Tracing the historical development of partnerships between schools, universities, and communities, P-20 Partnerships: A Critical Examination of the Past and Future provides educators and policymakers with a framework for understanding how partnerships originated and their potential for the future. This book connects Dewey's lab schools, Goodlad's ideas about simultaneous renewal, and Professional Development Schools with today's next-generation P-20 partnerships and Cradle-to-Career networks. After examining the history and development of P-20 partnerships, we are able to categorize partnerships into three different types, depending on the purpose of their outcomes: partnerships to improve P-12 schools, partnerships to improve access to post-secondary opportunities, and Research-Practice Partnerships. Rather than categorizing partnerships by their activities and curricula, this book proposes that their goals for their students are what should define these school systems.
Elizabeth E. Smith is assistant professor of education at the University of Tulsa.
Part I: What are P-20 partnerships?
Chapter 1: Introduction
Chapter 2: The historical development of the gap in P-20 education
Part II: The three historical movements of P-20 partnerships: Partnerships for teacher education
Introduction to Part II
Chapter 3: Laboratory schools
Chapter 4: Simultaneous renewal
Chapter 5: Professional development schools
Part III: The fourth movement in P-20 partnerships: Recent developments beyond teacher education
Chapter 6: Categories of School-College Partnerships
Chapter 7: Next-generation partnerships
Part IV: Future Directions for P-20 partnerships
Chapter 8: Previous efforts to categorize P-20 partnerships
Chapter 9: The Outcomes-Based Typology of P-20 Partnerships
Epilogue: P-20 partnerships during and after a global pandemic
Dr. Smith offers practical, compelling advice for those who want the best in P-20 partnerships. Her unparalleled history traces the evolution from one-way partnerships dominated by institutions of higher education to two-way, reciprocal partnerships, with the expanding engagement of community agencies, the work-force sector, and parents, accompanied by an increasing focus on outcome versus input accountability. Commendably, Dr. Smith is careful throughout to address the racial and gender implications of her narrative. I applaud the author for driving our categorization of modern P-20 partnerships to a more rigorous, outcome-oriented basis.