sustain cross-sector partnerships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602847,1792193192,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A Partnership Model Approach to Understanding Challenges in Collaboration Around College Readiness  \nEducational Policy 2021, Vol. 35(3) 450–480 © The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0895904818823742](DOI: 10.1177/0895904818823742)[ ](DOI: 10.1177/0895904818823742)[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx)  \nChristine G. Mokher 1 and Louis Jacobson2  \nAbstract  \nThis article explores challenges in starting, developing, and incorporating partnerships between the secondary and postsecondary education sectors. We use qualitative data from site visits at high schools, district offices, and state colleges across six Florida counties to identify the types of challenges educators faced in various phases of partnership around college readiness. Then we provide empirical evidence to support a conceptual framework based on a partnership model, which demonstrates that social capital and organizational capital are needed to create “partnership capital” to initiate and sustain cross-sector partnerships. We find that whereas considerable collaborative resources are available to help higher performing students prepare for selective universities, there is much less collaboration around improving college readiness among students who lack the requisite skills.  \nKeywords  \neducational reform, policy implementation, qualitative research, school– university partnerships, social context  \n1 Florida State University, Tallahassee, FL, USA  \n2New Horizons Economic Research, McLean, VA, USA  \nCorresponding Author:  \nChristine G. Mokher, Florida State University, 1205C Stone Building, Tallahassee, FL 32306, USA.  \nEmail: [cmokher@fsu.edu](cmokher@fsu.edu)  \nOne of the most distinctive features of governance in American education is the level of separation between K-12 and higher education (Maeroff, Callan,& Usdan, 2001; Tucker, 2004) . Disparities in high school graduation requirements and college entrance requirements, differences between secondary and postsecondary assessments, misaligned curriculum content, a lack of student awareness of information needed to make the transition to college, and conflicting expectations between K-12 teachers and college faculty have all been cited as evidence of the disconnect between the two sectors (Mokher, 2010) . This organizational divide has been associated with problems such as the underrepresentation of low-income and minority students in postsecondary education, high participation rates in developmental education, and low rates of college persistence and degree completion (e.g., Kirst, 2005; Maeroff et al., 2001) . In response to these problems, some states have implemented policy efforts that span secondary and postsecondary education to bring the two sectors closer together (Mokher, 2010) .  \nWe explore challenges to obtaining collaboration around college readiness using the case of a statewide policy in Florida that had the potential to foster greater collaboration between high schools and state colleges. State definitions of college readiness in the United States commonly refer to the skills, knowledge, and dispositions that students need to succeed in postsecondary education, including academic knowledge, critical thinking skills, social and emotional learning skills, perseverance behaviors, and community involvement (Mishkind, 2014) . However, Florida’s reform focused more narrowlyon the academic knowledge needed to succeed in initial college-level courses in math and English. Beginning in 2008/2009, the Florida College and Career Readiness Initiative (FCCRI) required high schools to administer the college placement test used by all state community colleges to mid-performing Grade 11 students. In Florida, this exam assesses skills from the state’s own postsecondary readiness competencies, which were developed jointly by K-12 and higher education educators","cbCairXK6eiG2T2s","https://ap.wps.com/l/cbCairXK6eiG2T2s","pdf",676928,31,"English","# Abstract\n# Background: Separation Between K-12 and Higher Education\n# Florida Policy Case: College and Career Readiness Initiative (FCCRI)\n# Evaluation Design: Mixed Methods and Five-Year Review\n# Partnership Model Framework and Key Findings\n## Social and Organizational Capital to Build “Partnership Capital”\n## Limited Collaboration Evidence and Helpful Minority Participation","[{\"question\":\"What main challenges does the article address about collaboration on college readiness?\",\"answer\":\"It focuses on difficulties in starting, developing, and incorporating cross-sector partnerships between secondary and postsecondary education, particularly across different phases of collaboration.\"},{\"question\":\"How does the study use data to identify partnership challenges?\",\"answer\":\"It uses qualitative data from site visits to high schools, district offices, and state colleges across six Florida counties, aligned with a five-year mixed-methods evaluation of the policy.\"},{\"question\":\"What conceptual framework does the article propose to explain how partnerships form and sustain?\",\"answer\":\"It supports a partnership model arguing that social capital and organizational capital are needed to create “partnership capital,” which in turn helps initiate and sustain cross-sector partnerships.\"}]","A Partnership Model Approach to Understanding Challenges in Collaboration Around College Readiness - empirical research findings | PDF",1792095339,78]