Out of the Mouths of Babes

Abstract

Focus Group interviews with 31 disadvantaged students in an Early College High School (ECHS) program present insights to students' experience in the hybrid school, specifically regarding their perceptions of college readiness. Student "voice" in research can yield significant information when examining aspects of school design that potentially support postsecondary preparation. Three constructs of college readiness were investigated: academic preparedness, social preparedness, and personal preparedness. Themes and subthemes that emerged in data analysis include the following: Readiness with subthemes of Academic Assessment, Autonomy, Discipline, Responsibility, and Management of Time; Learning Community with subthemes of Social Acclimation, Corporate Accountability, and Caring Relationships; Identity with subthemes of Anonymity, Transitional Tensions and Triumphs, Scholarly "Self," and Mirrored Maturity; and Productivity with subthemes of Future Focus and Delayed Gratification. Findings indicate that the ECHS experience supported students' acclimation to college-level work and significantly affected their collegiate identity. Keywords college readiness, hybrid high school design, student perceptions, scholarly identity High schools in the United States represent the stepping-off point to adulthood, the threshold for students to enter formal training in college, trade school, or the workforce. School design and structure have an immediate and profound effect on students' 218 Journal of Advanced Academics 23(3) academic progress (De La Ossa, 2005). As our society faces increased demands for creative solutions, innovation, and a more technological workforce, the current high school model is simply antiquated. In response to a call to action for innovative high school reform, administrators in a large suburban district in southeast Texas, in partnership with the business, educational, and scientific community and a local community college, came together to propose a new high school instructional model to serve predominately underrepresented or disadvantaged students (i.e., first-generation college attendees, minority, low socioeconomic status [SES], at risk, etc.) who were motivated, high achieving, and capable of college-level coursework. Giftedness was not a primary indicator for eligibility; although, a nominal percentage of candidates were identified gifted (<15%). The instructional design of this Early College High School (ECHS) was aligned to optimize student choice of career-specific pathways through advanced coursework, college coursework, community partnerships, field experiences, and service learning, and was designed to bridge the transitional gap that exists between high school and college; thereby, increasing the potential of higher graduation rates in high school and postsecondary institutes. Historically, high schools have been designed, prepared, and implemented by educators. Student perceptions about their learning experiences can provide understandings to educators that controvert school structures ...

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

“…The first research question of this article was quite broad and encompassed both more traditional aspects of early college research (e.g., academic achievement) and the affective and qualitative aspects that have been largely overlooked in previous research (e.g., the actual description of the experience by early college entrants). Aligning with previous positive findings about academic success among early college students (Haxton et al, 2016;Locke & McKenzie, 2016;Locke et al, 2014;McDonald & Farrell, 2012;Ongaga, 2010;Saenz & Combs, 2015;Schumacher et al, 1995), our participants reported positive academic experiences and strong academic performance. Dai et al's (2015) participants seemed to find early college entrance academically challenging with a somewhat difficult transition into a new culture and harder material.…”

“…Previous literature reported that early college programs were socially enjoyable or satisfying (Heilbronner et al, 2010;Hertzog & Chung, 2015;Janos et al, 1989;McDonald & Farrell, 2012;Noble et al, 1999;Noble & Smyth, 1995;Ongaga, 2010;Saenz & Combs, 2015;Woodcock & Beal, 2013). Our sample seemed to see it slightly differently, in the sense that participants were more likely to describe it as socially uneventful or average with statements like "It wasn't a disadvantage" or "There's obviously pluses and minuses to it."…”

A Qualitative Study on the Socialization and Transitions of Early College High School Graduates in Texas

“…Other Benefits of EC Participation Furthermore, ECs have positive effects on students' development of soft skills essential for college success. McDonald and Farrell (2012) found that students credited their EC participation for enhancing their time-management skills, increasing their confidence in navigating the college environment, and affirming their college student identity. Duncheon (2020) reported EC students felt their participation in dual credit prepared them for college by strengthening their test-taking skills, allowing them to form student-professor relationships, and exposing them to the increased freedom and autonomy associated with college.…”

“…Tensions between the two became apparent as EC students juxtaposed the freedom, trust, and autonomy they experienced in their college courses with the strict codes of conduct and rules at their high schools. Similarly, McDonald and Farrell (2012) outlined a push-and-pull effect as students balanced their former high school identities and their newly formed college identity. Students reported needing to adapt their behavior and mentality as they straddled two developmental stages.…”

Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area

“…Similarly, in a qualitative case study on 21 students' experiences during the first 3 years of an ECHS, Ongaga (2010) found that while caring relationships supported their success, some students reported struggling with time management, newly rigorous academics, and a relative lack of extracurricular activities. McDonald and Farrell (2012) found that students were initially concerned about transitioning into college but that specific college readiness, social, and personal identity concerns were addressed by the ECHS. In Alaie's (2011) case study of ECHS students' initial experiences attending a college course, students found they lacked the study strategies to be successful on long-term assignments and struggled with adapting to the greater responsibilities and increased workload.…”