To consider how interdisciplinary P-20 partnerships increase college going among Chicano/Latino youth,the authors highlight evidence from the Educational Partnership Center (EPC), University of California, Santa Cruz, a P-20 partnership building academic achievement and college and career pathways.Three elements advance EPC effectiveness: collaborative governance structures sustaining shared vision, mission, and goals; innovating with data-driven decision making; and complementary theories aligning goals from childhood through college to careers. Three studies, guided by these theories, illuminate such effectiveness.
Para considerar como colaboraciones interdisciplinarias preescolar-estudios graduados (P-20) incrementan la asistencia universitaria entre la juventud chicana/latina, señalamos evidencia de la Alianza del Centro Educacional (EPC) de la Universidad de California en Santa Cruz, una colaboración desde preescolar hasta estudios graduados que construye aprovechamiento académico, universitario y caminos para carreras. Tres elementos avanzan la efectividad de EPC: estructuras de gobierno colaborativas que sostienen visión compartida, misión y metas; la innovación del proceso de toma de decisiones por el empuje de datos; y teorías complementarias alineadas con metas que abarcan desde infancia hasta universidad y carreras. Tres estudios guiados por estas teorías iluminan tal efectividad.
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