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Latino Access to College: Actualizing the Promise and Potential of K-16 Partnerships

University of Texas at San Antonio, Maricela.Oliva{at}utsa.edu

The article discusses a policy trend for stronger coordination between K-12 and postsecondary education levels. Using Texas as an illustrative case, remedying Latino underrepresentation in college is described as a rationale for enacting cross-walks between K-12 and higher education. The author concludes that the work and training of postsecondary educators must evolve to incorporate a K-16 mind-set training. Doing so would better position educators to work closely with schools and families to improve college access and success.

Key Words: Latino • college access • K-16 • policy • higher education training

Journal of Hispanic Higher Education, Vol. 7, No. 2, 119-130 (2008)
DOI: 10.1177/1538192707313943


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