Low-socioeconomic status (SES) and minority high school students aspire to attend four-year higher education institutions at similar rates as their White and high-SES peers, yet, their college-going and persistence rates still lag far behind. Research suggests that partnerships between K-12 and higher education institutions might help address the problem of college access for low-SES, first-generation and underrepresented students. The purpose of this single case study was two-fold: (a) to provide an in-depth examination of one predominantly African American, low-SES, public high school that is sending higher than expected numbers of students on to four-year institutions and (b) to examine the effects of the institutional and personal relationships between this high school and local four-year institutions on this successful college-going rate. One-on-one interviews, document analysis, and observations revealed that one informal relationship between a guidance counselor and four-year college financial aid director was significant in providing information to students about college cost and financial aid. Most importantly, a formal partnership between the case study high school’s district and nearby four-year technological institution was crucial to the high school’s success in two ways: by developing the structure of the high school in a manner that enabled a strong college-going culture and by collaborating with one another to offer an on-campus experience for seniors. Finally, being a school of choice of modest size assisted school leaders in implementing their vision of a college-oriented culture. The study concludes with recommendations for policymakers and practitioners interested in developing and sustaining successful partnerships between high schools and four-year colleges.
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