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Author: Yolanda M. Calhoun
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Nationwide, there has been an enormous amount of attention paid to the importance of college readiness for high school students. The Early College High School Program was created to address the problems of low college enrollment and students' lack of preparation for college. The targeted population includes low income youth, English language learners, first-generation college goers, students of color, and other young people underrepresented in higher education. In 2004, Educate Texas made a proposal to open 15 early college high schools in Texas. According to the Texas Education Agency, 44 new early college high schools opened during the 2014-15 school year. Since its launch in 2002, some of the early college high schools surcease. Participation in an early college high school program comes with benefits and challenges, both of which affect the success of students completing the program with a high school diploma and an associate's degree. Despite the promise of Early College High Schools, only 23.3 % of the graduates earned an associate's degree or technical certificate and 77% of the graduates attended some form of postsecondary education in 2010. The purpose of this study was to examine high school students' perceptions regarding an early college high school. Specifically, this study explored students' perceptions of the benefits and challenges experienced while attending an early college high school, and the factors influencing program completion. Strategies that are perceived to contribute to students' success in remaining in the program and graduating with an associate's degree were also examined. A purposeful sample of 28 students from one Early College High School in the Houston metropolitan area was selected to participate in this study to learn about their perceptions of that early college high school program. Participants were 10th-12th grade students who were enrolled in the Early College High School during the 2015-2016 school year. Three focus groups were conducted using semi-structured interviews. The qualitative data collected from the focus groups were transcribed and coded inductively into emerging themes. Findings from this study indicate that there are benefits and challenges associated with participating in an early college high school. These benefits include the relationships students build with their teachers and peers, college preparation, attending college at no cost, and the head start experience to college life. The challenges include the competitiveness among the students, a strenuous workload, the ability to be self-driven, and the struggle in maintaining a balanced life. In addition to the benefits and challenges, the students also identified factors that influenced their successful completion of the program, such as family support and self-determination. The students never lost sight of the purpose of the program, which was to earn an associate's degree. During the process, they remained steadfast and they redefined success as surviving four years of the ECHS program by earning college hours and a high school diploma. Throughout it all, their resilience prevailed, leaving them feeling a sense of self-accomplishment. The findings may be used to inform school and district leaders about what early college high school programs offer, as well as about the challenges. This study also will contribute to the body of literature on the experiences of participants of early college high school programs.
Author: Yolanda M. Calhoun
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Nationwide, there has been an enormous amount of attention paid to the importance of college readiness for high school students. The Early College High School Program was created to address the problems of low college enrollment and students' lack of preparation for college. The targeted population includes low income youth, English language learners, first-generation college goers, students of color, and other young people underrepresented in higher education. In 2004, Educate Texas made a proposal to open 15 early college high schools in Texas. According to the Texas Education Agency, 44 new early college high schools opened during the 2014-15 school year. Since its launch in 2002, some of the early college high schools surcease. Participation in an early college high school program comes with benefits and challenges, both of which affect the success of students completing the program with a high school diploma and an associate's degree. Despite the promise of Early College High Schools, only 23.3 % of the graduates earned an associate's degree or technical certificate and 77% of the graduates attended some form of postsecondary education in 2010. The purpose of this study was to examine high school students' perceptions regarding an early college high school. Specifically, this study explored students' perceptions of the benefits and challenges experienced while attending an early college high school, and the factors influencing program completion. Strategies that are perceived to contribute to students' success in remaining in the program and graduating with an associate's degree were also examined. A purposeful sample of 28 students from one Early College High School in the Houston metropolitan area was selected to participate in this study to learn about their perceptions of that early college high school program. Participants were 10th-12th grade students who were enrolled in the Early College High School during the 2015-2016 school year. Three focus groups were conducted using semi-structured interviews. The qualitative data collected from the focus groups were transcribed and coded inductively into emerging themes. Findings from this study indicate that there are benefits and challenges associated with participating in an early college high school. These benefits include the relationships students build with their teachers and peers, college preparation, attending college at no cost, and the head start experience to college life. The challenges include the competitiveness among the students, a strenuous workload, the ability to be self-driven, and the struggle in maintaining a balanced life. In addition to the benefits and challenges, the students also identified factors that influenced their successful completion of the program, such as family support and self-determination. The students never lost sight of the purpose of the program, which was to earn an associate's degree. During the process, they remained steadfast and they redefined success as surviving four years of the ECHS program by earning college hours and a high school diploma. Throughout it all, their resilience prevailed, leaving them feeling a sense of self-accomplishment. The findings may be used to inform school and district leaders about what early college high school programs offer, as well as about the challenges. This study also will contribute to the body of literature on the experiences of participants of early college high school programs.
