The early college high school model gives students a head start on the rest of their lives. These small schools allow students to earn both a high school diploma and an associate degree, or up to two years of credit toward a bachelor’s degree. While open to all students, the model specifically serves low-income young people, first-generation college students, English language learners, and students of color, all of whom are statistically underrepresented in higher education and for whom society often has low aspirations for academic achievement.

Early college removes many of the barriers that prevent students from advancing to college. Students receive enhanced supports to help them excel both academically and personally. Since students earn college credit while in high school, the time it takes to complete a college degree is condensed. Students and families also benefit from reduced or free tuition costs. Ultimately, an early college high school turns obstacles into opportunities for student success.

The early college high school initiative combats low expectations by helping students see themselves as both high school and college graduates. By aligning the high school and higher education curricula, students participate in rigorous coursework that instills in them the skills, knowledge and behaviors necessary to be successful in college. More students pursue a college degree and less students drop out of high school. Most importantly, students set new goals for themselves and become inspired to graduate and pursue postsecondary education.

It begins with an individual’s commitment and perseverance along with the appropriate school structures and supports to find success in both academics and life. For us, this begins with the notion of mastery learning- that all students can learn when provided the appropriate learning conditions in the classroom. Also, academic assessments should be used for informing instruction and to help make learning visible. Many of our students come to EC with learning gaps. It’s always about keeping the learner engaged and making the work relevant for success. Also, there’s a huge difference between college eligible (test score) and college readiness.

Questions to consider:

Where do see the greatest evidence of EC student success? How does a school use data to tell their story?

How is data shared between the ECHS and higher education partner? In what ways has this informed or improved practice?

What does the soft data say about the EC initiative? In what ways do you use data to improve or change practice?

Data- what, now what, & so what?

Our school is a part of the research project and hopefully the findings will provide us more insight about the “valued added” by the ECHS experience. Also, the National Student Clearing House provides information to help validate the work and progress of graduates. This type of data can help us better tell of story EC while blurring the lines between secondary and higher education to become more seamless. 

We have to make the evidence visible to our public(s) and policy makers starting at home- as they say, “the proof is in the pudding”.  There is a growing body of research to help us validate the work and tell the EC story of student success. Our school produces an annual Accountability Report to go beyond the typical School Report Card. It includes NCREST data on college success indicators along with National Student Clearing House information. Dr. Coleman at UNC- Wilmington has helped our school monitor/benchmark progress and assists in development of a plan for improvement. Recently, we used this data in submission of an article for a professional journal to be published later this month. Everyone must tell share their story and celebrate the EC successes along the journey- if it was easy everyone would be doing it!

A favorite quote: ''If a man will begin with certainties, he shall end in doubts, but if he will be content to begin with doubts, he shall end in certainties.'' -Francis Bacon