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Author: John R. Slade Publisher: ISBN: Category : Alternative education Languages : en Pages :
Book Description
"This study addresses the growing interest in middle and early college high schools as a tool of reform to transform the philosophy and structure of the traditional high school. The following questions guided this study: 1) What is the set of core factors that tend to permeate successful middle and early college high school initiatives, and 2) What is the effect of these core factors in implementing and sustaining middle and early college high schools? Three approaches were used to answer these questions. First, the literature was analyzed to determine if core factors could be defined from existing research and other sources about middle and early colleges. The result was a coherent set of factors along philosophical grounds fashioned into a theoretical framework that was developed and discussed in-depth. Then, selected North Carolina middle and early college high schools were evaluated and briefly profiled with the core factors in mind. This dissertation focuses upon North Carolina because of its high level of middle and early college high school activity in recent years. This work concludes that evidence from middle and early colleges supports the assertion that the theoretical framework defined herein can positively affect the implementation and sustainability of such high schools. As the middle and early college concepts proliferate as responses to failing high schools, this study increases in significance and invites further study of what enhances success for such schools."--Abstract from author supplied metadata.
Author: John R. Slade Publisher: ISBN: Category : Alternative education Languages : en Pages :
Book Description
"This study addresses the growing interest in middle and early college high schools as a tool of reform to transform the philosophy and structure of the traditional high school. The following questions guided this study: 1) What is the set of core factors that tend to permeate successful middle and early college high school initiatives, and 2) What is the effect of these core factors in implementing and sustaining middle and early college high schools? Three approaches were used to answer these questions. First, the literature was analyzed to determine if core factors could be defined from existing research and other sources about middle and early colleges. The result was a coherent set of factors along philosophical grounds fashioned into a theoretical framework that was developed and discussed in-depth. Then, selected North Carolina middle and early college high schools were evaluated and briefly profiled with the core factors in mind. This dissertation focuses upon North Carolina because of its high level of middle and early college high school activity in recent years. This work concludes that evidence from middle and early colleges supports the assertion that the theoretical framework defined herein can positively affect the implementation and sustainability of such high schools. As the middle and early college concepts proliferate as responses to failing high schools, this study increases in significance and invites further study of what enhances success for such schools."--Abstract from author supplied metadata.
Author: Sheila Smith Wyont Publisher: ISBN: Category : Low-income high school students Languages : en Pages : 282
Book Description
Early college high schools were developed as a partnership between school districts and colleges to provide students an opportunity to earn a high school diploma concurrently with an associate’s degree or transferable college credit at little or no cost. In 2011, North Carolina New Schools implemented the Rural Innovative Initiative with the purpose of expanding college readiness and reducing dropouts by applying early college design principles and strategies into 18 existing traditional high schools in low-wealth districts. The purpose of this study was to examine the feasibility of implementation of early college principles and strategies into traditional high schools. The study included five traditional high schools that were a part of the Rural Innovative Initiative. -- The researcher used a mixed-methods approach to conduct this study. Quantitative data were collected including graduation rates, student growth rates, and end-of-course proficiency means for each of the five traditional high schools. Teachers were surveyed to analyze their perspectives of the early college principles. Qualitative data were collected from principal interview responses to a set of predetermined interview questions. -- The three research questions addressed changes in student achievement data, teacher perspectives of the early college design principles, and principal perspectives of implementation of early college strategies. -- Data indicated that the five high schools experienced an increase in graduation rates following implementation of the early college model. Four of the five high schools also had an increase in student growth. The survey and interview data from teachers and principals indicated that the early college design principles were implemented. Findings suggest that early college strategies and design principles can be implemented in traditional high schools as a reform model.
Author: Roni Louise Crow Rentfro Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of the study was to chronicle the beginnings of a South Texas Early College High School from theoretical, professional, and personal perspectives and to share stories and perspectives from a number of its participants. The Early College High School Initiative has attracted a great deal of attention due to preliminary indications of how significantly it can impact the college readiness of at-risk and underrepresented youth. These high school-college partnerships provide acceleration to college-readiness for primarily minority, low socio-economic students who are often the first in their immediate families to achieve a college degree (Berger, Adelman & Cole, 2010; Edmunds, Dallas, Bernstein, Glennie, Willse & Arshavsky, 2010). The study involved the telling of stories via the narrative inquiry (Connelly & Clandinin, 1990) research methodology. The approach allowed for the sharing of personal and professional experiences in opening an Early College High School with the inclusion of the perspectives of alumni of the school. The work necessarily involved the theory-practice-policy relationship. The mode of inquiry allowed the research questions to develop as the study progressed while sharing the reflections and analysis of the stories of the researcher and participants (Craig, 2003). As a result of the use of Cheryl Craig's story constellations approach, a story constellations figure (Craig, 2007b) was created to illustrate the "multiple contexts within which it [the knowledge] is created" (p. 178). The reflections and findings of this study were shared to attempt to clarify some of the multiple challenges of converting theoretical knowledge in the acceleration of at-risk, Hispanic, students from low socio-economic homes to college-readiness, provide insight into the complexity of such transitions, and to hearten those who contemplate such journeys by sharing stories from alumni about the impact on their lives to date.
