Smoothing the Transition to Postsecondary Education: The Impact of the Early College Model
Edmunds, Julie A.; Unlu, Fatih; Glennie, Elizabeth; Bernstein, Lawrence; Fesler, Lily; Furey, