Early College High Schools: Early Recruitment and Selection Strategies

2005 ◽  
Author(s):  
◽  
Keyword(s):  
High Schools ◽  
Early College ◽  
Early College High Schools ◽  
Selection Strategies ◽  
Recruitment And Selection ◽  
Early Recruitment

Early College, Continued Success: Longer-Term Impact of Early College High Schools

2021 ◽  
Vol 14 (1) ◽  
pp. 116-142
Author(s):  
Mengli Song ◽  
Kristina Zeiser ◽  
Drew Atchison ◽  
Iliana Brodziak de los Reyes
Keyword(s):  
High Schools ◽  
Early College ◽  
Early College High Schools

Ahead of Schedule: A History of Early College High Schools

2020 ◽  
Vol 104 (2) ◽  
pp. 125-140
Author(s):  
Meghann Walk
Keyword(s):  
High Schools ◽  
21St Century ◽  
Early College ◽  
Early College High Schools ◽  
Associate's Degree ◽  
History Of ◽  
The Relationship ◽  
The U.S

This history examines the relationship between 21st century early college high schools and a longer tradition of adolescents attending college, uncovering powerful roots, distinctive breaks, and reforged alliances. Why did these schools, designed so students earn up to an associate’s degree before graduation, come into being when and where they did? How have they—and the movement behind them—developed over the course of two decades? The essay closes with a consideration of the contemporary funding landscape and where early college high schools currently fit in the U.S. educational terrain.

Social Work in Early College High Schools?

2003 ◽  
Vol 25 (3) ◽  
pp. 131-134
Author(s):  
B. Alvarado ◽  
W. Peebles-Wilkins
Keyword(s):  
High Schools ◽  
Social Work ◽  
Early College ◽  
Early College High Schools

“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School

2019 ◽  
Vol 31 (1) ◽  
pp. 14-34
Author(s):  
Tempestt R. Adams ◽  
Brian K. Williams ◽  
Chance W. Lewis
Keyword(s):  
High School ◽  
High Schools ◽  
Black Males ◽  
Qualitative Inquiry ◽  
Early College High School ◽  
Early College ◽  
Student Experiences ◽  
Design Data ◽  
Black Male Students ◽  
Early College High Schools

Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.

scholarly journals What students do early college high schools serve? Unpacking social constructions of the target population

2020 ◽  
Vol 28 ◽  
pp. 173
Author(s):  
Julia C. Duncheon
Keyword(s):  
High School ◽  
School Environment ◽  
Policy Design ◽  
Target Population ◽  
Early College High School ◽  
Early College ◽  
College Credit ◽  
Early College High Schools ◽  
Socially Constructed ◽  
Recruitment And Selection

To support the nation’s college completion goals, early college high school (ECHS) reform creates opportunities for interested students to earn up to two years of free college credit during high school. ECHSs also have an equity objective: to target and enroll students who are historically underrepresented and/or might not otherwise go to college. Yet the extent to which ECHSs actually serve their target population in practice is unclear, especially in a marketized school environment. Using qualitative methods and the theory of social construction and policy design (Schneider Ingram, 1993), this study explores the recruitment and selection practices at five ECHSs in the borderlands of Texas. Findings suggest that ECHS staff invited applications from the broad target groups. However, the admission process, shaped in part by patterns of self-selection, favored students who were academically inclined and relatively privileged compared to their district peers. ECHS staff socially constructed narrower ideals of the target population than those articulated in the policy design based on their assumptions about who was likely to succeed in—and thus deserving of—an early college opportunity. Findings are discussed with particular attention to the equity implications of ECHS reform.

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