The Platte River Corridor Project: A University/K-12 Collaboration to Meet the Needs of Latino Students

Abstract

This article discusses the development and impact of the Platte River Corridor Project, a successful university/K-12 partnership designed to address the inequality in learning outcomes for Latino students by increasing the effectiveness of K-12 classroom teachers in educating Latino English Language Learner (ELL) students and by facilitating access to higher education for Latino students. The project includes components that train K-12 educators, provide financial and social support for Latino students to attend college, provide ELL resources to school systems, and establish a regional teacher information network. Assessment data specific to each program component is provided. Challenges and recommendations are included for others who may be interested in creating a similar project.

David D. Hof is an associate professor in the Department of Counseling & School Psychology at the University of Nebraska at Kearney. His research interests include social justice/advocacy issues and youth with high risk behaviors, including sex offending behaviors.

Samuel T. Lopez is an associate professor in Exercise Science at the University of Nebraska at Kearney. Research interests include preparedness and access to postsecondary education for underrepresented minority groups and the diversification of the student body and faculty within the science disciplines of American higher education.

Julie A. Dinsmore is a professor in the Department of Counseling & School Psychology at the University of Nebraska at Kearney. Her research interests include multicultural counseling, systemic change related to diversity, and social justice/advocacy issues in counseling and education.

Jessica Baker is a graduate student in School Psychology at the University of Nebraska at Kearney.

Wendy L. McCarty is a lecturer in the Teacher Education Department of the College of Education at the University of Nebraska at Kearney. Her research interests have included public health issues (HIV-AIDS prevention, substance abuse prevention) and teacher effectiveness with English language learners.

Glenn Tracy is an associate professor at the University of Nebraska at Kearney whose expertise is in English as a Second Language and Multicultural Education. He has taught ESL learners at both the K-12 and university level.

Notes

∗∗ p < .01.

∗∗ p < .01.