Understanding How Access to Early College Programs Differs for English Learners

This is an accessible guide for school leaders and educators who seek to build, support, and expand effective early college and dual enrollment programs in their communities. One of the first books to bring together research in a practical way, this book is full of real stories, critical insights from leaders, teachers, and students, examples of what works and doesn’t work, and strategies to help students successfully make an important jump in their lives, putting them on track to post-secondary education and a career. Whether you’re starting a program from scratch or want to improve an existing dual enrollment and early college program, this book will provide you with the research base, tools, and resources to understand where you and your students fit into the national landscape, and provide guidance and inspiration on the journey to creating an effective program.

Results are reported of a follow-up study conducted nine years after a group of twenty-seven adolescents, judged talented in the visual and performing arts, participated in the Johnson State Early College Summer Arts Program. In this research, which utilized a questionnaire, the Self-Directed Learning Readiness Scale, and telephone interviews, information was provided about members of this population, now young adults. It was revealed that: 1) art still plays an important role in their lives; 2) they possess the characteristics defined in the program selection criteria; 3) they are highly self-directed; 4) they believe participation in the Early College Program had a positive effect on their lives and their involvement in art; 5) several have overcome significant pre-existing emotional challenges since participating in the Early College Program. It was tentatively concluded: 1) four conative attributes ascribed to participants appear to combine in different ways to influence self-perception and artistic productivity according to gender and over time; 2) respondents believed the Early College Program helped them preserve their artistic inclination into adulthood, contributed to their long-term emotional well-being, and assisted them in college major and career choices; 3) as self-directed adults, they may benefit more from college and adult education programs that allow for a high degree of self-direction in learning situations than from narrowly structured programs. Advice they offered administrators and faculty of programs similar to the Early College Summer Arts Program is summarized and reported.

Most educators are keenly aware that a high socioeconomic status (SES) equates to better academic preparation than a low SES and high SES students are more likely to attain a college degree. One strategy for closing the higher education equity gap is to provide college-level courses to students while in high school through dual enrollment programs. These programs offer the opportunity for high school students to earn high school and college credit for courses taken at the high school, on a college campus, or online. Dual enrollment programs are an ideal way for students who have limited economic resources and have the ability to be successful in early college programs, to begin to work on their college degrees while still in high school. In most cases, these programs are free to the students, which saves students from potential college debt after matriculating to college. The researcher conducted a qualitative study that sought to gain an understanding of the experience of low-income students who participated in the dual enrollment program in Ohio and then matriculated to the community college that was associated with their dual enrollment participation. The study was guided by the overarching question, What is the experience of low-income college students who participate in a dual enrollment program prior to matriculating to college? This question was further defined by answering the following sub-questions: (1) As college students, what are the students perceptions of their past experience as a dually enrolled high school student?; (2) How do the students perceive their transition to college in terms of their access to information and social supports as a result of participation in the dual enrollment program?; and (3) How do the students perceive their preparation for college academic success in terms of college readiness as a result of their participation in the dual enrollment program? The theoretical framework for this study was centered on Social Capital Theory and also utilized Conleys college readiness model as a conceptual framework for evaluating college readiness. As this study sought to understand the lived experiences of the participants, data were collected and analyzed using an interpretive phenomenological methodology. The findings from the study indicate that many of the low-income students underutilized the dual enrollment program, which limited the impact of the dual enrollment program on their social capital development and their overall college readiness. Reasons for the limited participation in the program adds to the literature that details common barriers to participation for low-income students. Policy implications and best practices for policy design are discussed in relation to the barriers identified in the study.

Research shows that Early College high schools have a significant impact on high school and college outcomes for students from low income and racial/ethnic minority backgrounds, but how similar opportunities extend to English learners (ELs) remains unknown. We examine a program that offers Early College opportunities in high schools serving large EL populations in California. Leveraging an exogenous policy change and rich administrative records, we look at the outcomes of pre- and postprogram cohorts of ELs (N = 15,090) in treated and untreated high schools. We find large, significant estimated effects on college credits earned in 12th grade but no effect on immediate college attendance after high school. The probability of attending a 4-year college decreased.

The purpose of this study aimed to investigate students’ English classroom goal structures, English learning motivation, and English learning achievement in junior high school, to discuss the differences among English classroom goal structures, learning motivation, and learning achievement based on personal background, as well as to make a prediction to learning achievement by English classroom goal structures and learning motivation The instrumentation was composed of three parts, including: personal information, English classroom goal structures scale, and English learning motivation scale. Participants in the study were 325 second-grade junior high school students in the northern district of Taipei city. The usable returned questionnaires were 309. The data collected from the questionnaires were analyzed by means of Descriptive statictics, T-test, one-way ANOVA, Pearson’s correlation analysis, and stepwise multiple regression analysis. The main findings of this study were as follows: 1. The students with different gender had no significantly different English classroom goal structures, English learning motivation, and English learning achievement. 2. The students with different English learning style after school had significantly different English classroom goal structures, English learning motivation, and English learning achievement. 3. The students with different traveling experience had significantly different English learning motivation and English learning achievement. 4. There was a correlation between English classroom goal structures and English learning motivation. 5. There was a significant positive correlation between English classroom goal structures and English learning achievement. 6. There was a significant positive correlation between English learning motivation and English learning achievement. 7. The effective predictors of English learning achievement were classroom master goal structure, self-affirm and learning requirement. According to the results of this study, the concrete suggestions were provided to the junior high school English teachers, the parents and the junior high school students. In addition, recommendations for further studies were also proposed.

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Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and community college shared the entire cost. Data from document analysis and interviews with administrators, parents and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the “hold harmless” model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies and scholars in educational financial policy.

This study examined the impact of the early college model on first-year academic performance. The researcher surveyed students from a small-sized university who graduated high school between 2015-2018, lived off-campus, and were over the age of 18. The study found a moderate positive relationship, which was significant, between academic performance at the end of the early college program and students' academic performance at the end of the first year in college. However, the study did not find a significant difference in academic performance among the different early college models and did not find a significant difference between the academic performance of students who graduated from an early college program and those who did not. The results led the researcher to recommend further research that explore the difference between the different models of early college.

The history of the community college reflects an almost continuous effort to increase access to higher education; women, members of non-dominant groups in society, older learners, learners with disabilities, and now younger students have often accessed higher education through the community college. For over 60 years, the community college has utilized inter-institutional collaboration to expand access and play a vital role in meeting the needs of both traditional and adult students (Bragg, 2006; Koos, 1946). These partnerships have allowed the community colleges to serve students with great diversity in terms of age, professional background, academic ability, and educational goals. By leveraging their resources through collaboration, community colleges have expanded access to higher education and helped increase economic and educational opportunities. As a result of this history of increasing access and inter-institutional collaboration, the community college has become known as the access point to higher education for adult learners, particularly adult learners from nondominant groups within our society (Keene, 2008; Cohen & Brawer, 2008). Adult learners have been a primary constituency for the community college in both degree-seeking curricula and in non-credit programming for occupational and recreation purposes. As the American population ages, there has been an increase in the number of older students at the community college (Krakauer, 2005). A new form of collaboration is developing in several states, which allows greater access and brings a new group of students to the community college. This partnership is, however, threatening some of the dynamics between the community college and its primary constituency: adult students. Early Colleges are small schools designed so students can earn both a high school diploma and an Associate's degree or up to two years of credit toward a Bachelor's degree. For some students, it effectively blends two institutions into one, although it creates a variety of new challenges for community college leaders. These schools have the potential to improve graduation rates and better prepare students for entry into high-skill careers by engaging students in a rigorous curriculum and compressing the number of years to a college degree (Wolk, 2005). Located primarily on community college campuses, Early Colleges allow high school students, beginning as early as the 9th grade, to concurrently earn a high school diploma and an associate's degree with little or no cost to the student. The purpose of this study was to investigate whether the presence of high school students, some as young as 14 or 15, has an effect on the learning environment of adult students at the community college. The research examined the perceptions of community college chief academic officers in North Carolina regarding the effect Early College Programs have on adult students. Thirty-eight Early Colleges existed in North Carolina at the time of this study, representing about one-quarter of all Early Colleges in the United States. Several states were watching the aggressive implementation of Early Colleges in North Carolina as they considered similar programs. Adult learners are an important and historically notable constituency for community colleges, and the education of adults is an important part of the community college mission. Therefore, community college leaders would want to be aware of any changes in the adult learning environment created by Early College students on their campus. As with any new program, there may be unintended consequences which result from Early College efforts. The current study investigated whether the presence of Early College students (aged 14-18) had any unplanned effects on the learning experiences of adult students at the community college. Methodology The purpose of this study was to explore the perceptions of chief academic officers regarding the effect Early College programs have on adult community college students. …

