Download or read book Examining the Relationships and Differences of Early College High School Models written by Briana Krystal Hagelgans and published by . This book was released on 2020 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Early Colleges as a Model for Schooling written by Julie A. Edmunds and published by Harvard Education Press. This book was released on 2022-08-16 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.

Download or read book Developing an Intercultural Responsive Leadership Style for Faculty and Administrators written by Spicer-Runnels, Ashley D. and published by IGI Global. This book was released on 2020-06-26 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student populations are becoming increasingly more diverse as students from diverse backgrounds have greater access to higher education. Additionally, governing bodies have heightened expectations related to student success, retention, and time to degree, thus holding institutions of higher education more accountable. With a changing student demographic and increased accountability measures, faculty and administrators are seeking effective strategies to enhance intercultural responsiveness among underrepresented populations to support their success. Developing an Intercultural Responsive Leadership Style for Faculty and Administrators is a critical research publication that examines student retention and success among underrepresented college student populations by analyzing factors impacting their persistence towards graduation as well as exploring strategies to enhance intercultural responsiveness among these populations. Featuring a wide range of topics such as diversity, intercultural fluency, STEM education, and lifelong learning, this book is ideal for administrators, faculty, academicians, policymakers, researchers, and students.

Download or read book The Impact of Early College High School Models on Minority Student Higher Education Outcomes written by Rolanda Randle and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the existence of qualitative differences in the structure and design of four early college high schools in the state of Texas; specifically looking at stand-alone models and models co-located on a college campus. In addition, the study investigates whether structure and design of the four schools affect racially minoritized students’ acquisition of social and cultural capital leading to measurable human capital outcomes in the form of two-year degree or equivalent completion rates and four-year college or university transfer rates. Through the use of the case study method, several themes emerged for each form of capital, such as the importance of relationships (social capital) and understanding college culture (cultural capital); the themes were examined for each structure type early college high school. Nine early college high school administrators were interviewed or surveyed as well as six parents of students who graduated from the four schools in the study. To examine human capital outcomes among minoritized students graduating from the four schools, logistic regression analysis was conducted and revealed that students graduating from the stand-alone structure type early college high schools had better odds of Associate degree completion and four-year college transfer rates..

Download or read book Early Colleges as a Model for Schooling Creating New Pathways for Access to Higher Education written by Julie A. Edmunds and published by Harvard Education Press. This book was released on 2022-11 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates the impacts of early colleges--hybrids that blend elements of secondary and postsecondary education. Authors Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. The authors demonstrate how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minoritized students, and first-generation college students. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education. "Edmunds and her coauthors have built a compelling case for why and how early colleges create a vision for transforming the American high school and its relationship to higher education. It is firmly grounded in years of rigorous research nationally and brought to life showing how students' experiences are positively impacted by practices and policies that weld and meld our fractured secondary and postsecondary systems." --Joel Vargas, vice president, Jobs for the Future Julie A. Edmunds is program director for Secondary School Reform at the SERVE Center at the University of North Carolina at Greensboro. Fatih Unlu is a senior economist and the director of the Labor, Workforce Development, and Postsecondary Education program at the RAND Corporation. Elizabeth J. Glennie is a senior research analyst in RTI International's Education Workforce Development division. Nina Arshavsky is a senior research specialist at the SERVE Center at the University of North Carolina at Greensboro.

Download or read book Examining the Effectiveness of the Early College High School Model in the Rural Appalachian Region of Western North Carolina written by David Robinson and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Early College High School (ECHS) model of education became a reality in North Carolina in 2002, and although some rich data resulting from research targeting the success of ECHS is starting to emerge; the focus is primarily broad in its comparisons of subjects attending ECHS with those attending traditional high schools (THS). This quantitative correlational research study utilized archived student achievement data and data collected from AdvancEd student surveys to explore possible relationships that exist between school setting, student achievement on required standardized tests, and feelings of school connectedness for students. The study revealed statistically significant positive relationships between school setting and higher achievement scores on the math I end of course test, and students' perceptions of their respective school for the standards, Purpose and Direction, Governance and Leadership, and Teaching and Assessing for Learning as indicated by student survey results on the AdvancEd student survey. No statistical relationship was found between school setting and achievement scores and the English II end of course test and students' perception of their respective school for the standards Resources and Support Systems, and Using Results for Continuous Improvement as indicated by student survey results on the AdvancEd student survey.

