Download or read book The Impacts of Early College Credit on Postsecondary Academic Performance written by Kalee Rae Nuest and published by . This book was released on 2014 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: An increasing number of students have earned college credit while still in high school through dual enrollment courses, Advanced Placement exams, International Baccalaureate coursework, and other credit-earning opportunities, referred to as early college credit, or ECC, for this study. The purpose of this study was to examine the relationship between ECC and academic performance for students at a rural, public liberal arts college in the Midwest, specifically seeking to determine if ECC students earn a higher grade point average (GPA) after one or two semesters of college, if ECC and non-ECC students bare similar credit loads or persist to a second year and on to degree completion at different rates,

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 A Preliminary Assessment of the Cost and Benefit of the North Carolina s Early College High School Model and Its Impact on Postsecondary Enrollment and Earned College Credit written by Fatih Unlu and published by . This book was released on 2015 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The changing nature of the U.S. economy has fostered concerns that too few students are successfully completing postsecondary education (Achieve, 2004). Three quarters of those who enter high school graduate within four years, with approximately 70 percent of those graduates enrolling immediately in some form of postsecondary education (Ross et al., 2012). Of those who do attend, insufficient numbers complete a degree with only a little less than half (49 %) of beginning postsecondary students attaining some sort of a postsecondary credential within six years of enrolling (Ross, et al., 2012). As a result, there have been numerous initiatives to increase the number of students who graduate from high school prepared to enroll and progress in postsecondary education. One approach is the Early College High School (ECHS or early college) model, small schools that blur the line between high school and college. 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. This paper presents results from a longitudinal experimental study that is examining the impact of early colleges on students' outcomes in high school and in postsecondary (PS) education, specifically on postsecondary enrollment and college credit accrual during and after high school. Early results from this study show that the Early College High School model is increasing students' enrollment in postsecondary education, primarily by the required exposure in high school. The results show that, as is inherent in its design, the program is successful in providing early access to college. This paper also reports results from a detailed cost and benefit analysis of the early college model. The following are appended: (1) References; and (2) Tables and Figures.

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 Early College Academic Performance written by Jermaine Francias Williams and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These cohorts of fall 2007 first year and first time college admits comprise students who earned college credits in high school by participation in Credit Based Transition Programs (CBTPs), specifically AP and DE, and students who did not earn college credits during high school. This study has contributed to literature examining the relationship between earning college credits in high school and early college academic performance. CBTPs were created for the benefit of high school students and the K-16 educational system. These programs were specifically created and implemented to introduce students to the rigors of college and ease the academic and social transition from high school to college. Student AP and DE participation increases yearly (The Fifth Annual, 2009; Kleiner & Lewis, 2005) and the first year of college is pivotal in terms of student retention (Astin, 1984; Bailey & Karp, 2003; Bailey, Hughes, & Karp, 2002; Cohen & Brawer, 1996; Coomes & Debard, 2004; Klekotka, 2005; Kuh, 2005; Light, 2001; Pascarella & Terenzini, 2005; Plucker, Chien, & Zaman, 2006; Tinto, 1987). These are the two primary impetuses for studying this phenomenon. This study utilized multiple chi-square, Pearson correlation, multiple regression, oneway ANOVA, and ANCOVA statistical analyses. These analyses provided ample data for answering the research questions. The sample comprised four cohorts of first year, first time college, students entering a large urban research institution in fall 2007. 1) students entering with only Advanced Placement (AP) credits ("AP" cohort), 2) students entering with only Dual Enrollment (DE) credits ("DE" cohort), 3) students entering with both AP and DE credits ("AP and DE" cohort), and 4) students entering with no college credits ("Non AP and/or DE" cohort. Statistical analyses presented results showing no statistically significant difference in early college academic performance amongst the cohorts in the study.

