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Author: Julie A. Edmunds Publisher: Harvard Education Press ISBN: 1682537609 Category : Education Languages : en Pages : 241
Book Description
Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.
Author: Julie A. Edmunds Publisher: Harvard Education Press ISBN: 1682537609 Category : Education Languages : en Pages : 241
Book Description
Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.
Author: Rhona S. Weinstein Publisher: Oxford University Press ISBN: 0190260904 Category : Education Languages : en Pages : 441
Book Description
Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School tells the fascinating story of a long-standing partnership between a university and charter district to create an early-college high school for first-generation college youth. Reflecting community-engaged scholarship and diverse voices, this book uniquely extends the knowledge base about how to better prepare low-income students of color for college eligibility and academic success.
Author: Zachary W. Moulds Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The purpose of this qualitative study was to examine the perceptions of community college administrators in Mississippi regarding the early college high schools located on their campuses. While the ECHS model has become prominent in several states, Mississippi’s efforts to implement the model have yet to be fully examined. Six administrators from three community colleges with ECHS located on their campuses were individually interviewed and asked to share their perceptions of the ECHS model. The participants were asked a series of 12 questions composed by the researcher. The results of the study indicated that each of the administrators overwhelmingly view the ECHS model as a beneficial template and resource for students in Mississippi. Six major themes were described throughout the research: access and opportunity, student achievement, evolving maturity of the students, navigating college/college readiness, benefits to the community college, and community pride. This study provided the first comprehensive assessment of community college administrators regarding the benefits and challenges of the ECHS model in Mississippi. The perspectives shared by these community college leaders are intended to help policymakers and other stakeholders assess the partnerships and benefits of the ECHS in the state.
Author: Marcia Glick Publisher: ISBN: Category : Languages : en Pages : 6
Book Description
The Bill & Melinda Gates Foundation, along with Carnegie Corporation of New York, the Ford Foundation, and the W.K. Kellogg Foundation, is funding the Early College High School Initiative. The 13 partner organizations are creating or redesigning more than 250 pioneering small high schools. Jobs for the Future coordinates the Early College High School Initiative and provides support to the partners and to the effort as a whole. Originally called the Excel program, the Early College High School Initiative at LaGuardia Community College allows students to take college courses while attending one of the two early college high schools on the LaGuardia campus: the International High School or the Middle College High School. Early college is an accelerated program leading to a combined high school diploma and an Associates degree in five years. The educational goals of this initiative are to minimize the barriers between high school and college; to ease the transition from secondary to postsecondary school; to prepare the students for and attract them to higher education, and to increase the high school graduation rates. Not only does this initiative allow secondary school students to take classes on a college campus, it also offers them access to the entire campus and all of its facilities. It is an opportunity for them to learn first-hand the responsibilities and rewards of being a college student. This initiative is described in this document. (Contains 1 table.).
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: Eric Hoffman Publisher: John Wiley & Sons ISBN: 1118485521 Category : Education Languages : en Pages : 129
Book Description
This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit. This volume examines: The details of dual enrollment programs Their impact on student achievement and institutional practices How they support a student’s transition to, and success in, college The role of higher education in improving K–12 education. It presents quantitative and qualitative studies that investigate the impact of dual enrollment programs on student and faculty participants. Accounts by dual enrollment program administrators provide examples of how their programs operate and how data have been used to set benchmarks for program success. Chapters also explore models that build off dual enrollment’s philosophy of school–college partnerships and embrace a more robust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education Publisher: ISBN: Category : Education Languages : en Pages : 56
Author: Gerald S. Edmonds Publisher: Syracuse University Press ISBN: 0815653549 Category : Education Languages : en Pages : 398
Book Description
Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.
Author: Gene I. Maeroff Publisher: Advancement of Teaching ISBN: Category : Education Languages : en Pages : 96
Book Description
Cooperation between colleges and schools is considered in seven chapters. Attention is directed to academic standards, accelerating students, teacher preparation, experiments in transition, minorities, and special models. The analysis is intended to illustrate the great diversity of partnership activities in progress. In an introduction by Ernest L. Boyer, conclusions of the publication are identified as follows: high schools and colleges should cooperate to determine the content and specific skills considered essential for college entrance; students should be free to move at their own pace to make the transition from school to college; programs for beginning and senior teachers should be collaboratively developed by colleges and schools; experimental transition schools should be established that combine the school-college years and avoid curricular overlap and duplication; collaboration is required to identify disadvantaged students at an early age and to provide the assistance they require as they move from school to college; and colleges and universities should establish a partnership with one or more school districts to provide educational and cultural enrichment as determined by principals and teachers at the schools. (SW)
Author: Julie A. Edmunds
Author: Julie A. Edmunds
Author: Rhona S. Weinstein
Author: Zachary W. Moulds
Author: Leon Botstein
Author: Marcia Glick
Author: Tracey Hurst
Author: Eric Hoffman
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education
Author: Gerald S. Edmonds
Author: Gene I. Maeroff