Download or read book The Impact of the Early College High School Model on Core 9th and 10th Grade Student Outcomes written by Julie A. Edmunds and published by . This book was released on 2011 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: To address concerns about low graduation rates and a lack of workforce readiness, states and districts have been experimenting with different models of high school reform. One of the most popular models has been the Early College High School (ECHS) model, small schools that blur the line between high school and college. Since 2002, over 200 ECHSs have been created under the auspices of the Early College High School Initiative, which is primarily funded by the Bill & Melinda Gates Foundation. North Carolina has the largest concentration, with over 70 ECHSs across the state. The purpose of this study is to rigorously examine the implementation and impact of the Early College High School model in North Carolina. This study is the first to utilize a longitudinal experimental design to assess the impact of the ECHS model on student outcomes. The study has three main goals: (1) Determine the impact of the model on selected student outcomes; (2) Determine the extent to which impacts differ by student characteristics; and (3) Examine the implementation of the model by site and the extent to which variation in specific model components is associated with impacts. Nineteen ECHS in North Carolina are participating in the study. Early results from this study show that the Early College High School model is having a positive impact on many outcomes associated with remaining in school and becoming ready for college. These results suggest that the ECHS is making substantial progress towards its goal of graduating more students who are ready for college and work. Although these findings are very positive, they are restricted to the model as implemented in North Carolina. Other early colleges around the country may not follow the same design principles and may not receive the same level of assistance in implementation as the schools in North Carolina; as a result, their results may differ. (Contains 1 figure and 4 tables.).

Download or read book An Examination of the Effectiveness of an Early College High School on Student Performance Attendance Rates Graduation Rates and Dropout Rates written by Kristi Honoré and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the history of education, school leaders have implemented a variety of school reform initiatives to close achievement gaps for students who are low socioeconomically status, English language learners, and students of color; yet not only is this population of students faced with an achievement gap, they are also identified as underrepresented in higher education institutions. The Early College High School Initiative (ECHSI) was created to provide an avenue for the aforementioned students to graduate with a high school diploma and an associate’s degree or 60 college credit hours. Therefore, the purpose of this study was to determine if statistical differences exist in students’ performance on the Exit Level of the Texas Assessment of Knowledge and Skills (TAKS), the Scholastic Aptitude Test (SAT), and the differences in the frequencies of attendance rates, dropout rates, and graduation rates between students who attend an early college high school and students attending a traditional comprehensive high school. This study was conducted in a large urban school district in southeast Texas. To measure student achievement, the Exit Level TAKS scores and the SAT scores were examined using descriptive statistics. Two-tailed t-tests were used to compare the mean of the students’ TAKS and SAT scores between the Early College High School and the Traditional Comprehensive High School. Descriptive statistics was utilized to examine the differences in the frequencies of students’ attendance, dropout rates, and graduation rates between the Early College High School and the Traditional Comprehensive High School. Additionally, the perspectives on the effectiveness of the ECHSI of the principal, counselor, and teachers from the Early College High School were retrieved by the use of focus groups with semi-structured interviews. Findings from this study indicated that there was not a significant difference in student academic performance on the TAKS between students who attended the Early College High School and students who attended the Traditional Comprehensive High School, yet there was a significant difference in student academic performance on the SAT reading and writing. Findings from this study also indicated that the attendance rates were higher at the Early College High School and the dropout rates were lower than the Traditional Comprehensive High School. Furthermore, the graduation rates for the Early College High School were higher than the Traditional Comprehensive High School, yet both schools experienced a decline in graduation rates during the 2012 -2013 school year. The common themes derived from the focus group semi-structured interviews highlighted the need for student tutorials within an effective AVID program, the need for Texas Success Initiative (TSI) support, the positive culture and climate of the campus which allows for student leadership opportunities, the need to enhance community partner engagement and support, the need for communication with parents and students about the rigor of the course curriculum including policies and procedures of both institutions, and the need for Professional Learning Communities with vertical alignment among the teachers. The implications for school leaders include the need for effective AVID programs in schools to support students with study and organization skills to be successful in college level curriculum; the need for constant communication with the community college, strategic communication to parents and students on program policies and procedures; and the benefits of students participating in rigorous college courses in preparation for academic success.

