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School reform efforts in particular those targeting urban school transformation have a long standing history of establishing partnerships among distinct entities to improve school performance and increase student academic achievement. This book examines an education partnership involving a private research university, a community-based organization, and an urban high school in the Los Angeles area to identify the persistent barriers as well as the effective strategies that emerge from a partnership of this type. Further, the book examines the attributes of a co-constructed partnership that redistributes assets and resources among all partners to foster the adult agents urban youth need to develop learner identities and improve their academic performance.

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Dr. Corina Espinoza has over 25 years of experience in higher education, K-12, and non-profit organizations. She received her Ed.D. in educational psychology from the University of Southern California, and is a seasoned practitioner and content expert in the areas of higher education, college access, school partnerships and learner identity.

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