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 Concurrent and Dual Credit written by Todd Arron Loftin and published by . This book was released on 2012 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most significance social challenges facing the United States is increasing the number of students entering postsecondary education and having them persist to degree completion. To accomplish this undertaking, more first-generation college students must matriculate and find academic success. Considerable research exists concerning the barriers first-generation students must overcome; however, little research exists regarding the benefits of participating in dual and concurrent credit coursework as a way to increase confidence and prepare for the rigors of higher education. The purpose of this correlational, quantitative, exploratory study was to consider the impact of dual and concurrent credit on the GPA and persistence of full-time, first-generation college students at a land-grant, four-year, research institution. The theoretical framework for the study rested on Tinto's Theory of Academic and Social Integration and Astin's Theory of Involvement. This research design was selected to focus on the predictive relationship between full-time, first-generation college students who completed dual/concurrent credit classes and those who did not. Three research questions were postulated focusing on demographics and first-to-second year GPA and persistence utilizing institutional data. The study included full-time, first generation college students at the University of Arkansas enrolled during a fall semester between 2004 and 2008. Variables considered included: gender, ethnicity, age, ACT scores, and prior credit hours earned. Results revealed that students were more likely to be female, Caucasian, age 19 or younger, and scored an average of 28 on their ACT. An ANCOVA and linear regression, using the demographic variables, reported the variability and numeric impact of dual/concurrent participation on a student's GPA. A logistic regression was calculated to determine dual/concurrent credit's effect on first-generation persistence. A multiple regression found that dual/concurrent credit had a nonsignificant, but positive effect on GPA and a logistic regression found a significant positive effect on retention. The current study helps fill a gap in the literature by addressing dual/concurrent credit and its impact on first-generation postsecondary students. This research may prove useful to practitioners and policy makers searching for ways to help first-generation students bridge the gap from high school to postsecondary education.

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 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 Early College Expansion written by Michael Webb and published by . This book was released on 2014 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early college schools are succeeding at our nation's most daunting educational challenge--propelling students from underserved backgrounds to graduate high school and earn postsecondary degrees. These schools combine high school and college in rigorous, yet supportive environments that embrace acceleration over remediation. Their "college for all" culture helps to motivate students from backgrounds underrepresented in higher education to earn an Associate's degree or significant college credit by high school graduation--at no cost to their families. Over the past decade, early colleges have produced dramatic results, beating typical outcomes for the low-income youth, first-generation college goers, and students of color they were designed to serve. Jobs for the Future and our partners have created or redesigned 280 early colleges, currently serving more than 80,000 students. Today, we are building on a decade of success to spread Early College Designs to 56 additional schools--and more than 50,000 additional young people--through local, state, federal, and corporate initiatives. [This report was written with Carol Gerwin.].

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 First Generation College Students FGCS Perceptions of the Impact of Early College Access Programming ECAP Participation on Postsecondary Enrollment and Persistence written by Melissa Day and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an age when postsecondary education often leads to academic, economic, and social mobility, First-Generation College Students (FGCS) are less likely than their continuing generation counterparts to enroll in college (Redford & Hoyer, 2017). While we know that greater numbers of FGCS leave college without degrees, few studies have focused on the experiences of those first-generation students who are successful in college. Among the solutions for increasing postsecondary degree attainment for students from historically underrepresented groups like FGCS is Early College Access Programming (ECAP) which allows students to earn both high school credits and college credits at the same time. Though scholarly articles on ECAP often list FGCS as those who can benefit from enrollment, few studies have determined the impact of their participation on college enrollment and persistence. By combining what we know about the institutional and societal barriers faced by FGCS with the benefits of ECAP, this study explored how the latter may combat the former. This single-site exploratory case study utilized semi-structured interviews guided by Life History Calendars (LHC) with FGCS who participated in ECAP to identify how they perceived the impact of ECAP on their college experience. These interviews, combined with a semi-structured interview with the program's director and survey data from former students, provided not only insight into the impact of these programs but also presented noteworthy findings for improving the outcomes of these programs for future FGCS.

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.

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 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 From High School to College written by Michael W. Kirst and published by Jossey-Bass. This book was released on 2004-04-30 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher Description

Download or read book College Knowledge written by Rebecca Pesko and published by . This book was released on 2019 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to explore the relationship between high school dual enrollment and college academic success. Participants in this quantitative study were identified through a dual credit program at a rural North Carolina community college. Using survey data and student records, the researcher related participation in dual credit to academic self-efficacy, college readiness, grade point average, and degree completion. The results of this study support continued expansion of quality dual enrollment opportunities in rural communities and continued collaboration between secondary and post-secondary partners.