An Early College Initiative in an Urban, High-Poverty High School: First-Year Effects on Student Achievement and Non-Academic Indicators

Autor/inn/en	Muñoz, Marco A.; Fischetti, John C.; Prather, Joseph R.
Titel	An Early College Initiative in an Urban, High-Poverty High School: First-Year Effects on Student Achievement and Non-Academic Indicators
Quelle	In: Journal of Education for Students Placed at Risk, 19 (2014) 1, S.36-52 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.927746
Schlagwörter	High Schools; Urban Schools; Disadvantaged Environment; Academic Achievement; Educational Indicators; Transitional Programs; College School Cooperation; College Preparation; Program Implementation; Criterion Referenced Tests; Matched Groups; Control Groups; Norm Referenced Tests; Statistical Significance; Educational Change; Qualitative Research; College Credits; Developmental Studies Programs; Mathematics Achievement; Reading Achievement; Attendance; College Bound Students; Suspension; Quasiexperimental Design; Statistical Analysis; Multivariate Analysis; Kentucky; ACT Assessment + Suchen Sie Ihr Suchwort? High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Educational indicato; Bildungsindikator; Bildungsreform; Qualitative Forschung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Anwesenheit; Ausschluss; Schulausschluss; Statistische Analyse; Multivariate Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The Early College High School (ECHS) initiative developed in response to calls to significantly decrease the number of first-generation college and underserved students of color and from poverty who are high school dropouts or marginally graduates (i.e., ill prepared for college). The ECHS model is different from other educational reforms in that secondary and postsecondary faculty work collaboratively to align curriculum and supports that facilitate a successful high school-to-college transition. The purpose of this study was to evaluate the effects of the initial implementation of ECHS on student achievement and nonacademic indicators in a high-poverty setting. Results indicated that, after an initial year of implementation, achievement results on criterion-referenced tests were significantly higher for all students relative to matched control students, but the statistically and practically significant impact on norm-referenced tests was limited to students enrolled in ECHS courses; school attendance remained the same, but suspensions were decreased. Implications for high school reform and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10