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 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 A Better 9th Grade written by SERVE Center at the University of North Carolina at Greensboro and published by . This book was released on 2010 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: To increase the number of students graduating from high school prepared for college, North Carolina has established the largest number of Early College High Schools (ECHS) in the United States. Early results from a rigorous, independent study of North Carolina's initiative have shown that these schools have substantial positive impacts on student performance. This brief gives an overview of the ECHS model as implemented in North Carolina, the study's design, and ECHS' impacts on grade 9 students. (Contains 3 figures, 2 tables and 16 footnotes.).
Download or read book The Small Stand Alone Early College written by Elizabeth Glennie and published by . This book was released on 2016 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: North Carolina's Early College model is the subject of an IES-funded eleven-year longitudinal experimental study that utilized a lottery process to assign early college applicants to either treatment or control groups. This paper presents findings related to high school outcomes. The primary goal of the early college model is to increase the number of students who graduate from high school and who continue on to and succeed in college. The specific research questions addressed in this paper include the following: (1) What is the impact of the early college model on the percentage of students successfully completing a college preparatory course of study in high school? (2) What is the impact of the early college model on the number of college credits earned while in high school? (3) What is the impact of the early college model on students' graduation from high school? (4) How does the impact vary for specific sub-groups including those who are low-income, first in their family to go to college, members of underrepresented minority groups, and those who entered high school below grade level? Results from this study show that the Early College High School model is having positive impacts on students' college preparatory course-taking, their attainment of college credits, and their graduation from high school. Tables and figures are appended. [For the related article: "The Small, Stand-Alone Early College: Impact on Postsecondary Outcomes," see ED567041.].
Download or read book Closing the Performance Gap written by Larry Bernstein and published by . This book was released on 2014 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students entering high school in 9th grade face a formidable challenge. The transition to high school from 8th grade brings with it increased risks for all students. For example, students in 9th grade are anywhere from three to five times more likely to fail a class than students in any other grade. Similarly, ninth grade retention rates are higher than in any other grade. More importantly, research indicates that 70 to 80 percent of students failing in 9th grade will eventually dropout of high school. Early College High Schools (ECHS) are a new model merging high school and college designed to increase the number of students who graduate from high school and enroll and succeed in college. This paper presents results from a longitudinal, experimental study of ECHS, tracking students from 9th grade through graduation from high school and enrollment in college. This paper will examine impacts of the ECHS model on "underprepared" students, defined as those students who did not pass the 8th grade state exams in either or both reading and math. "Prepared" students, on the other hand, are those passing both exams. In this paper, the authors report on the impact of the model on the performance gaps between underprepared and prepared students from 9th-11th grades. This paper addresses the following specific research questions: (1) Are underprepared students more likely to be from traditionally underrepresented groups such as first generation, minority and free/reduced price lunch students?; (2) What is the impact of the ECHS model on these students' academic performance?; and (3) How does that impact compare to the impact on students who are prepared? This study focuses on ECHSs as implemented in North Carolina. North Carolina has the largest concentration of ECHSs in the country, with over 70 across the state; all managed by the same entity, the North Carolina New Schools. The 19 schools that are a part of this study are geographically distributed throughout the state; they include schools in rural and urban areas, schools with predominantly white populations and schools with predominantly African American populations. Results from this experimental study show that it is possible for schools to have an impact on students entering high school at-risk for academic failure and dropout. These data suggest to us that the reduction or elimination of performance gaps in the early college is a product of a purposeful implementation of a high quality learning environment with high expectations, rigorous courses and instruction, positive relationships, extensive student support, and teachers taking responsibility for student learning. Tables and figures are appended.
Download or read book The Small Stand Alone Early College written by Fatih Unlu and published by . This book was released on 2016 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents results from the longitudinal experimental study conducted on North Carolina's early college model described in an earlier paper. The primary purpose of this paper is to present the impact of the early college model on outcomes related to postsecondary enrollment. The specific research questions driving this study include: (1) What is the impact of the early college model on students' enrollment in postsecondary education? (2) What is the impact on students' attainment of postsecondary credentials? One of the main ways the early college model accomplished its goal was by enrolling high school students into college classes as early as ninth grade. By the time students were in their junior or senior years of high school, they were taking mostly college classes with other college students. The early college also provided explicit instruction in college readiness skills and provided extensive supports to students. The study results showed early college is increasing students' access to postsecondary education, driven primarily by their experience in high school. The increase in enrollment is primarily in the area of two-year colleges because most of the early colleges are located on community college campuses. This increase in two-year enrollment is not happening at the expense of four-year enrollment, given that there is a slight increase in that arena as well. Tables and figures are appended. [For the related article: "The Small, Stand-Alone Early College: Impact on High School Outcomes," see ED567039.].
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 Early College High Schools written by Jennifer Zinth and published by . This book was released on 2016 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: An alarming convergence of factors--diminishing percentages of high school graduates enrolling immediately in postsecondary education, traditionally underserved students comprising a growing proportion of the overall U.S. school population, and projections that more occupations in the future will need education beyond high school--suggest that states will need to adopt new approaches to increase the number of American adults ready to enter tomorrow's workforce. Early college high schools are one increasingly popular approach to raise the high school completion and postsecondary participation rates of traditionally underserved students and meet projected workforce needs. This policy brief: (1) Defines early college high schools; (2) Clarifies how they differ from traditional dual enrollment programs; (3) Provides recent research on the positive impact of early college high school participation on academic outcomes for traditionally underserved students; and (4) Sets forth the model state policy components that provide the necessary supports to ensure program access, quality and transferability of credit.
Download or read book Early Findings from the Implementation and Impact Study of Early College High School written by Larry Bernstein and published by . This book was released on 2010 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to rigorously examine the implementation and impact of the Early College High School (ECHS) model in North Carolina. The primary goal of the ECHS model is to increase the number of students who graduate from high school and who continue on and succeed in college. Therefore, the anticipated long-term outcomes for the program include increased high school graduation rates, increased enrollment in college, and increased graduation from college. To track progress toward those long-term outcomes, the conceptual framework identifies intermediate outcomes that are associated with continued enrollment in high school and enrollment in and success in college. Highlighting early findings from both the impact and implementation results, the authors found that schools are implementing the Design Principles as intended, where students are reporting higher levels of support and interactions with school staff. According to the logic model, this should lead to higher course ECHS students have high expectations of college attendance and frequents college facilities. ECHS students also take more Algebra courses than the control group, indicating early positive impacts on ECHS. However, the authors are finding limited impacts on student's engagement, expectations, and attitudes towards school work. (Contains 1 figure, 4 tables, and 2 footnotes.).
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 A Better 9th Grade written by and published by . This book was released on 2011* with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bridging the High School College Gap written by Gerald S. Edmonds and published by Syracuse University Press. This book was released on 2016-06-30 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.
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 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 A Guide to Early College and Dual Enrollment Programs written by Russ Olwell and published by Routledge. This book was released on 2021-03-25 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an accessible guide for school leaders and educators who seek to build, support, and expand effective early college and dual enrollment programs in their communities. One of the first books to bring together research in a practical way, this book is full of real stories, critical insights from leaders, teachers, and students, examples of what works and doesn’t work, and strategies to help students successfully make an important jump in their lives, putting them on track to post-secondary education and a career. Whether you’re starting a program from scratch or want to improve an existing dual enrollment and early college program, this book will provide you with the research base, tools, and resources to understand where you and your students fit into the national landscape, and provide guidance and inspiration on the journey to creating an effective program.
