Download or read book Findings From the Early College High School Initiative written by and published by . This book was released on 2007 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research brief on the Early College High School Initiative (ECHSI), examines lessons learned and best practices gleaned from an evaluation specific to the ECHSI, "Early College High School Initiative 2003-2005 Evaluation Report." These findings help inform those interested in developing or implementing dual enrollment programs as a strategy to accelerate learning and help bridge transitions after graduation. Early College High Schools (ECHS) are developing partnerships, curricula and schedules necessary to offer college credits to high school students. This report finds that Early College High Schools enrolled students who are representative of populations traditionally underserved in higher education. Adequate funding remains an issue critical to the long-term sustainability of early college high schools: resolving this long-term resource issue remains the top priority on the minds of ECHS leaders, and advocating for friendly dual-enrollment policies at various levels of government clearly will be needed for some time if the option of taking college-level courses is available to an increasing number of students. Lists of additional resources; and examples of state programs are included. (Contains 2 endnotes.) [This publication was produced by the National High School Center.].

Download or read book Early College Early Success written by Andrea Berger and published by . This book was released on 2013 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2002, the Bill & Melinda Gates Foundation launched the Early College High School Initiative (ECHSI) with the primary goal of increasing the opportunity for underserved students to earn a postsecondary credential. To achieve this goal, Early Colleges provide underserved students with exposure to, and support in, college while they are in high school. Early Colleges partner with colleges and universities to offer all students an opportunity to earn an associate's degree or up to two years of college credits toward a bachelor's degree during high school at no or low cost to the students. The underlying assumption is that engaging underrepresented students in a rigorous high school curriculum tied to the incentive of earning college credit will motivate them and increase their access to additional postsecondary education and credentials after high school. Since 2002, more than 240 Early Colleges have opened nationwide. This study focused on the impact of Early Colleges. It addressed two questions: (1) Do Early College students have better outcomes than they would have had at other high schools?; and (2) Does the impact of Early Colleges vary by student background characteristics (e.g., gender and family income)? To answer these questions, the authors conducted a lottery-based randomized experiment, taking advantage of the fact that some Early Colleges used lotteries in their admissions processes. By comparing the outcomes for students who participated in admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment, they can draw causal conclusions about the impact of Early Colleges. The primary student outcomes for this study were high school graduation, college enrollment, and college degree attainment. The authors also examined students' high school and college experiences. Data on student background characteristics and high school outcomes came from administrative records from schools, districts, and states; data on college outcomes came from the National Student Clearinghouse (NSC); and data on high school and college experiences and intermediate outcomes such as college credit accrual came from a student survey. The authors assessed the impact of Early Colleges on these outcomes for a sample of 10 Early Colleges that did the following: (1) Enrolled students in grades 9-12 and had high school graduates in the study years (2005-2011); (2) Used lotteries as part of the admission processes in at least one of the study cohorts (students who entered ninth grade in 2005-06, 2006-07, or 2007-08); and (3) Retained the lottery records. Eight of the 10 Early Colleges in the study were included in the student survey. The overall study sample included 2,458 students and the survey sample included 1,294 students. The study extended through three years past high school.

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 The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Download or read book WWC Review of the Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early College High Schools partner with colleges and universities to provide students with an opportunity to earn an Associate's degree or college credits toward a Bachelor's degree at no or low cost to students. In a recent study, researchers found that attending Early College High Schools improved some high school and postsecondary outcomes for students. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations. [The following study is the focus of this "Single Study Review": American Institutes for Research & SRI. (2013)." Early college, early success: Early College High School Initiative impact study." Washington, DC: American Institutes for Research. Retrieved from http://www.air.org.] Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is provided.

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 From High School to the Future written by Melissa R. Roderick and published by Consortium on Chicago School Research. This book was released on 2008 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Since 2004, CCSR has tracked the postsecondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help policymakers and practitioners understand what it takes to improve the college outcomes for urban and other at-risk students who now overwhelmingly aspire to college. This second report in the "From High School to the Future" series looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. The study relies on qualitative and quantitative data for CPS seniors in 2005: student and teacher surveys, transcripts, college enrollment data reported by the National Student Clearinghouse, and student interviews. Consortium researchers spent nearly two years interviewing and tracking the academic progress of 105 students in three Chicago high schools. The ten case studies included in the "Potholes" study each highlight a student who struggled at a different point in the postsecondary planning process.

