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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: 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: Higher Education National Field Task Force on the Improvement and Reform of American Education Publisher: ISBN: Category : Education, Higher Languages : en Pages : 64
Author: Susan Goldberger Publisher: ISBN: Category : Languages : en Pages : 18
Book Description
This document represents the first in a series of design briefs on models for early college high schools. The briefs focus on the academic and organizational design of the college component and tie those key features to a sustainable financing model. By engaging students in up to two years of demanding college-level work while still in high school, early college high schools are testing a powerful strategy for closing the achievement gap and "doubling the numbers" of low-income youth earning a college degree. But, as pioneers of a new educational approach designed to blend high school and college into an advanced program of study accessible to all students, these schools and their college partners are venturing into largely uncharted waters. This brief examines how one early college charter high school, the California Academy for Liberal Studies, and its college partner, Los Angeles Trade-Technical College, are addressing a critical design challenge facing early college high school developers: how to structure and finance an integrated sequence of college study in which students earn up to two years of transferable college credit. The key features of the college component of the school's design are described, along with the educational and financial rationale and the budget and financing plan. The strengths of the design include how it prepares and supports students who enter school with limited academic skills and English language proficiency to succeed in college classes and how it capitalizes on opportunities and neutralizes obstacles in the policy and funding environment in California. Though early in the implementation stages, the early college high school design developed by the California Academy for Liberal Studies (CALS) and Los Angeles Trade-Technical College (LATTC) offers an instructive model, not only for early college school developers operating in California but for all school developers who are striving to make a rigorous, college-level course of study accessible to all students, regardless of their incoming academic skill levels. (Contains 2 charts, 1 table, and 7 endnotes.) [This design brief was produced by the Early College High School Initiative, a project coordinated by Jobs for the Future, in partnership with the Bill & Melinda Gates Foundation, the Carnegie Corporation of New York, the Ford Foundation, the W.K. Kellogg Foundation, and additional funders.].
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: Fullan, Michael Publisher: McGraw-Hill Education (UK) ISBN: 0335095755 Category : Education Languages : en Pages : 140
Book Description
This book examines the powerful concept of implementation - or what actually happens in practice when innovations or reforms are attempted - by demonstrating its uses in a variety of policy and programme applications.
Author: Charis McGaughy Publisher: Corwin Press ISBN: 1483392562 Category : Education Languages : en Pages : 148
Book Description
Educational partnerships for postsecondary readiness – your resource guide is here! High school graduates want to be prepared to succeed in life after high school; for most that includes completing some form of postsecondary education. This thoroughly researched guide to building and sustaining effective, cross-system partnerships between high schools, colleges, and regional and local communities will help educators support students’ college and career readiness. College and career readiness experts, McGaughy and Venezia lead education stakeholders through a step-by-step process that improves postsecondary outcomes for all students. This book stresses the need to build effective working relationships and offers practical, actionable, information and straightforward strategies to help you: Identify needs Leverage existing relationships, programs and resources Build and sustain regional and local partnerships Implement a plan to measure key outcomes and provide comprehensive supports to ensure postsecondary readiness Connect policies and practices across partnerships to benefit student learning Communicate and work across partnerships to support successful student transitions Includes key research findings, real-world examples and reflections, and templates to guide your work to support improved student learning. "As high schools strive to partner with post-secondary institutions to improve their students’ college readiness, they will find the how-to answers here." Dave Daniels, Principal Susquehanna Valley Senior High School "I found the material interesting, engaging, and important. This book provides a solid rationale for partnership, provides a blueprint that is detailed enough to be helpful and loose enough to make clear that there is no one way approach but rather than their partnership must reflect their context." Natalie B. Schonfeld, Director Student Transition Services, University of California, Irvine
Author: Roberta Mae Rincon Publisher: ISBN: Category : Languages : en Pages : 412
Book Description
In an effort to improve the college completion rates of low-income and minority students, the early college high school model was introduced in 2002. Early college high schools offer students the opportunity to earn an associate’s degree upon high school graduation by providing access to college-bearing courses. This model has resulted in high school graduates entering four-year institutions of higher education as juniors and seniors rather than traditional freshmen. This research presents findings from a case study of students attending a four-year university in Texas. Data were collected through semi-structured interviews with university students that had transitioned from an early college high school. This study focuses on understanding the internal and institutional factors that help students manage the transition from an early college high school into a university environment. Findings show that external support systems play a significant role before, during, and after the transition. These findings indicate a need for clear communication between early college high schools, community colleges, universities, and students. Based upon the findings, I present implications for policy and practice and suggestions for future research.
Author: LaQuesha Foster Publisher: ISBN: Category : Languages : en Pages : 458
Book Description
Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to assist with school reform, ECHS programs provide students with equity and educational opportunities that might not be available in a traditional high school setting. ECHS students are studied primarily to learn about ECHS policy or as first-time-in-college students, after they have transferred to a four year-institution or in comparison to other first-time-in-college students (Schlossberg, 2011). The purpose of this narrative study, utilizing Schlossberg's Transition theory, was to address the exploratory question: How do high school students navigate their transition to the community college while participating in an Early College High School program? Unstructured interviews, narrative inquiry, and thematic analysis were used develop stories and find emerging themes to understand the lived experiences of the participants as high school students participating in the ECHS program and to understand their ECHS experience at the community college. Three themes emerged from the data that aligned with Schlossberg's Transition Theory. These themes revealed more about Early College High School students who completed two years at the high school, or the ninth and tenth grade, and have transitioned to the community college to complete their junior and senior years in high school while simultaneously completing up to 60 hours or an associate degree
Author: Sheila Smith Wyont
Author: Sheila Smith Wyont
Author: Higher Education National Field Task Force on the Improvement and Reform of American Education
Author: Susan Goldberger
Author: Marcia Glick
Author: 
Author: George William Denemark
Author: Fullan, Michael
Author: Charis McGaughy
Author: Roberta Mae Rincon
Author: LaQuesha Foster