Research & Policy
All of CARA’s programs are designed based on current research in the field of college access. CARA views research and program design as mutually reinforcing; we use programs as a way to advance research in the field, and think of research as an important tool for improving program design. Some publications that come out of CARA staff’s work:
- Chajet, L. and Bahl, T. (October, 2013). Youth Leadership for College Access Summer Institute 2013: Summary of Findings.
- Cowan, L. and Chajet, L. (March, 2012). Walking the Same Hallways: Youth Leadership in College Access in NYC: A White Paper. Brooklyn Community Foundation.
- Bloom, J. (2012). Willie Rivera Thoughts: Critical Small Schools and the Transition to Higher Education. In M. Hantzopolous and A. Tyner (Eds.) Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform. Charlotte, NC: Information Age Publishing.
- Chajet, L. (Spring, 2011). We Are All In It Together: The Role of Youth Leadership in College Access. Voices in Urban Education. Providence, RI: Annenberg Institute for School Reform at Brown University.
- Chajet, L. and Stoneman-Bell, S. (2009). College for All? Youth Lead the Way. Rethinking Schools.
- Bloom, J. (2008). “Social Class Resources and Widening the Road to College.” ASHE/Lumina Critical Essay Series.
- Bloom, J. (2007).“(Mis)Reading Social Class in the Journey Towards College: Youth Development in Urban America.” Teachers College Record 109(2), 343-368.
- Chajet, L. (2007). The Power and Limits of Small School Reform: Institutional Agency and Democratic Leadership in Public Education. In D. Carlson and C. Gause (Eds.), Keeping the Promise: Essays on Leadership, Democracy, and Education. New York: Peter Lang.
- Chajet, L. (2006). Transitioning from Small Schools to College: Putting Students in the Driver’s Seat. Horace. Volume 22, Number 1. Winter, 14.
- Bloom, J. (2005). Hollowing the Promise of Higher Education: Inside the Political Economy of Access to College. In L. Weis and M. Fine (Eds.), Beyond Silenced Voices: Race, Class and Gender in United States Schools. Albany: State University of New York Press.
CARA has a set of grounded beliefs about what has to be done at the local, state and federal policy level to support low-income students in making successful transitions to and through college. In addition to sharing these beliefs, CARA staff is committed to bringing the voices of youth, school-level professionals, and community-based organizations to policy conversations.
CARA has served as a consultant to a variety of organizations developing college access policy and/or organizing campaigns to ensure better college access services for youth. CARA staff members have presented at college access conferences on both program and policy initiatives. Currently, CARA Co-Directors participate in the Philanthropy New York Education Working Group, the Annenberg Institute for School Reform PS 2013 Design Team, the College Access Affinity Network, and the Strategic Data Project at the Center for Education Policy Research at Harvard University.