scholarly journals Early college high school achievement outcomes in North Carolina: End of grade and ACT performance

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Theodore Kaniuka
Keyword(s):  
High School ◽  
North Carolina ◽  
School Achievement ◽  
Early College High School ◽  
Early College ◽  
High School Achievement ◽  
Achievement Outcomes ◽  
End Of Grade

Lawrence2College

2018 ◽  
pp. 169-190
Author(s):  
Audrey Faye Falk ◽  
Ashley J. Carey
Keyword(s):  
High School ◽  
Service Learning ◽  
Undergraduate Students ◽  
School Achievement ◽  
Community Change ◽  
Low Literacy ◽  
Catholic College ◽  
College Awareness ◽  
High School Achievement ◽  
School Graduation

High school graduation and college access are critical vehicles for individuals' social mobility and for community change. This chapter provides an overview of Lawrence2College, a culturally engaging service-learning partnership which was initiated in 2014 and focuses on these issues. Lawrence2College facilitates high school achievement and college awareness through a mentoring and support program which connects students from Lawrence High School, a public school in Lawrence, Massachusetts, with graduate and undergraduate students from Merrimack College, a private, Catholic college in neighboring North Andover. Lawrence is a city in Massachusetts with a strong Latinx presence, including recent immigrants. Poverty and low literacy are challenges faced by residents. This chapter explains the rationale and conceptual underpinnings of Lawrence2College and describes its evolution and approaches. The chapter concludes with insights and recommendations for practice and research.

Early Birds: An Exploration of Early College Initiative High Schools in New York City and College Persistence

2020 ◽  
pp. 152102512092478
Author(s):  
Tolani A. Britton ◽  
Millie O. Symns ◽  
Vanessa Paul
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High Schools ◽  
York City ◽  
School Achievement ◽  
College Persistence ◽  
Early College ◽  
Behavioral Risk ◽  
College Credit

The Early College Initiative (ECI) high schools in New York City provide opportunities to take college-credit courses up to the equivalent of an associate’s degree while in high school. In this study, we measure the association between attending an ECI high school and college persistence. Our sample is the 3,271 students who graduated from New York City public high schools in the ECI network between Fall 2006 and Fall 2013 and enrolled in college. We use survival analysis to measure the relationship between demographic, academic, and behavioral risk factors and persistence of ECI graduates. We find that Black and Latinx students are as likely as White students to persist, when both high school achievement and behavioral factors, such as attendance, are taken into account. Differences in persistence do exist by gender with young women more likely to persist when compared with young men. This study provides empirical evidence that attending early college high schools has the potential to narrow racial and ethnic gaps in postsecondary outcomes.

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.

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