Scolari, L., (2017) How My Ed.D. Turned Me Into A Social Justice Scholar. In Storey, V. Exploring the Impact of the Dissertation in Practice. Charlotte, NC: Information Age Publishing Inc.

Naughton, S., Tran, J., Scolari L. (2016). Our Children, Our Families Council Outcomes Framework. Our Children, Our Families Council. City & County of San Francisco.

On January 28, 2016, the Our Children, Our Families Council unanimously voted to approve this Outcomes Framework. It will serve as our north star, guiding the work of multiple city and school district departments as well as community organizations across our City. We have laid out a big vision, and it can only be realized if we work better together. We must all connect and align our efforts to these outcomes. We must be partners in developing and implementing policies, strategies, and solutions. And most importantly, we must hold one another accountable to these goals and measures. This is a transformative moment for San Francisco. We are proud of the commitment by our City, District, and community leaders for taking on the challenge of putting children, youth, and families vulnerable segments of this population particularly the most on the pathway to success. The road ahead is long, but we are optimistic and confident that collectively, we will improve outcomes for the children, youth, and families of San Francisco.

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Scolari, L., Antrobus, R. (2015) Self-Assessment of an Effective Community College/K12 Partnership. In Venezia, A., McGaughy, C. Supporting the Dream: How High Schools and Colleges Can Partners to Improve College and Career Readiness. Thousand Oaks, CA: Corwin Press.

This tool is designed to serve as a means to assess the state of your partnership between the K12 and community college systems and in particular, the transition of students as they exit the K-12 system and enter community college. It is designed for communities to self-assess their strengths and challenges. The tool allows for a collaborative discussion around future focal points and next steps. This tool is best used when K-12 and Community College leadership, faculty, and staff are able to complete it together and discuss its implications. Use the rating scale to assess each indicator to gauge your partnership status.

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Carew, M. Gurantz, O., Scolari L. (2013). Cross-Agency Collaboration and Shared Data from the Community Perspective: You Can’t Point Fingers at Data. In From Data to Action: Using Data and Institutions to ImproveYouth Outcomes. John W. Gardner Center for Youth and Their Communities, Stanford University. Cambridge, MA: Harvard Education Press.

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Scolari, L. A. (2012). First-generation students of color: Easing their transition to community college. Retrieved from ProQuest Digital Dissertations. (Accession Order No. 3545586).

For first-generation students of color, the transition from high school to the community college can be a difficult one. This study explored how high schools and community colleges can work in partnership to improve the transition for first-gen students of color. A mixed-methods analysis aimed to first discern high school students’ perceptions before their transition to college, while the secondary qualitative phase uncovered community college students’ perceptions after their transition from high school to college. Findings describe portraits of students at four "loss points," that is, missed opportunities where many underrepresented students are lost to the system of higher education. An integration of quantitative and qualitative findings demonstrated that the first-gen underrepresented students do not have the same access to home- or school-based cultural capital with respect to crucial details and support to make the transition to college, even as compared to their first-gen White and Asian counterparts. Additionally, the high schools are promoting four-year institutions over community colleges, despite that the largest majority of first-gen students of color cannot access four-year colleges. Recommendations outline ways in which high schools and community colleges can best collaborate to shift this inequity by forming strategic partnerships, making data-driving decisions, engaging all students in the community college application process, and encouraging priority enrollment at community colleges for local students.

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