Early Findings from the Implementation and Impact Study of Early College High School

Autor/inn/en	Bernstein, Larry; Yamaguchi, Ryoko; Unlu, Fatih; Edmunds, Julie; Glennie, Elizabeth; Willse, John; Arshavsky, Nina; Dallas, Andrew
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Early Findings from the Implementation and Impact Study of Early College High School
Quelle	(2010), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; High Schools; Graduation Rate; Models; College Attendance; Program Effectiveness; Enrollment Trends; Program Implementation; Student School Relationship; Teacher Student Relationship; Algebra; Secondary School Mathematics; Learner Engagement; Student Attitudes; Student Educational Objectives; Educational Attitudes; Outcomes of Education; College Bound Students; High School Students; College Preparation; Academic Achievement; North Carolina + Suchen Sie Ihr Suchwort? High school; Oberschule; Analogiemodell; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lernleistung; Schulerfolg; High schools; Student; Students; Schüler; Schülerin; Studentin; Schulleistung
Abstract	The purpose of this study is to rigorously examine the implementation and impact of the Early College High School (ECHS) model in North Carolina. The primary goal of the ECHS model is to increase the number of students who graduate from high school and who continue on and succeed in college. Therefore, the anticipated long-term outcomes for the program include increased high school graduation rates, increased enrollment in college, and increased graduation from college. To track progress toward those long-term outcomes, the conceptual framework identifies intermediate outcomes that are associated with continued enrollment in high school and enrollment in and success in college. Highlighting early findings from both the impact and implementation results, the authors found that schools are implementing the Design Principles as intended, where students are reporting higher levels of support and interactions with school staff. According to the logic model, this should lead to higher course ECHS students have high expectations of college attendance and frequents college facilities. ECHS students also take more Algebra courses than the control group, indicating early positive impacts on ECHS. However, the authors are finding limited impacts on student's engagement, expectations, and attitudes towards school work. (Contains 1 figure, 4 tables, and 2 footnotes.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10