Download or read book Integrating Grades 9 Through 14 written by Nancy Hoffman and published by . This book was released on 2005 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 A Portrait in Numbers Early College High School Initiative written by Jobs for the Future and published by . This book was released on 2009 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: This four-page summary provides the most current data on the growth and impact of the Early College High School Initiative. It includes data on the schools' impact on students, descriptions of the various types of early college schools, the four core principles of the Early College High School Initiative, how early college students are faring, and how early college schools are supported and funded.

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 Smoothing the Path written by Jobs for the Future, Boston, MA. and published by . This book was released on 2006 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Smoothing the Path" describes successful state-level strategies and policy lessons that have been learned in four states during the development of schools that integrate secondary and postsecondary education. Statewide efforts in the multi-year Early College High School Initiative, which began in Ohio and Utah in 2002 and in Texas and Georgia in 2004, show how the barriers are being addressed. Because implementing early college high schools requires coordination between secondary and postsecondary education policies, the cases also expose the systemic misalignment that must be addressed to improve the transition from high school to and through postsecondary education--independent of early college high schools themselves. In other words, the fledgling early college high school movement points to challenges states face in building more robust dual enrollment programs, expanding Advanced Placement opportunities, and promoting other approaches that integrate high school and college work. The case studies in "Smoothing the Path" present the first steps in a long-term agenda to align and integrate grades 9 through 14 so that students can move more seamlessly into postsecondary education. Two case studies look at changes in fiscal policy to support early college high schools; two address improvements in alignment across high school and college. "Smoothing the Path" also summarizes the advice the intermediaries would give to future early college high school developers: (1) Gain early support from key state leaders and stakeholders; (2) Coordinate P-16 education policies with the development of early college high schools; and (3) Make the case for financing integrated courses of study. Appendices include policies and regulations relating to early college high schools for Georgia, Ohio, Texas, and Utah. (Contains 12 endnotes.).

Download or read book The Early College High School Graduate written by JoDee L. Woodcock and published by . This book was released on 2012 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the social and academic experiences of early college high school graduates in postsecondary environments. The study's findings were derived from three structured student interviews, a focus group, and a survey. These methods of gathering data were used to gain insight into the academic and social experiences of early college high school graduates. A current trend for institutions of secondary education is to provide opportunity for high school graduates to enter higher education with previously earned college credits. "Early college is a bold approach, based on the principle that academic rigor, combined with the opportunity to save time and money, is a powerful motivator for students to work hard and meet serious intellectual challenges" (Early College High School Initiative, 2008). Although a noble intention opening the door to higher education for at-risk and socioeconomically disadvantaged students, ECHS has some educators questioning the impact of diminishing crucial developmental timelines, associated with this accelerated program. The voices of these graduates were heard and it was determined that these early college students felt that their experiences as participants of ECHS positively impacted their academic and social experiences at the post-secondary level. However, graduates attested to the great amount of sacrifice and determination the early college program demanded and cautioned that not every student may be prepared for the demands of an early college program.

Download or read book Jefferson s Children written by Leon Botstein and published by . This book was released on 1997 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: A dazzling exploration of American culture, education, and democracy by one of the nation's most creative and prominent educators.

Download or read book The Problem of College Readiness written by William G. Tierney and published by SUNY Press. This book was released on 2015-03-30 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines how states, schools, and postsecondary institutions might best help improve college readiness and completion. Though more students are entering college, many drop out, especially those who are low income and/or of color. To address this problem, educational stakeholders have focused on the concept of “college readiness,” or the preparation a student needs to succeed in college. However, what it means to be college ready and how to help more students become ready are questions without clear answers. By way of historical and contemporary analyses, this book uses California as a case study to demonstrate how the state has endeavored to make postsecondary opportunity accessible for all students. The contributors also explore the challenges that remain and address what states and schools can do to improve college readiness and completion. “This book adds important information to the debates and discussions around this critical topic.” — Caroline Sotello Viernes Turner, coeditor of Understanding Minority-Serving Institutions

Download or read book Early College High School Initiative Evaluation Year End Report written by Andrea Berger and published by . This book was released on 2005 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first year-end report produced as part of the on-going evaluation of the Bill & Melinda Gates Foundation's Early College High School Initiative. The program provides funding and support for the establishment of Early College High Schools, which are organized to allow all enrolled students the opportunity to earn a high school diploma and two-years of college credit in five years or less and at public expense. These schools also target students from populations underrepresented in higher education. This report provides results from the first two years of the initiative. It is based on surveys, interviews, and site visit data collected during the 2002-2003 and 2003-2004 academic years. It includes the first 10 intermediaries funded through this initiative. (Contains 4 tables and 7 figures.).

Download or read book Building America s Skilled Technical Workforce written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-06-04 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.