Funding Early College High School: Hold Harmless or Shared Commitment

Leonard, Jack

doi:10.14507/epaa.v21n46.2013

Cited by 8 publications

(10 citation statements)

References 14 publications

(12 reference statements)

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“…Others, such as ECHSs in Texas, are prohibited from basing enrollment decisions on academic records (TEA, 2016(TEA, , 2020. Leonard (2013aLeonard ( , 2013b) studied a suburban ECHS in Massachusetts that recruited students from the two middle academic quartiles. More than threefourths of ECHSs rely on some combination of essays and interviews to admit students (Berger et al, 2010).…”

Section: Echs Admission and Demographicsmentioning

confidence: 99%

What students do early college high schools serve? Unpacking social constructions of the target population

Duncheon

2020

EPAA

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To support the nation’s college completion goals, early college high school (ECHS) reform creates opportunities for interested students to earn up to two years of free college credit during high school. ECHSs also have an equity objective: to target and enroll students who are historically underrepresented and/or might not otherwise go to college. Yet the extent to which ECHSs actually serve their target population in practice is unclear, especially in a marketized school environment. Using qualitative methods and the theory of social construction and policy design (Schneider Ingram, 1993), this study explores the recruitment and selection practices at five ECHSs in the borderlands of Texas. Findings suggest that ECHS staff invited applications from the broad target groups. However, the admission process, shaped in part by patterns of self-selection, favored students who were academically inclined and relatively privileged compared to their district peers. ECHS staff socially constructed narrower ideals of the target population than those articulated in the policy design based on their assumptions about who was likely to succeed in—and thus deserving of—an early college opportunity. Findings are discussed with particular attention to the equity implications of ECHS reform.

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Section: Echs Admission and Demographicsmentioning

confidence: 99%

What students do early college high schools serve? Unpacking social constructions of the target population

Duncheon

2020

EPAA

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“…In this round, any articles that were technically pertaining to early college, but concerned aspects of early college outside of academic or affective experiences and outcomes, were eliminated. Each article removed in this round was about implementation of early college high schools (e.g., Leonard [2013]'s study examining how early college high schools are funded), rather than the current topic of the impact of early college on students. Six articles were cut in this round.…”

Section: Round 5: Enhanced Relevancementioning

confidence: 99%

Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry

Jett

Rinn

2019

Journal for the Education of the Gifted

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Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (3 or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, although more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

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“…As a result, a number of philanthropic groups (for example, the Gates Foundation, the Ford Foundation, Carnegie Corporation of New York, the Kellogg Foundation) support these schools through grant funding. An additional source of support is through state grants (Leonard, ). However, many of these grants are for a limited period of time, so some schools have been forced to close when funding ended (Leonard, ).…”

Section: Early College High Schoolsmentioning

confidence: 99%

“…An additional source of support is through state grants (Leonard, ). However, many of these grants are for a limited period of time, so some schools have been forced to close when funding ended (Leonard, ).…”

Section: Early College High Schoolsmentioning

confidence: 99%

“…Further, these are challenging schools to establish because of the unique principles at their core, such as community partnerships, innovative teaching pedagogies, and intensive supports. These tenets require significant human and financial resources be put into place, which Leonard () notes could affect their “scalability” (p. 5).…”

Section: Early College High Schoolsmentioning

confidence: 99%

See 1 more Smart Citation

On the Fast Track: Understanding the Opportunities and Challenges of Dual Credit

Tobolowsky¹,

Allen²

2016

ASHE Higher Education Report

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H IGHER EDUCATION FACES a number of interrelated challenges, including underprepared students, limited access, high costs, and relatively low degree completion rates. These issues are particularly vexing because addressing one concern often leads to unintended consequences that affect the others. Policymakers and educators have attempted a range of structural and programmatic solutions, but so far the results continue to disappoint. The 6-year college graduation rate for first-time students hovers around 55%. Further, degree completion disparities exist when comparing students by race and ethnicity, class, and gender.More recently, legislators and K-20 educators have turned to dual credit as one strategy to address these challenges. This curricular initiative offers high school students the opportunity to earn college credits while still in high school without taking a standardized test to earn the credit. This policy purports to effectively reduce the cost of college and introduce students to the rigor of college coursework to better prepare them for the demands that lie ahead, which, in turn, promotes a timely graduation. Some programs also familiarize students with the college environment, a strategy that has been shown to be especially beneficial for students' college success. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower-and middle-achieving students as well. However, as the number of dual credit offerings continues to grow, the research has not kept pace.

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Funding Early College High School: Hold Harmless or Shared Commitment

Cited by 8 publications

References 14 publications

What students do early college high schools serve? Unpacking social constructions of the target population

What students do early college high schools serve? Unpacking social constructions of the target population

Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry

On the Fast Track: Understanding the Opportunities and Challenges of Dual Credit

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