Download or read book Early College High School Program and the Effect on the Academic Performance of Students in a Large Urban School written by Darwert E. Johnson and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect early college high school, in a Dallas, Texas large urban school district, on the academic performance of students in algebra I EOC, English I EOC, Biology, English II EOC, and the college readiness standards set by College Board on the PSAT. If a relationship existed, this study sought to determine students who participate in early college high school will have a higher success rate on the State of Texas Assessment of Academic Readiness (STAAR) and PSAT. In the state of Texas, state leaders were committed in closing the achievement gap and increase the number of minority students entering post-secondary institution. In 2006, Texas’ first early college high school was established with the sole purpose to create an innovative high school that allows students least likely to attend college an opportunity to earn a high school diploma and up to 60 college credit hours. The researcher examined STAAR EOC scores in 2015–2016, and 2016 PSAT results compared to students in a traditional high school. The scores were analyzed using a one-way ANOVA. Overall, the strength of the relationship between ECHS and STAAR was significant. The relationship between ECHS and PSAT was also significant. The results of the study would suggest that the relationship of the early college high school program on student academic performance and PSAT total score was significant.

Download or read book A Case Study of an Early College High School written by Yolanda M. Calhoun and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationwide, there has been an enormous amount of attention paid to the importance of college readiness for high school students. The Early College High School Program was created to address the problems of low college enrollment and students' lack of preparation for college. The targeted population includes low income youth, English language learners, first-generation college goers, students of color, and other young people underrepresented in higher education. In 2004, Educate Texas made a proposal to open 15 early college high schools in Texas. According to the Texas Education Agency, 44 new early college high schools opened during the 2014-15 school year. Since its launch in 2002, some of the early college high schools surcease. Participation in an early college high school program comes with benefits and challenges, both of which affect the success of students completing the program with a high school diploma and an associate's degree. Despite the promise of Early College High Schools, only 23.3 % of the graduates earned an associate's degree or technical certificate and 77% of the graduates attended some form of postsecondary education in 2010. The purpose of this study was to examine high school students' perceptions regarding an early college high school. Specifically, this study explored students' perceptions of the benefits and challenges experienced while attending an early college high school, and the factors influencing program completion. Strategies that are perceived to contribute to students' success in remaining in the program and graduating with an associate's degree were also examined. A purposeful sample of 28 students from one Early College High School in the Houston metropolitan area was selected to participate in this study to learn about their perceptions of that early college high school program. Participants were 10th-12th grade students who were enrolled in the Early College High School during the 2015-2016 school year. Three focus groups were conducted using semi-structured interviews. The qualitative data collected from the focus groups were transcribed and coded inductively into emerging themes. Findings from this study indicate that there are benefits and challenges associated with participating in an early college high school. These benefits include the relationships students build with their teachers and peers, college preparation, attending college at no cost, and the head start experience to college life. The challenges include the competitiveness among the students, a strenuous workload, the ability to be self-driven, and the struggle in maintaining a balanced life. In addition to the benefits and challenges, the students also identified factors that influenced their successful completion of the program, such as family support and self-determination. The students never lost sight of the purpose of the program, which was to earn an associate's degree. During the process, they remained steadfast and they redefined success as surviving four years of the ECHS program by earning college hours and a high school diploma. Throughout it all, their resilience prevailed, leaving them feeling a sense of self-accomplishment. The findings may be used to inform school and district leaders about what early college high school programs offer, as well as about the challenges. This study also will contribute to the body of literature on the experiences of participants of early college high school programs.

