Improving High School–College Alignment: A Sociological Reform and New Challenges

This paper analyzes teacher responses to a distinctive reform that sought to implement alignment between high schools and colleges. A survey of 225 teachers is used to examine teachers' perceptions of the reform's effectiveness, further resources needed, and how perceptions changed over time. The reform was perceived as effective for college-bound students, but not for non-college-bound students, magnifying the discrepant needs of these groups. Steps to improve the program are suggested.