Scholarlink

<p>In summer 2023, Texas launched the FAST initiative to fund free dual credit courses for high school students eligible for free or reduced-price lunch. Drawing on a sensemaking framework, this qualitative case study examined how ten high school dual-credit practitioners in one Texas metropolitan area understood and implemented the policy during its first year. Findings indicate that while community colleges and leaders supported implementation, high school staff faced communication challenges due to limited capacity and training. Despite these barriers, practitioners used different strategies to raise awareness among students and families. The study highlights both the promise of the FAST initiative and the on-the-ground complexities of implementing a policy to expand access to college in high school settings, offering a real-time account of policy implementation and extending sensemaking theory to cross-sector settings that characterize dual-credit policies.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The Other Half: Understanding How High School Practitioners Help Implement a Community College Dual Credit Policy

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月11日

查看全文
  • Guillermo Ortega,
  • Frank Fernandez,
  • Xiaodan Hu,
  • Marissa Moreno

摘要

In summer 2023, Texas launched the FAST initiative to fund free dual credit courses for high school students eligible for free or reduced-price lunch. Drawing on a sensemaking framework, this qualitative case study examined how ten high school dual-credit practitioners in one Texas metropolitan area understood and implemented the policy during its first year. Findings indicate that while community colleges and leaders supported implementation, high school staff faced communication challenges due to limited capacity and training. Despite these barriers, practitioners used different strategies to raise awareness among students and families. The study highlights both the promise of the FAST initiative and the on-the-ground complexities of implementing a policy to expand access to college in high school settings, offering a real-time account of policy implementation and extending sensemaking theory to cross-sector settings that characterize dual-credit policies.