Download or read book Examining the Components of the Early College High School Model and the Impact on the Participants in the Program written by Nilka Avilés-Reyes and published by . This book was released on 2007 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between High School Dual Enrollment Participation and College Persistence Including Potential Intervening Variables in Southeast Tennessee written by Kimberly G. McCormick and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Early College High School Leadership written by Diane Sheppard Hill and published by . This book was released on 2017 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Early College High School Initiative (ECHSI) was a bold experiment with the goal of providing greater access to higher education for traditionally underrepresented groups of students. Since 2002, the early college high school (ECHS) concept has resulted in the creation or restructuring of more than 280 schools nationwide. Students who attend ECHS have the opportunity to earn a diploma and a college degree during the four or five years that they attend high school. The schools are typically located on the campus of a college or university. North Carolina's first ECHS programs opened in 2004. Today, there are 83 ECHS programs in North Carolina, more than any other state. Early college high schools are among the state's top performing schools, with above average graduation rates and high levels of student success in high school and college courses. While there is a growing body of research related to the Early College High School Initiative, much of the existing literature pertains to the school design and implementation process, the evaluation and success of Early College High School programs, the perceptions of students and teachers, and the unique culture of these schools. Few studies have focused on the leadership of the Early College High School. The purpose of this study was to examine the leadership practices of early college high school principals. Five principals from five different Early College High Schools were included in this multi-site case study. In addition, each principal selected one of his/her colleagues who was also included in the study. The goal of my research was to understand how the early college high school principal balances the various demands of the position while serving as the only administrator in his/her school. In addition, I sought to identify the practices, strategies and behaviors the principals used which they and/or their colleagues believed to positively impact the graduation rate and/or student achievement at the school. The results of this study found that Early College High School principals were student-centered leaders who demonstrated several characteristics of servant leadership. They worked collaboratively with teachers and others to monitor and support students. These principals had high expectations, focused on building relationships, empowered teachers to take on leadership roles, and communicated a clear vision for their schools."--Abstract from author supplied metadata.

Download or read book Nitrate Leaching Loss from Soil written by and published by . This book was released on 1973 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School to College Transition Research Studies written by Terence Hicks and published by Rowman & Littlefield. This book was released on 2015-05-12 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.

Download or read book A Study of Relationships Between Students First year College Performance and Their Secondary School Program written by Anthony Leonard Vinci and published by . This book was released on 1976 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book It s Kind of Different written by Ronald A. Wolk and published by . This book was released on 2005 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report focuses on the efforts of two troubled high schools (Wallis Annenberg High School in Los Angeles and Dayton (OH) Early College Academy) to launch early college programs. These two schools are a new breed of institution that combines high school and college into a coherent educational program and helps to bridge the gap between graduating from high school and entering and succeeding in college. Because it is somewhat counterintuitive to take adolescents who are already at an educational disadvantage and push them further and faster, and because the idea is largely untested, a long-term research project was launched to track the progress of early college high schools and their impact on students. Conducted by researchers at the Harvard Graduate School of Education, the study has completed its first year with encouraging findings that are summarized in this document. With only its first phase completed, the research project's findings are preliminary and much remains to be learned. Still, the findings to date are compatible with previous research on effective schools. The key findings from surveys of and interviews with members of the early college high school community focus on eight areas: (1) An educational identity; (2) Continuous support; (3) Caring relationships; (4) Support for staff; (5) Challenging environment; (6) Importance of learning spaces; (7) Constructing knowledge; and (8) Widespread and intense commitment.