Research & Articles


Adger, C. T., & Locke, J. (2000). Broadening the Base: School/Community Partnerships Serving Language Minority Students at Risk. Educational Practice Report 6.

Language minority students, including immigrants and their American-born children, may have to contend with a mismatch between the language and the culture of their schools and those of their homes and communities. To broaden the base of support for these students and to help address their academic needs appropriately, some schools have been partnering with community-based organizations (CB0s). This report outlines findings from a study of school/CEO partnerships that promote the academic achievement of language minority students. It describes the type of CEOs that partner with schools, the ways the partners work together, and the work they do. Crucial elements of program success are discussed, as well as the challenges that partnerships may face. Liberty Partnerships at a Bronx high school through Lehman College is one of the partnering programs discussed.

Adger, C. T. (2001). School-community-based organization partnerships for language minority students' school success. Journal of Education for Students Placed at Risk6(1-2), 7-25.

Because language minority students, including immigrants and the U.S.-born children of immigrants, may have to contend with a mismatch between the language and culture of their schools and those of their communities, as well as the schools' difficulty in addressing their academic needs appropriately, some schools have been partnering with community-based organizations (CBOs) to broaden the base of support for these students. This article outlines findings from a study of school-CBO partnerships that promote the academic achievement of language minority students. It describes the types of CBOs that partner with schools, the ways partners work together, and the work that they do. Crucial elements in program success are discussed, as well as challenges that partnerships may face. This article is downloadable.

Mosqueda, P. F., & Palaich, R. (1990). Mentoring Young People Makes a Difference.

This paper focuses on the problems of youth at risk of not successfully making the transition to adulthood. It examines the concept of mentoring and discusses several existing and successful mentoring programs. It looks at mentoring as it relates to young people--teenagers, young adults, and also some "pre-teens."

Chapter 1 presents an overview of mentoring--its appeal, the characteristics of a mentoring relationship, its benefits, its social context, and its long-term goals. Chapter 2 examines where mentoring is occurring for young people, with a fo:us on programs affiliated with college campuses, within-school mentoring, and state-initiated mentoring. Liberty is cited as in its original form as a scholarship program and in its early years of providing programming through higher education institutions partnering with school districts.

Greenberg, A. R. (1991). High School-College Partnerships: Conceptual Models, Programs, and Issues. ASHE-ERIC Higher Education Report No. 5, 1991. Publications Department, ASHE-ERIC Higher Education Reports, The George Washington University, One DuPont Circle, Suite 630, Washington, DC 20036-1183 (single copy prices, including 4th class postage and handling, $17.00 regular and $12.75 for members of AERA, AAAHE, AIR, and ASHE).

The difficulties, mutual interests, and developmentof successful collaboration between high schools and colleges in achieving better access to and preparedness for higher education of the nation's high school graduates are addressed. It is noted that an increasing awareness of the changing student population, democratization of higher education admissions policies, the general lack of college-level academic skills, and a need for new models of inservice staff development for high school teachers, all point to an increasing interest in more intensive and successful secondary and postsecondary school partnerships. Factors such as the historical separation between secondary and postsecondary schools have created roadblocks to successful partnerships; it is noted that these inhibitors can be overcome. Examined are examples of high school-college partnerships, including Liberty Partnerships Program. Five key recommendations for developing any high school-college partnership are discussed: (1) identify the student population and program goals: (2) contact local high schools and school districts; (3) determine costs; (4) develop community support; and (5) evaluate the program improvement.

Oesterreich, H. (2000). Characteristics of Effective Urban College Preparation Programs. ERIC Digest Number 159.

College preparation programs for minority youth living in low- income neighborhoods help them develop the skills, knowledge, confidence, and aspirations they need to enroll in higher education. Over time, the strategies for expanding the college access, attendance, and graduation rates of these youth have grown in complexity, as have the funding sources, which are now a mesh of support from the Federal and state governments, organizations, and colleges and universities. Although, both in extent of a program's services and in duration, long- term investments in students have a stronger impact than short-term interventions (Gandara & Maxwell-Jolly, 1999), program strategies leading to student success differ, based on the interests, needs, and resources of the student's local communities. Nevertheless, certain approaches have been proven effective in a variety of situations and can easily be customized for local contexts. This digest reviews these general approaches to help developers maximize the benefits which students derive from programs. Liberty Partnerships is pointed to as a program that focuses on counseling and academics.

Sáenz, V. (2004). Resources and information for serving minority populations. New Directions for Community Colleges2004(127), 97-106.

This chapter summarizes useful and relevant resources and information on the topic of serving minority populations in community colleges, and presents information about several programs and services that have been successful in ensuring minority student success. Liberty Partnerships Program is discussed.

Strachan, W., & Gorey, K. M. (1997). Infant Simulator lifespace intervention: Pilot investigation of an adolescent pregnancy prevention program. Child and Adolescent Social Work Journal14(3), 171-180.

This quasi-experimental study of 48 high school students clearly demonstrates the impact of a very realistic infant simulator on adolescents' attitudes and beliefs about what their future parenting experiences might be like. After their experience of the three-day lifespace intervention, the teenagers who participated had much more realistic notions about the responsibilities and demands involved in childrearing. Nearly all of them (90%) scored higher on a measure of realistic parenting expectations than the average adolescent in a comparison group did. Also of practical significance was the finding that the intervention even seemed to positively impact classmates of the primary intervention group, adolescents who merely observed others tending to infants. University at Buffalo’s Liberty Partnerships Program provided administrative and logistic assistance for the study.

