[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599071-105":59,"doc-detail-599071-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","school-university-partnerships-a-model-for-supporting-transition-and-persistence-from-k-16","School-University Partnerships - A Model for Supporting Transition and Persistence from K-16","","Explains why postsecondary persistence is complex and proposes a K-16 partnership model designed to improve student success during transition from secondary school to postsecondary. The approach centers on sustainable collaborative projects developed by teachers, faculty, and educational developers, targeting smoother institutional-to-institution transitions. It aims to raise persistence rates while reducing attrition, preparing educators to support learners, and addressing needs highlighted by Canadian retention and participation concerns.",{"@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/school-university-partnerships-a-model-for-supporting-transition-and-persistence-from-k-16/599071/",{"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/school-university-partnerships-a-model-for-supporting-transition-and-persistence-from-k-16/599071.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper propose for K-16 partnerships?","Question",{"text":112,"@type":113},"It proposes a model for developing K-16 partnerships that support student success during the transition from secondary school to postsecondary through collaborative projects led by teachers, faculty, and educational developers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the model aim to affect student outcomes?",{"text":117,"@type":113},"The model targets increasing persistence rates and reducing attrition by focusing on students’ transition between educational institutions and providing a framework to scaffold that transition.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is student persistence considered difficult to achieve?",{"text":121,"@type":113},"The paper describes persistence as complex, influenced by multiple factors including academic supports, motivational factors, and economic and social conditions that can affect different student groups.","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},599071,1792188926,{"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":34,"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},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","School-University Partnerships: A Model for Supporting Transition and Persistence from K-16  \nCatharine Dishke Hondzel, John Churchley, Susan Lidster  \nThe reasons why students persist in their post-secondary learning are complex. This paper proposes a modelfor the development ofK-16 partnerships that promote student success through the transition from secondary school to post-secondary, supported by teachers, faculty members, and educational developers. This modelproposes that each of the partners engage in developing sustainable, collaborative projects. These projects have at their core a focus on students’ transition from one educational institution to the next, with the intended outcome of increasing rates ofpersistence, while reducing rates of attrition. Not all students may have post-secondary education as their personal goal, but for those that do, this support model aims to provide a framework to scaffold the transition so that learners are successful, and teachers andfaculty are prepared to support learners as they move from one institution to another.  \nLes raisons qui expliquent pourquoi les étudiants persistent dans leur apprentissage postsecondaire sont complexes. Le présent article propose un modèle pour l’élaboration departenariats K-16 qui vise à favoriser laréussite étudiante lors de la transition de l’école secondaire à l’éducation postsecondaire avec l’appuid’enseignants, de professeurs et de concepteurspédagogiques. À la base, ces projets se focalisent sur la transition des étudiants d’un établissement d’éducation vers un autre. Ils visent à faire augmenter le taux de persistance et à faire diminuer le taux d’abandon. L’éducation postsecondaire ne constitue pas forcément un but personnel pour tous les étudiants, mais pour ceux dont c’est l’objectif, le présent modèle vise à fournir un cadre pour structurer la transition et soutenir la réussite des apprenants de même que lapréparation des enseignants et des professeurs qui appuieront les étudiants dans leur transition.  \nEach year thousands of high school students  \nmove into universities and colleges across  \nCanada. Statistics Canada (2018) reports that over two million full, part-time, and continuing education students were enrolled in Canadian universities and colleges in the 2015/2016 academic year; 488,118 of whom are under the age of 20. As such, Canada is well-positioned in the development of its human capital and, compared to other nations  \nin the Organization for Economic Co-operation and Development (OECD), post-secondary participation is considered strong (Berger, 2009) . However, student retention and persistence are an ongoing concern. Unfortunately, up to 40% of students do not persist into their second year (Childs, Finnie & Martinello, 2017) . Moreover, despite rising enrolment and registrations in universities and  \ncolleges, 30-43% of 18-24-year-olds choose not to attend post-secondary at all (Berger, 2009) .  \nThere are many reasons why students choose to discontinue their studies. While it may be the appropriate course of action for certain individuals, high-school dropout rates suggest that the education system is not meeting the needs of its students which signals the poor use of resources (OECD, 2008; Parkin & Baldwin, 2009) . Widespread evidence suggests that student retention increases if and when institutions and instructors provide appropriate supports before and during the first years of study (Braxton & McClendon, 2001, Braxton & Mudy, 2001; Eitzen, Kinney & Grillo, 2016; Lizzio & Wilson, 2013; Pascarella & Terenzini, 1991; Wilson et al. 2016) .  \nThe reasons why students are attracted to postsecondary education (PSE) and why students persist has been well-studied in the US, UK, and Canada. However, the specific factors that promote attraction and retention are not broadly generalizable across institutions and vary by institutional type, setting, and student characteristics (Caison, 2007) . Economic and social factors are known","cbCaitSv5ngwJdID","https://ap.wps.com/l/cbCaitSv5ngwJdID","pdf",1120869,11,"English","# Introduction\n# Problem Background: Persistence, Retention, and Enrollment\n## Evidence from Canada\n## Key Factors Affecting Persistence\n# Conceptual Foundations and Definitions\n## Academic Persistence and Integration Models\n# Proposed K-16 Partnership Model\n## Structure, Collaboration, and Intended Outcomes","[{\"question\":\"What does the paper propose for K-16 partnerships?\",\"answer\":\"It proposes a model for developing K-16 partnerships that support student success during the transition from secondary school to postsecondary through collaborative projects led by teachers, faculty, and educational developers.\"},{\"question\":\"How does the model aim to affect student outcomes?\",\"answer\":\"The model targets increasing persistence rates and reducing attrition by focusing on students’ transition between educational institutions and providing a framework to scaffold that transition.\"},{\"question\":\"Why is student persistence considered difficult to achieve?\",\"answer\":\"The paper describes persistence as complex, influenced by multiple factors including academic supports, motivational factors, and economic and social conditions that can affect different student groups.\"}]","School-University Partnerships - A Model for Supporting Transition and Persistence from K-16 | PDF",1792088121,28]