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Author: David Robinson Publisher: ISBN: Category : College preparation programs Languages : en Pages : 106
Book Description
The Early College High School (ECHS) model of education became a reality in North Carolina in 2002, and although some rich data resulting from research targeting the success of ECHS is starting to emerge; the focus is primarily broad in its comparisons of subjects attending ECHS with those attending traditional high schools (THS). This quantitative correlational research study utilized archived student achievement data and data collected from AdvancEd student surveys to explore possible relationships that exist between school setting, student achievement on required standardized tests, and feelings of school connectedness for students. The study revealed statistically significant positive relationships between school setting and higher achievement scores on the math I end of course test, and students' perceptions of their respective school for the standards, Purpose and Direction, Governance and Leadership, and Teaching and Assessing for Learning as indicated by student survey results on the AdvancEd student survey. No statistical relationship was found between school setting and achievement scores and the English II end of course test and students' perception of their respective school for the standards Resources and Support Systems, and Using Results for Continuous Improvement as indicated by student survey results on the AdvancEd student survey.
Author: David Robinson Publisher: ISBN: Category : College preparation programs Languages : en Pages : 106
Book Description
The Early College High School (ECHS) model of education became a reality in North Carolina in 2002, and although some rich data resulting from research targeting the success of ECHS is starting to emerge; the focus is primarily broad in its comparisons of subjects attending ECHS with those attending traditional high schools (THS). This quantitative correlational research study utilized archived student achievement data and data collected from AdvancEd student surveys to explore possible relationships that exist between school setting, student achievement on required standardized tests, and feelings of school connectedness for students. The study revealed statistically significant positive relationships between school setting and higher achievement scores on the math I end of course test, and students' perceptions of their respective school for the standards, Purpose and Direction, Governance and Leadership, and Teaching and Assessing for Learning as indicated by student survey results on the AdvancEd student survey. No statistical relationship was found between school setting and achievement scores and the English II end of course test and students' perception of their respective school for the standards Resources and Support Systems, and Using Results for Continuous Improvement as indicated by student survey results on the AdvancEd student survey.
Author: SERVE Center at the University of North Carolina at Greensboro Publisher: ISBN: Category : Languages : en Pages : 8
Book Description
To increase the number of students graduating from high school prepared for college, North Carolina has established the largest number of Early College High Schools (ECHS) in the United States. Early results from a rigorous, independent study of North Carolina's initiative have shown that these schools have substantial positive impacts on student performance. This brief gives an overview of the ECHS model as implemented in North Carolina, the study's design, and ECHS' impacts on grade 9 students. (Contains 3 figures, 2 tables and 16 footnotes.).
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: 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: Larry Bernstein Publisher: ISBN: Category : Languages : en Pages : 10
Book Description
Students entering high school in 9th grade face a formidable challenge. The transition to high school from 8th grade brings with it increased risks for all students. For example, students in 9th grade are anywhere from three to five times more likely to fail a class than students in any other grade. Similarly, ninth grade retention rates are higher than in any other grade. More importantly, research indicates that 70 to 80 percent of students failing in 9th grade will eventually dropout of high school. Early College High Schools (ECHS) are a new model merging high school and college designed to increase the number of students who graduate from high school and enroll and succeed in college. This paper presents results from a longitudinal, experimental study of ECHS, tracking students from 9th grade through graduation from high school and enrollment in college. This paper will examine impacts of the ECHS model on "underprepared" students, defined as those students who did not pass the 8th grade state exams in either or both reading and math. "Prepared" students, on the other hand, are those passing both exams. In this paper, the authors report on the impact of the model on the performance gaps between underprepared and prepared students from 9th-11th grades. This paper addresses the following specific research questions: (1) Are underprepared students more likely to be from traditionally underrepresented groups such as first generation, minority and free/reduced price lunch students?; (2) What is the impact of the ECHS model on these students' academic performance?; and (3) How does that impact compare to the impact on students who are prepared? This study focuses on ECHSs as implemented in North Carolina. North Carolina has the largest concentration of ECHSs in the country, with over 70 across the state; all managed by the same entity, the North Carolina New Schools. The 19 schools that are a part of this study are geographically distributed throughout the state; they include schools in rural and urban areas, schools with predominantly white populations and schools with predominantly African American populations. Results from this experimental study show that it is possible for schools to have an impact on students entering high school at-risk for academic failure and dropout. These data suggest to us that the reduction or elimination of performance gaps in the early college is a product of a purposeful implementation of a high quality learning environment with high expectations, rigorous courses and instruction, positive relationships, extensive student support, and teachers taking responsibility for student learning. Tables and figures are appended.
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: Larry Bernstein Publisher: ISBN: Category : Languages : en Pages : 10
Book Description
The purpose of this study is to rigorously examine the implementation and impact of the Early College High School (ECHS) model in North Carolina. The primary goal of the ECHS model is to increase the number of students who graduate from high school and who continue on and succeed in college. Therefore, the anticipated long-term outcomes for the program include increased high school graduation rates, increased enrollment in college, and increased graduation from college. To track progress toward those long-term outcomes, the conceptual framework identifies intermediate outcomes that are associated with continued enrollment in high school and enrollment in and success in college. Highlighting early findings from both the impact and implementation results, the authors found that schools are implementing the Design Principles as intended, where students are reporting higher levels of support and interactions with school staff. According to the logic model, this should lead to higher course ECHS students have high expectations of college attendance and frequents college facilities. ECHS students also take more Algebra courses than the control group, indicating early positive impacts on ECHS. However, the authors are finding limited impacts on student's engagement, expectations, and attitudes towards school work. (Contains 1 figure, 4 tables, and 2 footnotes.).
Author: Oksana Naumenko Publisher: ISBN: Category : Languages : en Pages : 9
Book Description
Funded by an Investing in Innovation (i3) Validation grant, the Rural Innovative Schools (RIS) Project is the first widespread effort to scale up the early college model by implementing it in comprehensive high schools. This paper will present preliminary findings from the evaluation of this project. The impact study uses a quasi-experimental design to assess the impact of the RIS Project on a core set of student outcomes. The treatment schools were matched to schools that were equivalent on a core set of baseline characteristics. The specific outcomes examined in this study include: (1) Percent of students who have enrolled in at least 1 College-Credit Bearing- Course by the end of 11th grade; (2) Average number of college-credit bearing courses students have taken and passed by the end of 12th grade; (3) Cohort graduation rate; (4) Attendance; (5) Dropout rate; (6) College preparatory course-taking; and (7) College preparatory course-taking and success. The results from this study will show the extent to which implementation of early college strategies in comprehensive high schools can have the same impact as the stand-alone early college model. Tables and figures are appended.
Author: David Robinson
Author: David Robinson
Author: 
Author: SERVE Center at the University of North Carolina at Greensboro
Author: Julie A. Edmunds
Author: Sheila Smith Wyont
Author: Larry Bernstein
Author: John R. Slade
Author: Larry Bernstein
Author: 
Author: Oksana Naumenko