Early College, Continued Success: Longer-Term Impact of Early College High Schools

Song, Mengli; Zeiser, Kristina; Atchison, Drew; Reyes, Iliana

doi:10.1080/19345747.2020.1862374

Cited by 17 publications

(18 citation statements)

References 15 publications

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“…The estimated positive effects on college credit accumulation while in high school signal the program was implemented as intended, and knowing these credits apply may incentivize EL students to enroll in college at later dates. Existing research examining the long-term effects of EC on student outcomes suggests that the effects of these types of programs continue for up to 6 years after high school graduation (Song & Zeiser, 2019). Perhaps the effects of EC will show in later years for the students in our sample.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, EC may have unintended or weakened effects for ELs. Many ECs, including the one in this study, partner with 2-year colleges (Song & Zeiser, 2019). This program feature could end up funneling students into 2-year colleges and away from pathways that would lead to BA degrees.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although several quantitative and qualitative studies have investigated the ways in which EC programs affect students’ academic outcomes and experiences (Berger et al, 2013; Haxton et al, 2016; Kaniuka & Vickers, 2010; Ongaga, 2010; Song & Zeiser, 2019), none have examined whether effects are similar for ELs. EC’s approach to college access, with its additional supports and whole-cohort enrollment, is well-positioned to address such issues and presents an exciting possibility for improving EL postsecondary outcomes.…”

mentioning

confidence: 99%

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The Effects of Early College Opportunities on English Learners

Johnson¹,

Mercado-Garcia

2022

American Educational Research Journal

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Research shows that Early College high schools have a significant impact on high school and college outcomes for students from low income and racial/ethnic minority backgrounds, but how similar opportunities extend to English learners (ELs) remains unknown. We examine a program that offers Early College opportunities in high schools serving large EL populations in California. Leveraging an exogenous policy change and rich administrative records, we look at the outcomes of pre- and postprogram cohorts of ELs (N = 15,090) in treated and untreated high schools. We find large, significant estimated effects on college credits earned in 12th grade but no effect on immediate college attendance after high school. The probability of attending a 4-year college decreased.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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The Effects of Early College Opportunities on English Learners

Johnson¹,

Mercado-Garcia

2022

American Educational Research Journal

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“…In the virtual world, WISH participants did not experience the typical immersive experience with all-day and evening programming to engage students in learning from each other and encourage relationships among peers, graduate/professional students, and faculty mentors. Students lost the opportunity for in-person exposure to campus life, which is a significant motivator to matriculating to college or university ( Secore, 2018 ; Song et al, 2021 ). Some aspects of programming experienced a drop in quality, such as ability to form new relationships and health profession and research career preparation ( Table 2 ).…”

Section: Lessons Learnedmentioning

confidence: 99%

Tailoring Our Approach in Response to the SARS-CoV-2 Pandemic and Transcending Science Outreach Modalities for Native American Students in a Cancer Research Education Program

Rookwood

Bronner

Abney

et al. 2021

JSTEM

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In response to the SARS-CoV-2 pandemic, a cancer research education program at the University of Nebraska Medical Center designed for Native American middle school, high school and undergraduate students adapted activities to be delivered online. There are considerable challenges to adapting in-person science programming to online delivery that can impact overall effectiveness. These challenges are further exacerbated when the cognate student population also faces significant disparities in health, wealth, and educational outcomes. We encountered both disadvantages and advantages in transitioning programming to online virtual formats. Challenges faced in delivering our programming during the pandemic included varied online accessibility, peripheral stressors, and disconnection to places and people. Despite these challenges, we found several benefits in remote delivery, some of which have alleviated barriers to program participation for Native American students. Some successes achieved by transitioning to fully remote programming included increased program reach, sustainability, and cultural relevancy. In this overview of the implementation of four online programs at the middle school, high school, and undergraduate levels, we highlight the challenges and successes experienced. Through this program description, we aim to provide insight into potential strategies to improve program delivery designed for Native American students during the SARS-CoV-2 pandemic and beyond.

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“…While college readiness broadly encompasses knowledge and skills necessary to complete a degree (Allensworth et al, 2018; Kless et al, 2013), academic readiness for college-level coursework is front and center. Recently, high schools have sought to increase the availability of college preparatory courses; however, students who are academically off-track at the end of 8th grade still have little chance to participate (Cassidy et al, 2010; Klopfenstein & Thomas, 2009; Kolluri, 2018; Museus et al, 2007; Royster et al, 2015; Song & Zeiser, 2019; Xu et al, 2019). Thus, policy that aims to increase academic readiness for college must focus earlier in the education pipeline—by addressing student achievement in the middle grades.…”

mentioning

confidence: 99%

Measuring Middle School Achievement Trajectories for College Readiness

2021

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This study identifies students’ academic trajectories in the middle grades relative to a set of college readiness benchmarks. We apply math and reading college readiness benchmarks to rich longitudinal data for more than 360,000 students across the nation. Student-level and school-level demographic characteristics significantly predict academic trajectories. Compared to White and Asian students, higher proportions of Black and Hispanic student are always off-track throughout middle school. Among students who started 6th grade on track, being male, Black, Hispanic, and attending schools with a higher percentage of low-income students are positively associated with falling off track.

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Early College, Continued Success: Longer-Term Impact of Early College High Schools

Cited by 17 publications

References 15 publications

The Effects of Early College Opportunities on English Learners

The Effects of Early College Opportunities on English Learners

Tailoring Our Approach in Response to the SARS-CoV-2 Pandemic and Transcending Science Outreach Modalities for Native American Students in a Cancer Research Education Program

Measuring Middle School Achievement Trajectories for College Readiness

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