This article explores a collaborative initiative undertaken by a state university aimed at implementing and expanding an Early College Program. The conceptual framework, practical strategies, collaborative efforts and background of this initiative are presented. With a focus on improving college access for all, the article introduces the university's efforts to promote an inclusive Early College Program accessible to high-need students in particular. This collaborative approach highlights the importance of fostering collaboration among both internal and external partners of Institutions of Higher Education (IHE). By sharing insights into the program design and implementation, the article aims to inspire similar initiatives and contribute to the ongoing dialogue promoting early college experiences for all.

One of the most notable ways in which large, comprehensive high schools are working to meet the needs of the increasing numbers of English Language Learners (ELLs), and other students who may be struggling with academics, is by subdividing into smaller schools. One of the most appealing features of small schools is their emphasis on personalized instruction for students. While it takes many forms, personalizing education means knowing all students well and designing curriculum that meets their individual needs. Personalized learning environments hold enormous potential for improving the educational experiences, and even very lives, of English learners. The purpose of this qualitative case study was to examine the extent to which English Learners at a small conversion high school received personalized instruction, and the extent to which this personalization contributed to meeting students’ psychosocial and academic needs. The study focused on one small conversion high school in a large city in southern California. Of the total school enrollment of approximately 500 students, 74% are (ELLs). Data were gathered through five months of classroom observations, student and school staff interviews, and review of school records. Data analysis identified several themes, including: differing expectations about personalization on the part of teachers, the principal and students; the way in which the school structure contributes to a personalized environment, instructional strategies related to personalization and meeting the needs of ELLs in the content area classroom; an ethic of care on the part of the teacher, and professional development. Recommendations that emerged from the study focus on the need to re-evaluate teacher certification requirements, the reorganization of the school structure, the development of a counseling program designed for ELLs, and the need for relevant, ongoing professional development. This study can contribute to the limited s research available on the potential of small schools to successfully educate English Learners. The findings of this study also provide fertile territory for further exploration of many areas related to small schools, personalization, and English Learners. Potential research could contribute to what is known about teacher motivation, effective content-area instruction for ELLs, teacher training and hiring, and school organization, all within the environment of the small school.

