What Happens When You Combine High School and College? The Impact of the Early College Model on Postsecondary Performance and Completion

2020 ◽  
Vol 42 (2) ◽  
pp. 257-278
Author(s):  
Julie A. Edmunds ◽  
Fatih Unlu ◽  
Jane Furey ◽  
Elizabeth Glennie ◽  
Nina Arshavsky
Keyword(s):  
College Students ◽  
High School ◽  
Academic Performance ◽  
Experimental Design ◽  
College Experiences ◽  
Early College ◽  
New Model ◽  
The Impact

Early colleges are a new model of schooling in which the high school and college experiences are merged, shortening the total amount of time a student spends in school. This study uses a lottery-based experimental design to examine the impact of the model on longer term outcomes, including attainment of a postsecondary credential and academic performance in 4-year institutions. Results show that a significantly higher proportion of early college students were attaining postsecondary credentials. The results also show that early college students were completing their degrees more rapidly but that their performance in 4-year institutions was still comparable with the control students.

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.

Mandated Engagement: The Impact of Early College High Schools

2013 ◽  
Vol 115 (7) ◽  
pp. 1-31
Author(s):  
Julie A. Edmunds ◽  
John Willse ◽  
Nina Arshavsky ◽  
Andrew Dallas
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Qualitative Data ◽  
Small Schools ◽  
Early College ◽  
Control Group ◽  
Early College High Schools ◽  
Study Team ◽  
The Impact

Background Early college high schools, small schools that blur the line between high school and college, have been obtaining very strong results. This paper uses the frame of student engagement to posit an explanation for the success of these schools. Purpose This paper examines the impact of early college high schools on indicators and facilitators of engagement in the ninth-grade. The paper also looks at how early college students perceive these facilitators of engagement. Participants The main sample for this study includes students who applied to an early college high school and went through a lottery process. Student who were accepted through the lottery are the treatment students and those who were not accepted form the control group. Intervention Early colleges are small schools, often located on college campuses, that aim to provide a rigorous course of study with the goal of ensuring that all students graduate with a high school diploma and two years of university transfer credit or an associate's degree. Serving students in Grades 9-12 (or 13), the schools are targeted at students who typically are under-represented in college. Data Collection and Analysis The study uses administrative data submitted to the North Carolina Department of Instruction, including suspensions and attendance data. The study team also administered an original survey to treatment and control students that included scales on indicators and facilitators of engagement. Both the administrative and survey data were analyzed using multiple regression. Finally, the study team collected qualitative data from interviews with early college students. Results Early college students had better attendance, lower suspensions, and higher levels of engagement than control students. Compared to the control students, early college students also reported higher levels of all of the facilitators of engagement examined, including better relationships with teachers, more rigorous and relevant instruction, more academic and affective support, and higher expectations. Conclusions Students in early colleges experienced overall higher levels of engagement on a variety of dimensions. The qualitative data suggest that early colleges make concerted and purposeful efforts to engage students in school. These efforts seem to almost require that students are active participants in school; in other words, early colleges can be seen as essentially “mandating engagement.”

Preparing Students for College: Lessons Learned From the Early College

2017 ◽  
Vol 101 (2) ◽  
pp. 117-141 ◽  
Author(s):  
Julie A. Edmunds ◽  
Nina Arshavsky ◽  
Karla Lewis ◽  
Beth Thrift ◽  
Fatih Unlu ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
College Readiness ◽  
Small Schools ◽  
Secondary School Principals ◽  
School Setting ◽  
Lessons Learned ◽  
Early College ◽  
Early College High Schools ◽  
High School Setting

This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.

Situated information literacy: history instruction at a high school early college

2015 ◽  
Vol 43 (2) ◽  
pp. 292-308 ◽  
Author(s):  
Meghann Walk
Keyword(s):  
High School ◽  
High School Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Classroom Instruction ◽  
Early College ◽  
History Instruction ◽  
Content Type ◽  
Information Literacy Instruction ◽  
The Impact

Purpose – This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction. Design/methodology/approach – The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts. Findings – This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically. Research limitations/implications – This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition. Practical implications – The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction. Originality/value – This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.

THE USE OF ICT BY HIGH SCHOOL STUDENTS AND THE IMPACT ON ACADEMIC PERFORMANCE

2017 ◽  
Author(s):  
María del Rocío Carranza Alcántar ◽  
Claudia Islas Torres ◽  
Juan Francisco Caldera Montes ◽  
Alma Azucena Jiménez Padilla ◽  
Daisy Alcaraz
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
School Students ◽  
The Impact

An Examination of Self-Determination Within Alumni of an Early College Entrance Program

2018 ◽  
Vol 41 (3) ◽  
pp. 273-291 ◽  
Author(s):  
Sakhavat Mammadov ◽  
Nancy B. Hertzog ◽  
Rachel U. Mun
Keyword(s):  
College Students ◽  
High School ◽  
Qualitative Interviews ◽  
Personal Control ◽  
Self Determination Theory ◽  
Self Determination ◽  
Honors Students ◽  
Early College ◽  
College Entrance ◽  
Early Entrance

This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and UW Academy). The focus of this article is on the qualitative interviews of 26 UW Academy early entrants who fully matriculated into college as Honors Students after 10th grade. Results indicated that early college entrance (a) provided a more challenging and autonomous environment than high school, (b) provided higher personal control over academic and social choices, and (c) met students’ strong need for relatedness as well as for autonomy and competence. The early entrance to college program gave students a cohort where they could interact with same-age peers who had demonstrated similar academic competence and interests to achieve. However, some participants reported that being younger than their college peers may have inhibited the development of relationships with older college students.

scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

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