Author: Julie A. Edmunds Publisher: ISBN: Category : Languages : en Pages : 12
Book Description
To address concerns about low graduation rates and a lack of workforce readiness, states and districts have been experimenting with different models of high school reform. One of the most popular models has been the Early College High School (ECHS) model, small schools that blur the line between high school and college. Since 2002, over 200 ECHSs have been created under the auspices of the Early College High School Initiative, which is primarily funded by the Bill & Melinda Gates Foundation. North Carolina has the largest concentration, with over 70 ECHSs across the state. The purpose of this study is to rigorously examine the implementation and impact of the Early College High School model in North Carolina. This study is the first to utilize a longitudinal experimental design to assess the impact of the ECHS model on student outcomes. The study has three main goals: (1) Determine the impact of the model on selected student outcomes; (2) Determine the extent to which impacts differ by student characteristics; and (3) Examine the implementation of the model by site and the extent to which variation in specific model components is associated with impacts. Nineteen ECHS in North Carolina are participating in the study. Early results from this study show that the Early College High School model is having a positive impact on many outcomes associated with remaining in school and becoming ready for college. These results suggest that the ECHS is making substantial progress towards its goal of graduating more students who are ready for college and work. Although these findings are very positive, they are restricted to the model as implemented in North Carolina. Other early colleges around the country may not follow the same design principles and may not receive the same level of assistance in implementation as the schools in North Carolina; as a result, their results may differ. (Contains 1 figure and 4 tables.).
Author: Jobs for the Future, Boston, MA. Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
"Smoothing the Path" describes successful state-level strategies and policy lessons that have been learned in four states during the development of schools that integrate secondary and postsecondary education. Statewide efforts in the multi-year Early College High School Initiative, which began in Ohio and Utah in 2002 and in Texas and Georgia in 2004, show how the barriers are being addressed. Because implementing early college high schools requires coordination between secondary and postsecondary education policies, the cases also expose the systemic misalignment that must be addressed to improve the transition from high school to and through postsecondary education--independent of early college high schools themselves. In other words, the fledgling early college high school movement points to challenges states face in building more robust dual enrollment programs, expanding Advanced Placement opportunities, and promoting other approaches that integrate high school and college work. The case studies in "Smoothing the Path" present the first steps in a long-term agenda to align and integrate grades 9 through 14 so that students can move more seamlessly into postsecondary education. Two case studies look at changes in fiscal policy to support early college high schools; two address improvements in alignment across high school and college. "Smoothing the Path" also summarizes the advice the intermediaries would give to future early college high school developers: (1) Gain early support from key state leaders and stakeholders; (2) Coordinate P-16 education policies with the development of early college high schools; and (3) Make the case for financing integrated courses of study. Appendices include policies and regulations relating to early college high schools for Georgia, Ohio, Texas, and Utah. (Contains 12 endnotes.).
Author: Mark Ransford Publisher: ISBN: Category : College preparation programs Languages : en Pages : 442
Book Description
The results found that the 17 essential elements identified by the respondents of the interviews were consistent with the key elements of success defined in the literature; and that the key elements were diffused and reinvented into the new context. They did so following the steps found in Rogers' theory. The researcher found that the new model measured consistent to the original model with a high degree of fidelity and that the developing and maintaining of relationships was important to this diffusion from an original charter school to a much more complicated public school consortium.
Author: Jennifer Zinth Publisher: ISBN: Category : Languages : en Pages : 12
Book Description
An alarming convergence of factors--diminishing percentages of high school graduates enrolling immediately in postsecondary education, traditionally underserved students comprising a growing proportion of the overall U.S. school population, and projections that more occupations in the future will need education beyond high school--suggest that states will need to adopt new approaches to increase the number of American adults ready to enter tomorrow's workforce. Early college high schools are one increasingly popular approach to raise the high school completion and postsecondary participation rates of traditionally underserved students and meet projected workforce needs. This policy brief: (1) Defines early college high schools; (2) Clarifies how they differ from traditional dual enrollment programs; (3) Provides recent research on the positive impact of early college high school participation on academic outcomes for traditionally underserved students; and (4) Sets forth the model state policy components that provide the necessary supports to ensure program access, quality and transferability of credit.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Tracey Hurst Publisher: ISBN: 9780692524114 Category : Languages : en Pages : 128
Book Description
Early College High Schools are proving to be among the most successful school models to serve diverse populations of students in the 21st Century. ECHS Partnership and the MOU (Memorandum of Understanding) is the first in a three-part series to help administrators understand the benefit of the design and how to implement it, including key questions for both partners. With the institute of higher education (college) and the school district collectively working to help students typically underrepresented in higher education, the outcomes are more than promising. Studies show ECHS high school graduation rates well above 90% and 30% of students earning Associate's Degrees (the other 70% typically have far more college credit than their traditional school counterparts). Based on the authors' collective 15 years experience with ECHS in Texas, this first book in the series, based on Early College High School: An Intentional Design, will offer important information on the partnership and MOU. Other books in the series include Book 2 - ECHS Staffing, Students, and Other Stakeholders; and Book 3 - ECHS Structures and Systems which focuses on academics.
Author: John R. Slade
Author: John R. Slade
Author: 
Author: Sheila Smith Wyont
Author: Roni Louise Crow Rentfro
Author: Julie A. Edmunds
Author: Jobs for the Future, Boston, MA.
Author: Mark Ransford
Author: Jennifer Zinth
Author: Joyce L. Epstein
Author: Tracey Hurst