Latina Students, an Early College High School, and Educational Opportunity

2014 ◽  
Vol 17 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Leslie Ann Locke ◽  
Luke J. Stedrak ◽  
Daniel Eadens
Keyword(s):  
High School ◽  
Educational Opportunity ◽  
Early College High School ◽  
Early College ◽  
Latina Students

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

2019 ◽  
Vol 30 (3) ◽  
pp. 235-267
Author(s):  
Cindy M. Gilson ◽  
Michael S. Matthews
Keyword(s):  
High School ◽  
Underrepresented Students ◽  
Early College High School ◽  
Early College ◽  
School Structure ◽  
Highly Qualified ◽  
Stem Pipeline ◽  
And Mathematics ◽  
Ninth Grade Students

In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further research on EECHSs that potentially support the science, technology, engineering, and mathematics (STEM) pipeline is warranted. We examined the perceptions of six teachers, 10 ninth-grade students, and one principal at a newly formed EECHS. Our qualitative analyses revealed numerous successes and few challenges related to the school’s culture, curriculum, and instructional practices. General findings that might apply to all ECHS programming included the school’s small size, the benefits of developing caring and supportive relationships, and a common focus on preparing students for future academic and career success. We discuss key implications of these findings within the context of replicating an EECHS program or similar school structure.

Longitudinal Findings From the Early College High School Initiative Impact Study

2016 ◽  
Vol 38 (2) ◽  
pp. 410-430 ◽  
Author(s):  
Clarisse Haxton ◽  
Mengli Song ◽  
Kristina Zeiser ◽  
Andrea Berger ◽  
Lori Turk-Bicakci ◽  
...  
Keyword(s):  
High School ◽  
Early College High School ◽  
Early College ◽  
Impact Study

Early College High School Focus Group Interview

2019 ◽  
Author(s):  
Yolanda Calhoun ◽  
Virginia Snodgrass Rangel ◽  
Hilary L. Coulson
Keyword(s):  
High School ◽  
Focus Group ◽  
Focus Group Interview ◽  
Early College High School ◽  
Early College ◽  
Group Interview

Examining the Relationships and Differences of Early College High School Models

2020 ◽  
pp. 33-46
Author(s):  
Briana Hagelgans
Keyword(s):  
High School ◽  
Academic Performance ◽  
Positive Relationship ◽  
Early College High School ◽  
Early College ◽  
First Year ◽  
Significant Difference ◽  
The Difference ◽  
The Impact

This study examined the impact of the early college model on first-year academic performance. The researcher surveyed students from a small-sized university who graduated high school between 2015-2018, lived off-campus, and were over the age of 18. The study found a moderate positive relationship, which was significant, between academic performance at the end of the early college program and students' academic performance at the end of the first year in college. However, the study did not find a significant difference in academic performance among the different early college models and did not find a significant difference between the academic performance of students who graduated from an early college program and those who did not. The results led the researcher to recommend further research that explore the difference between the different models of early college.

scholarly journals Preparing Students for College: The Implementation and Impact of the Early College High School Model

2010 ◽  
Vol 85 (3) ◽  
pp. 348-364 ◽  
Author(s):  
Julie A. Edmunds ◽  
Lawrence Bernstein ◽  
Elizabeth Glennie ◽  
John Willse ◽  
Nina Arshavsky ◽  
...  
Keyword(s):  
High School ◽  
Early College High School ◽  
Early College ◽  
School Model

Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School

2016 ◽  
Vol 55 (3) ◽  
pp. 448-475 ◽  
Author(s):  
Mary Beth Schaefer ◽  
Lourdes M. Rivera
Keyword(s):  
High School ◽  
Narrative Inquiry ◽  
Educational Experiences ◽  
Underrepresented Students ◽  
Early College High School ◽  
Early College ◽  
Self Awareness ◽  
Urban Settings ◽  
College And Career ◽  
The Future

Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, researchers and educators can learn what it takes to graduate high school ready for college and career.

“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School

2019 ◽  
Vol 31 (1) ◽  
pp. 14-34
Author(s):  
Tempestt R. Adams ◽  
Brian K. Williams ◽  
Chance W. Lewis
Keyword(s):  
High School ◽  
High Schools ◽  
Black Males ◽  
Qualitative Inquiry ◽  
Early College High School ◽  
Early College ◽  
Student Experiences ◽  
Design Data ◽  
Black Male Students ◽  
Early College High Schools

Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.

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