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

Abstract

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.