Wilbur, F. P., & Lambert, L. M. (1991). Linking America's Schools and Colleges: Guide to Partnerships & National Directory. American Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036-1110.

This book provides over 300 summaries of joint-venture programs between secondary and postsecondary schools. The overall purpose of the partnership programs is to improve the chances for at-risk students to graduate from high school and have a successful college experience. The main portion of the book is divided into four parts, each focusing on a major grouping of partnerships: (1) "Programs and Services for Students"; (2) "Programs and Services for Educators"; (3) "Coordination, Development, and Assessment of Curriculum and Instruction"; and (4) "Programs To Mobilize, Direct, and Promote Sharing of Educational Resources." Each part begins with a brief introduction, followed by an array of abstracts that describe these partnership activities. Following these four parts is a comprehensive national directory to the programs in the national computer database. Liberty Partnerships Program is included in the database.

Kulka, L., & Alexander, R. (2015). Workforce Development and Dropout Prevention: Community-and Project-Based Interventions For At-Risk Youth.

A presentation given by Dr. Ramone Alexander, Project Director of UB Liberty Partnerships Program, and Lisa Kulka, Operations Coordinator. Educators, administrators and youth program professionals are undoubtedly familiar with the challenges around providing high-quality dropout prevention services to at-risk youth. This presentation examines a model of programming shown to increase student workforce readiness, and participants will gain strategies for developing effective, research-based and replicable models of community-based programming to reduce students' barriers to college and career access.

Vives Jr, J. (2008). Impact of a Successful Middle to High School Transition Program on High School Graduation Rates. ProQuest.

The subjects of this study were students who entered the Albany, New York Liberty Partnerships Program in the eighth grade and graduated from high school in four years. The study examines how early interventions and transition programs can contribute to higher graduation rates in high school.

Oesterreich, H. (2000). The Technical, Cultural, and Political Factors in College Preparation Programs for Urban and Minority Youth. ERIC Digest Number 158.

This digest describes the essential components of college preparation programs for urban and minority youth. The digest suggests that such programs must attend to the cultural norms of the community and their own political contexts in order to increase students' access to, enrollment in, and graduation from college. College preparation programs must begin for students as early as possible, focus on readiness rather than remediation, and provide multiple services over an extended period of time. The technical components of precollege programs cover the structures, strategies, and knowledge necessary to prepare students for admission, enrollment, and graduation from college. College preparation must be more than a series of well-orchestrated mechanical and sequential services. It is an inherently complex and value-laden process. Attention must be paid to the inextricably intertwined technical, cultural, and political components to create not only well-intentioned but well-planned and implemented programs that can change the landscape of postsecondary attainment for minority youth from low-income neighborhoods. Liberty is cited as an example of a program with a postsecondary partnership.

Cunningham, A., Redmond, C., & Merisotis, J. (2003). Investing Early: Intervention Programs in Selected US States. Millennium Research Series.

This report examines state-sponsored early intervention programs whose aims are to assist educationally and economically disadvantaged students to plan for postsecondary education. It highlighs common policy mechanisms and discusses practices that have become established over time. It highlights 17 programs in 12 states that are leaders in early intervention efforts (California, Florida, Georgia, Indiana, Minnesota, New Jersey, New York, Oklahoma, Rhode Island, Vermont, Washington, and Wisconsin). The programs are categorized by: general program approach, how the program is targeted, and program oversight and administration. Overall, more than half of the programs offer awareness and/or academic support services alone, and do not include financial incentives. Counseling and academic enrichment are the most common services provided. All of the programs are overseen by state government agencies. In some states, these agencies also administer the programs. There are substantial differences in program funding. Results suggest that programs that combine multiple components are more effective than those that emphasize a single component. Tutoring, mentoring, and academic enrichment are important aspects of many programs. Liberty Partnerships is one of the programs highlighted.

Almeida, C., Steinberg, A., Santos, J., & Le, C. (2010). Six Pillars of Effective Dropout Prevention and Recovery: An Assessment of Current State Policy and How to Improve It. Jobs for the Future.

Solving America's dropout crisis requires immediate, drastic action. Intractable as the dropout problem may seem, recognition of its magnitude has created an environment ripe for action. Most notably, federal regulations adopted in 2008 require states to use more accurate ways of counting dropouts and holding districts and schools more accountable for improving results. In addition, encouraging developments over the past decade have put major improvement within reach: better data collection and analysis; promising research showing that a small set of school-based variables are highly effective in predicting future dropouts; and pioneering prevention and recovery strategies in cities with the highest concentrations of dropouts. Ideally, policymakers and educational leaders in every state will draw on these developments to design and implement comprehensive approaches to improving graduation rates. This paper helps states take the crucial first step: evaluating each state's dropout prevention and recovery policies to determine how well they support innovation for better student outcomes. This report identifies six model policy elements that frame a sound legislative strategy for dropout prevention and recovery, and it assesses the extent to which recent state policy aligns with these model elements. While some states have moved toward adopting comprehensive dropout prevention and recovery policies, nearly all of them have a long way to go. Liberty Partnerships is cited as one of New York state’s attempts to focus on intervention.