Examining Teacher Perspectives on College Readiness in an Early College High School Context

2019 ◽  
Vol 125 (3) ◽  
pp. 453-478 ◽  
Author(s):  
Julia C. Duncheon ◽  
Jair Muñoz
Keyword(s):  
High School ◽  
College Readiness ◽  
School Context ◽  
Early College High School ◽  
Teacher Perspectives ◽  
Early College

Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area

2019 ◽  
Vol 30 (3) ◽  
pp. 235-267
Author(s):  
Cindy M. Gilson ◽  
Michael S. Matthews
Keyword(s):  
High School ◽  
Underrepresented Students ◽  
Early College High School ◽  
Early College ◽  
School Structure ◽  
Highly Qualified ◽  
Stem Pipeline ◽  
And Mathematics ◽  
Ninth Grade Students

In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further research on EECHSs that potentially support the science, technology, engineering, and mathematics (STEM) pipeline is warranted. We examined the perceptions of six teachers, 10 ninth-grade students, and one principal at a newly formed EECHS. Our qualitative analyses revealed numerous successes and few challenges related to the school’s culture, curriculum, and instructional practices. General findings that might apply to all ECHS programming included the school’s small size, the benefits of developing caring and supportive relationships, and a common focus on preparing students for future academic and career success. We discuss key implications of these findings within the context of replicating an EECHS program or similar school structure.

Preparing Students for College: Lessons Learned From the Early College

2017 ◽  
Vol 101 (2) ◽  
pp. 117-141 ◽  
Author(s):  
Julie A. Edmunds ◽  
Nina Arshavsky ◽  
Karla Lewis ◽  
Beth Thrift ◽  
Fatih Unlu ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
College Readiness ◽  
Small Schools ◽  
Secondary School Principals ◽  
School Setting ◽  
Lessons Learned ◽  
Early College ◽  
Early College High Schools ◽  
High School Setting

This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.

Longitudinal Findings From the Early College High School Initiative Impact Study

2016 ◽  
Vol 38 (2) ◽  
pp. 410-430 ◽  
Author(s):  
Clarisse Haxton ◽  
Mengli Song ◽  
Kristina Zeiser ◽  
Andrea Berger ◽  
Lori Turk-Bicakci ◽  
...  
Keyword(s):  
High School ◽  
Early College High School ◽  
Early College ◽  
Impact Study

scholarly journals Funding Early College High School: Hold Harmless or Shared Commitment

2013 ◽  
Vol 21 ◽  
pp. 46 ◽  
Author(s):  
Jack Leonard
Keyword(s):  
High School ◽  
College Readiness ◽  
Parental Engagement ◽  
Shared Responsibility ◽  
Early College ◽  
Financial Policy ◽  
Early College High Schools ◽  
Hold Harmless ◽  
Shared Commitment ◽  
The Cost

Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and community college shared the entire cost. Data from document analysis and interviews with administrators, parents and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the “hold harmless” model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies and scholars in educational financial policy.

Early College High School Focus Group Interview

2019 ◽  
Author(s):  
Yolanda Calhoun ◽  
Virginia Snodgrass Rangel ◽  
Hilary L. Coulson
Keyword(s):  
High School ◽  
Focus Group ◽  
Focus Group Interview ◽  
Early College High School ◽  
Early College ◽  
Group Interview

Examining the Relationships and Differences of Early College High School Models

2020 ◽  
pp. 33-46
Author(s):  
Briana Hagelgans
Keyword(s):  
High School ◽  
Academic Performance ◽  
Positive Relationship ◽  
Early College High School ◽  
Early College ◽  
First Year ◽  
Significant Difference ◽  
The Difference ◽  
The Impact

This study examined the impact of the early college model on first-year academic performance. The researcher surveyed students from a small-sized university who graduated high school between 2015-2018, lived off-campus, and were over the age of 18. The study found a moderate positive relationship, which was significant, between academic performance at the end of the early college program and students' academic performance at the end of the first year in college. However, the study did not find a significant difference in academic performance among the different early college models and did not find a significant difference between the academic performance of students who graduated from an early college program and those who did not. The results led the researcher to recommend further research that explore the difference between the different models of early college.

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