A Promising Reform: The Early College High School: Finding Supports That Work

Autor/in	Struyk-Bonn, Christina
Titel	A Promising Reform: The Early College High School: Finding Supports That Work
Quelle	(2018), (124 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Oregon
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-6374-1
Schlagwörter	Hochschulschrift; Dissertation; High School Students; College Preparation; College Bound Students; College Credits; Tutoring; College Planning; Time Management; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Förderkonzept; Nachhilfeunterricht; Studienplanung; Zeitmanagement; Schülerverhalten
Abstract	The Early College High School (ECHS) provides high school students with the opportunity to earn college credit while they are still in high school. The school in the study, the Metro East Web Academy, is one such school and currently has an ECHS population of 119 students. After close examination of the five aspects of the theoretical framework, the one area in need of closer scrutiny was the area of supports. Through this study, three main supports were examined: tutoring through Mt. Hood Community College, an advisory class that is not a required aspect of the ECHS program, and college information sessions. A survey was delivered to the 119 current students in the early college program and to 49 current graduates of the program. Various demographic groups did utilize supports to greater and lesser degrees: first year students did not access the tutoring center at the same rates as second or third year students; no students in any demographic groups chose the advisory or AVID and TRIO as the most helpful college support, and second language speakers did indicate that time management was a greater challenge to college success than did their non second language speaking peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01