For decades, numerous observers have agreed on the value of collaboration between K-12 and higher education-especially as these sectors work toward increasing college readiness and success. While most states maintain separate agencies for K-12 and higher education, many states have worked to foster collaboration through state P-20 councils. Policy makers' interest in these councils has waned somewhat as evidenced by the decreasing number of state councils over the past few years. This may be because while collaboration is easy to initiate, it is difficult to do well and sustain. Therefore, understanding the mechanics of collaboration through P-20 council operations may help to improve their functioning and possibly become a more fruitful tool for states. In this study, three state P-20 councils are examined to understand what, if any, catalysts in the organizational structure of the councils promote collaboration.
Collaboration between K-12 and higher education sectors has not been as productive as participants and policy leaders would like -especially in an era of emphasis on college readiness and completion, which requires such collaboration. Various mechanisms have been used to foster collaboration including state P-20 (early learning through higher education) councils, however these have not always produced the results participants desire and research on why this is so is limited. This study utilizes state education governance and inter-organizational relations literatures to hypothesize that structural barriers to collaboration prevent P-20 councils from reaching their potential. This comparative case study of three state P-20 councils finds that state education governance structures may erect barriers to collaboration. However, this research also shows that P-20 councils, if thoughtfully structured, can help ameliorate these barriers. Keywords: P-20 Council; education governance; higher education; K-12; state education policy; collaboration; inter-organizational relations ¿Barreras Para el Exito? El Papel de las Estructuras de Colaboración y Gobierno Estaduales en los Consejos P-20 Resumen: La colaboración entre los sectores de educación superior y los de educación básica no ha sido tan productiva comosus participantes y líderes políticos les gustaría -especialmente en una era de énfasis en la preparación para ingresar y completar la universidad, que requiere este tipo de epaa aape Education Policy Analysis Archives Vol. 23 No. 74 2 colaboración. Varios mecanismos se han utilizado para fomentar la colaboración incluyendo consejos estaduales de coordinación entre los diferentes niveles (P-20=del preescolar a laeducación superior) sin embargo, estos no siempre han producido los resultados que los participantes desean y la investigación sobre por qué esto es así, es limitada. Este estudio utiliza la literatura sobre gobernanza de la educación estatal y de relaciones inter-organizacionales, para analizar la hipótesis de que las barreras estructurales a la colaboración impiden a los consejos P-20 de alcanzar su potencial. Este estudio de caso comparativo de tres consejos estaduales P-20 concluye que las estructuras de gobernanza de educación estatales pueden erigir barreras a la colaboración. Sin embargo, esta investigación también muestra que concejos P-20, si son estructurados cuidadosamente, pueden ayudar a eliminar estas barreras. Palabras clave: Consejos P-20; gobernanza de la educación; educación superior; K-12; política educativa estatal; colaboración; relaciones inter-organizacionales Barreiras para o Sucesso? O Papel das Estruturas de Colaboração e Governo Estadual nos Conselhos P-20Resumo: A colaboração entre os sectores do ensino superior e educação básica não tem sido tão produtiva quanto seus participantes e líderes políticos gostariam -especialmente em uma época de ênfase na preparação para entrar e completar os estudos superiores, que requer este tipo de colaboração. Vários mecanismos têm sido ut...
Educators, including school leaders, must be able to handle legal dilemmas involving student speech, but these do not occur in a vacuum. Often, speech issues are commingled with other legal challenges. This article explores student rights beyond free speech that are guaranteed at PK-12 U.S. public schools. We clarify when educators must attend to students’ unique needs, especially when courts have identified that certain students are members of protected classes. This article explains the overarching constitutional framework in which the U.S. Supreme Court has applied the 14th Amendment’s Equal Protection Clause to protect the rights of students to be free from invidious discrimination. We describe how modern U.S. courts apply levels of review, including strict scrutiny, intermediate scrutiny, and rational basis review to equal protection cases. We then synthesize federal statutory law and case law that protect students. Specifically, we discuss how Title VI of the Civil Rights Act of 1964 (Title VI 1964) prohibits discrimination based on race, color, ethnicity, national origin, language proficiency, and religion. Next, we delve into the recent changes relevant to the application of Title IX of the Education Amendments of 1972 (Title IX 1972) to students based on sex, sexual orientation, and gender identity. Our final focus covers students with disabilities, including medical conditions, who are protected by the Individuals with Disabilities Education Act (IDEA 1990) and Section 504 of the Rehabilitation Act (Section 504 1973).
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