From Pipelines to Partnerships: A Synthesis of Research On How Diverse Families, Schools, and Communities Support Children's Pathways Through School

Abstract

This article maps recent progress on 5 key questions about "the academic pipeline problem" of different rates of persistence through school among ethnically diverse students across the nation. The article shows the complementary development of the Overlapping Spheres of Influence Theory and Sociocultural Theory and aligns concepts and measures across theories. Evidence from the Center for Research on Education, Diversity, and Excellence and other studies points to 5 major findings. First, tracing demographics across ethnicity, income, and geography can contribute to opening the academic pipeline. Second, families are key to students' developing and sustaining educational and career aspirations and school achievement, not only among college-educated families, but also among low-income, minority, and immigrant families. Third, it is important to recognize how early children's pathways in math and language divide as they move through school if successful pathways are to be sustained. Fourth, across age, ethnic, and income groups, the most successful students build links across their families, schools, peers, and communities, who in turn support students' pathways. Fifth, sustained educational partnerships draw on long-term data to connect measurable goals from childhood to college and careers. Finally, an agenda is outlined for advancing science, policy, and practice.