Study: 81640

Grant Competition

Review Details

Reviewed: February 2018

At least one finding shows strong evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Grant Competition (findings for Early College High School)

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

Progressing in school outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
College Prepatory Math Course Completion	Early College High School vs. Business as usual	Full sample; 1,315 students	77.00	70.00	Yes	9
Algebra I course completion	Early College High School vs. Business as usual	Full sample; 1,607 students	75.00	69.00	Yes	7
English 1 course completion	Early College High School vs. Business as usual	Full sample; 1,607 students	87.00	84.00	Yes	6

Staying in School outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Attendance	Early College High School vs. Business as usual	0 Days	Full sample; 1,554 students	N/A	N/A	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

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North Carolina

Race
Black		27%
Other or unknown		13%
White		60%

Study Details

Setting

The study took place in 12 high schools in North Carolina.

Study sample

The intervention condition included 952 students, of which 59% were White, 27.3% were Black, 9% were Hispanic, 41% were Male, 51% were on free or reduced-price lunch and 41% had no college-educated parent. The comparison condition included 737 students, 61.8% of whom were White, 26.1% were Black, 6.6% were Hispanic, 41,9% were Male, 49.8% were on free or reduced-price lunch and 40.5% had no college-educated parent.

Intervention Group

The intervention consisted of early college high schools, designed with an articulated program of study around college readiness principles. In contrast to traditional high schools, these schools are located on the campus of a higher education institution, are small (fewer than 400 students), have autonomous governance, and require students to complete 2 years of college credits while in high school.

Comparison Group

The comparison condition was assignment to the high school the student would have attended if not granted admission by lottery to the early college high school.

Dual Enrollment Programs Intervention Report - Transition to College

Review Details

Review Details

Reviewed: February 2017

For:

Dual Enrollment Programs Intervention Report - Transition to College

Using:

Rating:

Additional source not reviewed (View primary source).

Findings

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Study sample characteristics were not reported.

Expanding the Start of the College Pipeline: Ninth-Grade Findings from an Experimental Study of the Impact of the Early College High School Model

Review Details

Review Details

Reviewed: September 2016

For:

Single Study Review (729 KB) (findings for Early College High School)

Using:

Rating:

Additional source not reviewed (View primary source).

Findings

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Study sample characteristics were not reported.

Grant Competition

Review Details

Reviewed: November 2012

No statistically significant positive
findings

Meets WWC standards without reservations

For:

Grant Competition (findings for Early College High Schools)

Using:

Rating:

Meets WWC standards without reservations

Findings

Progressing in school outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Algebra I course completion	Early College High Schools vs. Business as usual	9th grade	Full sample; 1,607 students	0.75	0.69	No	--
English 1 course completion	Early College High Schools vs. Business as usual	9th grade	Full sample; 1,607 students	0.87	0.84	No	--
College Prepatory Math Course Completion	Early College High Schools vs. Business as usual	9th grade	Full sample; 1,315 students	0.77	0.70	No	--

Staying in School outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Attendance	Early College High Schools vs. Business as usual	9th grade	Full sample minus students without attendance data; 1,554 students	N/A	N/A	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 59%
Male: 41%
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Race
Asian		1%
Black		27%
Native American		1%
Other or unknown		3%
White		60%

Ethnicity
Hispanic		8%
Not Hispanic or Latino		92%