Early College Program Research Articles

The Effects of Dual-Enrollment Programs on Students’ Post-Secondary Academic Performance

Abstract Early college programs allow high school students to go beyond the advanced courses that the high school offers. Much of the literature on this topic focuses on small sample sizes, theories, or qualitative evidence; quantitative evidence of such a relationship is lacking. This study will examine the relationship between early college programs and academic performance, as well as graduation and retention rates and provide quantitative evidence of such relationships. The study uses survey data collected from two public universities in the state of Michigan. The results suggest that dual enrollment participation has a significant and positive effect on students’ college grade point average (GPA). Based on our results, dual enrollment participation is beneficial to students and should be encouraged. Because of the quantitative nature of the data, policy makers can use it to make informed decisions about early college programs and how these programs may benefit their students and institutions.

The impact of intrusive college academic advising on high school students’ college degree attainment commitment levels: A quantitative quasi-experimental study

• Early college opportunities continue to grow in traditional high school settings. • A credit-only approach in early college programs is not making the expected impact on students’ educational outcomes. • Commitment to making educational and career decisions is a critical milestone in adolescents’ identity development stages. • College counseling services should include more comprehensive support to incorporate college academic advising. • Intrusive advising, has proven to be a successful strategy in increasing students’ commitment to attain a college degree.

A path towards citizenship: The effects of early college high schools on criminal convictions and voting

Building on a growing literature showing that early college high schools substantially improve educational outcomes, we investigate possible spillover impacts of this intervention on civic outcomes in North Carolina, which has early colleges in most of its 100 counties. We present both lottery and observational impacts on voting and criminal convictions. Our results suggest a modest increase in voting during early adulthood of about 4–5 percent, though lottery estimates do not rule out a null effect. For criminal convictions, lottery estimates are imprecise due to very low conviction rates, but observational evidence suggests a moderate decrease in convictions. We additionally identify stronger impacts on voting and conviction outcomes for key student subgroups, particularly black males and economically-disadvantaged white students. These results suggest that scaling up the early college program can improve youth civic outcomes and help to close key civic and political participation gaps.

Strategies for Successful College Transitions for High School Students in Urban Schools

Students in the U.S. are underachieving in math and reading, which negatively affects transitions to postsecondary education (NAEP, 2015). Research shows that students exposure to college coursework in high school can increase academic outcomes for students and lead to successful transitions to college. However, many studies promote the use of early college programs that foster college readiness, without considering schools that may not be equipped to provide those opportunities for students. This article offers insight about the lack of college readiness for students, specifically students that attend urban schools, and the role that high schools play in combating these limitations. This article concludes with recommendations on ways to creatively immerse students from urban schools with college experiences.

Space and Place in Rural Program Implementation

Employing concepts of place and space, we consider the implementation of Early College initiatives in two small school districts in Ohio, situated in very different regions of the state. One is a rural district near the foothills of Appalachia, and the other is a small town district on the shores of Lake Erie. The paper examines data collected through a state-wide evaluation project. Our analysis suggests that where a school is located matters to the kinds of resources, opportunities and constrains it has for implementing state programs. Resources like transportation, access to college partners, and even proximity to other school districts made important differences to how these school districts implemented the Early College program. Given the variable conditions of school districts in Ohio and other states with a large number of rural and small city school districts, state policy makers should consider flexible implementation plans and variable levels of support.

Cross-cultural communities of practice for college readiness

College readiness is a social construct requiring both student and adult preparedness. This paper used a case study methodology to explore how teaching in an early college program might promote adult college readiness in the instructors. A community of practice, enhanced by a co-teaching model, in two separate high school settings under one early college program, was the unit of analysis. The communities of practice provided a safe place for risk-taking, experimentation and innovation. Semi-structured interviews revealed growth in cross-cultural understanding, content knowledge and contextual skills and knowledge as well as general teaching skills, all of which would contribute to student success in the secondary/postsecondary transition. Self-discovery and self-expression flourished, but concrete changes in identity were minimal and institutional learning was marginal.

Funding Early College High School: Hold Harmless or Shared Commitment

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.

A Model Intervention Program for Secondary School Education

Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.

Symposium Report on Aligning Texas Four-by-Four High School Curricula and First-Year College Courses

This report describes two symposia convened to address the process of implementing the recently published Texas College and Career Readiness Standards, which are intended to help educators aid students in bridging the gap between high school and college classroom expectations. In 2009 and 2010, these two symposia for chemistry education professionals focused on understanding what is expected of chemistry students from various high school settings (e.g., small and large schools; rural, suburban, and urban locales) in order for students to succeed in first-year college-level lecture and laboratory courses. The first symposium was attended by 45 secondary school teachers and many representatives of universities, junior colleges, technical colleges, and private colleges. This symposium began a dialogue on how graduating high school seniors could become successful first-year students in college. The goals were to begin recognizing how the new standards evolved and to acknowledge the gaps between high school and college chemistry curricula. The first symposium also discussed what it means for students to be ready for postsecondary experiences and raised awareness of developments underway in high schools, including dual-credit courses, early college programs, and how colleagues in mathematics support efforts to improve chemistry education in Texas. The second symposium, which brought together more than 120 chemistry teachers in two locations via a teleconference, continued the dialogue established in the first symposium. Mathematics colleagues were invited to join the chemistry teachers in the second symposium so that the alignment issues between the disciplines could be addressed.

Blurring the Lines between High School and College: Early Colleges and the Effect on Adult Learners

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. …

What Became of the Kids Who Participated in the 1981 Johnson Early College Summer Arts 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.

A Study of Personnel Programs in Eleven Accredited Negro Colleges

Guidance, some form or other, has always accompanied educational processes college, whether planned for or not. For many reasons the school is the ideal and psychological setting which advisement should be given. Because their aims and even more justifiable functions of schools are now under fire for political, economic, and philosophical reasons, the prevalence of so much indecision and instability in the temples is discouraging. The writer's purpose is not to discuss or attack the presence or lack of a satisfying educational philosophy the Negro college. His intention is to say that since college and some form of guidance are inseparable, there ought be promoted a more efficient, living organization of such services and ideals as accompany any guidance system, no matter how abbreviated or protracted. In the early college program religious and personal guidance occupied a position commensurate with the program's academic attributes. Changing interests and social forces have dictated administrational and personnel divergences so that the causes of a lack of interest educational individualization are obscure. Whatever those causes, they are based on our failing to change the emphasis and direction of our reactions to the changing features and conditions of the world which we now live. Perpetually changing conditions demand a dynamic philosophy of adjustment. Whether the organism is human or institutional makes no difference. If human, failure or inability to adjust spells doom; if institutional, and temporally far removed from the conditions of inception, as conditions. become altered, inflexibility of program and function yields an ever-increasing tendency to lag and to deteriorate. The fact that fluent adjustability is a prime requisite for existence a more or less competitive, complex social order is quite unimportant compared to the manner, method, and direction which adjustment can be achieved. The point is that it must be decided definitely by those who are strategic positions by what means and which direction the organism is to move. In that our colleges are formalized attempts at preserving the status quo a balance-demanding socio-psychological continuum, there is an inherent lagging which enables and promotes the development and extention of practices that are at once internally incompatible and untelic. It is assumed that an un-organized or semi-organized student personnel program is systemically unjustifiable and socio-educationally injurious. In order to ascertain the educational philosophies, programs, and practices of selected Negro colleges, a questionnaire was drawn up, submitted to authorities, and forwarded to a number of four-year colleges accredited by the Southern Association of Colleges and Secondary Schools. While it was