Author: Dawn Rochelle Harding
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Author: Jobs for the Future, Boston, MA.
Publisher:
ISBN:
Category :
Languages : en
Pages : 37
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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: Julie A. Edmunds
Publisher: Harvard Education Press
ISBN: 1682537609
Category : Education
Languages : en
Pages : 241
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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: Mark Schneider
Publisher: Teachers College Press
ISBN: 0807756024
Category : Education
Languages : en
Pages : 257
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Book Description
The challenges public comprehensive universities face today are expanding, they have been challenged to enroll and graduate more students, adopt new technologies that lower cost without sacraficing quality, and align program and curricular offerings with the skills that employers require. While these universities have a long history of adapting to change, today's environment will likely test the capabilties of even the most adaptive institutions. This volume assembles a team of experts from a variety of disciplines to examine both the history of the comprehensive university and what lies ahead. Overall, the book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labour market? Can partnerships between community colleges and comprehensive universities bolster student success? The University Next Door draws a much-needed attention to a set of institutions that has historiacally received little notice, yet play an important role in meeting our new attainment goals and helping the economy grow. This book: examines the role of comprehensive universities from start to finish, their history and future; uses empirical analysis to explore complex questions about which students choose these universities and why; explores how these institiutions might struggle under a federal ratings system such as the one proposed by President Obama; discusses how these institutions can better monitor the needs of the economy and better educate students to fill those needs; and provides recommendations to inform future decisions about higher education policy.
Author: Melinda Martin Valdez
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
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Book Description
The short existence of Early College High Schools has not allowed for considerable research to assess their operational effectiveness. Furthermore, the effectiveness perceptions and reactions of students enrolled at these schools have not been given ample opportunity to be studied--an integral component of any school's operation. The purpose of the study is to focus on one specific ECHS while in its third year of existence to assess its operational effectiveness from the perspective of its students. The research methodology which was selected as appropriate for the study involves the use of qualitative research coupled with the case study method. In order to assess for reliable observations, currently enrolled students were interviewed to gain knowledge of their perception of the operational effectiveness at their early college high school. Additional qualitative data was utilized with an inductive analytic approach to provide for a detailed view of the school. Data was segmented into relevant parts to help identify emergent themes. The following themes emerged from the findings: attainable success; student roles and responsibilities; personalization; support to achieve higher-level work; highly qualified teachers; and engaging parents and community. The findings suggest that student perceptions reflect an effective school environment that enables them to meet the expectations of high school graduation and completion of up to two years of college credit. Moreover, the supplemental data collected provided evidence of effective school administration and instructional practices that foster the support and engagement of students to meet their needs as early college high school students. An objective study of an early college high school may assist its administrators to ascertain whether they are meeting the needs of their students. Future research concerning this topic may be able to utilize the results and conclusions of this study to further enrich the knowledge of effective early college high schools.
Author: Rolanda Randle
Publisher:
ISBN:
Category : College-school cooperation
Languages : en
Pages :
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Book Description
This study explores the existence of qualitative differences in the structure and design of four early college high schools in the state of Texas; specifically looking at stand-alone models and models co-located on a college campus. In addition, the study investigates whether structure and design of the four schools affect racially minoritized students’ acquisition of social and cultural capital leading to measurable human capital outcomes in the form of two-year degree or equivalent completion rates and four-year college or university transfer rates. Through the use of the case study method, several themes emerged for each form of capital, such as the importance of relationships (social capital) and understanding college culture (cultural capital); the themes were examined for each structure type early college high school. Nine early college high school administrators were interviewed or surveyed as well as six parents of students who graduated from the four schools in the study. To examine human capital outcomes among minoritized students graduating from the four schools, logistic regression analysis was conducted and revealed that students graduating from the stand-alone structure type early college high schools had better odds of Associate degree completion and four-year college transfer rates..
Author: Rhona S. Weinstein
Publisher: Oxford University Press
ISBN: 0190260904
Category : Education
Languages : en
Pages : 441
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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: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Carol Ann Tomlinson
Publisher: ASCD
ISBN: 1416623337
Category : Education
Languages : en
Pages : 199
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Book Description
First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices, practitioners' experience, and Tomlinson's ongoing thinking about how to help all students access high-quality curriculum; engage in meaningful learning experiences; and feel safe and valued in their school. Written as a practical guide for teachers, this expanded 3rd edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn What differentiation is and why it's essential How to set up the flexible and supportive learning environment that promotes success How to manage a differentiated classroom How to plan lessons differentiated by readiness, interest, and learning profile How to differentiate content, process, and products How to prepare students, parents, and yourself for the challenge of differentiation We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.