In the United States, the population of minority students in 2005 increased to 42 percent of public school enrollment (Echevarria & Short, 2010). English learners (ELs) are the fastest growing population of students enrolled in public school across the United States. California alone has 1.5 million ELs attending public schools (Echevarria, 2008). During the 2007-2008 academic year, only 11 states met their accountability goals for ELs under the No Child Left Behind Act (August, and Shanahan, 2006, Zehr, 2011). If an EL speaks English with difficulty, 82 percent will not graduate from high school. A recent Texas study reported that 80 percent of ELs did not graduate from high school (Echevarria, Vogt, and Short, 2008). The gap in academic achievement between Caucasian students and those from culturally and linguistically diverse groups has widened primarily because many middle and secondary classroom teachers are under prepared to make content comprehensible for ELs or to teach content-area literacy to a forgotten population of middle and secondary ELs (Echevarria and Short, 2010). The result is that ELs enrolled in middle and high schools have become long term ELs, who's specific learning needs for success in school are largely, ignored thus creating a large EL underachieving group (Olsen, 2010). Many middle and secondary schools engage in the common practice of segregating students in what some educators have called the “EL ghetto.” The ELs middle and secondary school curriculum typically consists of a sequence of courses that keep them together over multiple years in classes that do not enable them to complete prerequisites for higher tracks of college (Darling-Hammond, 2010). The overarching question addressed in this presentation is; what do teachers need to know and be able to do to provide ELs with systematic language development, academic literacy skills, successful experiences in mainstream classes, meet content standards, and pass standardized assessments in their second language?

Background/Context The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In Texas, the centerpiece of high school accountability is the pressure to improve exit test scores, a battery of minimum competency exams that students have to pass to graduate from high school. Despite the theory underlying accountability, it is unknown whether policies that reward and sanction schools and students based on high-stakes tests improve English learner (EL) student outcomes over the long term. Purpose/Objective/Research Question/Focus of Study The purpose of the research is to better understand the interaction between high-stakes testing, accountability, and ELs. This study asks the following questions: Have student outcomes for ELs improved since the inception of accountability in Texas? To what extent does social capital theory inform our understanding of the impact of high-stakes exit testing on EL exit test performance in Texas high schools? What are the perceptions of teachers, principals, and students regarding the effects of high-stakes testing and accountability on ELs? Research Design This article reviews longitudinal student outcomes (test scores, dropout, grade retention, and graduation rates) for Texas ELs from the inception of accountability in 1993. To understand the interaction between ELs and high-stakes exams, the researcher undertook qualitative field work in high schools in four Texas districts with large numbers of ELs to understand how the life contexts of ELs interact with Texas-style high-stakes testing and accountability policies. Via administrator, teacher, and student perceptions of exit testing, the article attempts to shed light on the academic challenges faced by ELs in the current accountability context. Conclusions/Recommendations This article underscores the legitimacy of the concern that ELs experience unintended consequences associated with high-stakes exit testing and accountability policy and suggests that social justice and equity are ratiocinative critiques of high-stakes testing and accountability policies. The next round of federal and state educational policy must be a mandate that provides support for ELs to meet performance standards by providing evidence-based solutions: appropriate curriculum, pedagogy, and well-trained teachers. Furthermore, policy makers, practitioners, and researchers should be cognizant of the less intrusive approach that many ELs and their families have toward schools by reconsidering whether “one size fits all” high-stakes exit testing policies are plausible for increasingly heterogeneous student populations. The use of multiple measures of EL student success in content areas, such as portfolios, is an accountability mechanism that makes sense, not just for ELs, but for all students.

This study examined literacy instruction in 14 first grade classrooms (9 classrooms in Year One and 5 classrooms in Year Two) of English Language Learners in three schools in Southern California. Pre and posttest measures of reading for 186 first graders across 2 years, representing 11 different native languages yielded outcome data. These data were examined in reference to ratings of the quality of instruction based on the use of the English Learners Classroom Observation Instrument (ELCOI). Students were followed through 6th grade (n=59). Results indicated a moderately strong correlation (r=.65) between teacher rating and oral reading fluency scores of students at the end of 1st grade and a strong correlation (−.83) between teacher rating and number of students reading below end of 1st grade reading thresholds. Descriptive longitudinal data on passage reading comprehension and oral reading fluency yielded moderately strong correlations in 3rd grade. By 6th grade, correlations between 1st grade literacy practices and reading were weak (r=.016). Students who were labeled with learning disabilities were extremely weak readers without exception, however, several students who performed at benchmark in 1st grade were later labeled. Educational implications and recommendations for future research are discussed.

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