The Early College High School Initiative: An Overview of Five Evaluation Years

Berger, Andrea; Adelman, Nancy; Cole, Susan

doi:10.1080/0161956x.2010.491697

Cited by 39 publications

(56 citation statements)

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“…In many settings, the high schools are connected to community colleges, which provide additional courses with the same pathway focus once the students have graduated from high school. Earlycollege high school programs make such connections even before graduation and have demonstrated success in rigorous studies of their effects for low-income students (Berger et al 2010 ).…”

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confidence: 99%

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

O’Day

Smith

2016

The Dynamics of Opportunity in America

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After briefl y reviewing the unequal opportunities outside schools that contribute to the disparities in educational achievement, attainment, and various indicators of adult success, this chapter zeroes in on addressing inequities within K-12 education. We argue that disparities within the educational system are the product of institutional structures and cultures that both disenfranchise certain groups of students and depress quality overall. Systemic causes require systemic solutions, and we envision a three-pronged systemic remedy: a continuous improvement approach for addressing the quality of educational opportunities for underserved students as well as of the system as a whole; targeted high-leverage interventions consistent with the overall approach but focused on key transition points and needs; and stronger connections between schools and other institutions and systems affecting the development and well-being of children and youth. We then outline a change strategy that incorporates both pressure and support for improvement from three distinct but interacting sources: government and administrative policy (federal, state, and local); professional accountability and networking; and collective engagement of parental, community, and advocacy organizations. We end the chapter with a consideration of recent developments in California and the degree to which they lay the groundwork for moving an equity agenda in the state.

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confidence: 99%

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

O’Day

Smith

2016

The Dynamics of Opportunity in America

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“…Others have found, in stark contrast to the findings of Alaie, that the impact of the "relationship-based" instruction offered to the early college students facilitates high attendance (Berger, Adelman, & Cole, 2010;Edmunds et al, 2010) and achievement (Edmunds et al, 2010;Hall, 2008) among early college students. Edmunds et al, (2010) noted that early college gains in student engagement have been achieved through relationships that allow teacher expectations to be clearly conveyed to students and academic needs of individual students to be addressed through a concerted effort for the early college to do "everything it could to help" a student experiencing academic problems.…”

Section: Critiques Of the Early College Model In Literature And Researchmentioning

confidence: 51%

“…Research on EC and the impact on learners is overwhelmingly positive (Berger, Adelman, & Cole, 2010;Edmunds et al, 2010;Hall, 2008;Hoffman & Vargas, 2010). Policies and funding supporting EC initiatives can ease the transitions many students experience.…”

Section: Implications For Policy Makers At the National State And Dmentioning

confidence: 99%

“…Referring to early colleges, the authors concluded "it is clear that schools can support facilitators of engagement that create a learning environment that makes it very hard for students not to engage in school" (p. 32). Additionally, reports of high attendance rates (Berger, Adelman, & Cole, 2010;Edmunds et al, 2013), lower suspensions (Edmunds et al, 2010) and high achievement scores (Edmunds et al, 2010;Hall, 2008) distinguish early college students from their peers in traditional high schools and indicate that early college students graduate from high school with about a year of college credit (Berger, Adelman, & Cole, 2010). Other findings of the early college impact include a greater number of early college students taking college preparatory mathematics and English courses than students enrolled in traditional high schools (Edmunds et al, 2010).…”

Section: Research On Early Collegesmentioning

confidence: 99%

“…MECHS teachers spoke of some collaborations in the form of advisory support sessions [offered in 84% of early colleges as per Berger et al (2010)] through which early college teachers gathered as a team with individual students to monitor, discuss, and set goals and action steps to ensure student growth and success.…”

Section: Implications For Policies Created and Enacted By District Anmentioning

confidence: 99%

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“This is my family outside of my family”: Care-based relating in a model early college high school

Ari

Fisher-Ari

Killacky

et al. 2017

EPAA

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Citation: Ari, O., Fisher-Ari, T. R., Killacky, J., Angel, R. (2017). "This is my family outside of my family": Care-based relating in a model early college high school. Education Policy Analysis Archives, 25(61). http://dx.doi.org/10.14507/epaa.25.2726Abstract: Early college (EC) is a novel educational model in the US that combines high school and college in an effort to increase underrepresented students' access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers' high level of 1 The research reported in this paper is a result of a partnership sponsored by the University of North Carolina and the North Carolina New School Learning Laboratory Initiative. Vol. 25 No. 61 2 commitment to students' academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition. Keywords: early college; care-based relating; teacher-student relationships "Esta es mi familia fuera de mi familia": Relación basada en un modelo de cuidado en la escuela secundaria y la universidad Resumen: "Early College" (EC) es un modelo educativo innovador en los Estados Unidos que combina la enseñanza media y la universidad en un esfuerzo para aumentar el acceso de los estudiantes sub-representados a la enseñanza superior, proporcionando instrucciones prácticas e involucradas en un ambiente de aprendizaje de apoyo. Para esta investigación fenomenológica, buscamos comprender el papel de la relación basada en un modelo de cuidado de la universidad al examinar cómo las relaciones se manifiestan y se experimentan en esta escuela....

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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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The Early College High School Initiative: An Overview of Five Evaluation Years

Cited by 39 publications

References 1 publication

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

“This is my family outside of my family”: Care-based relating in a model early college high school

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

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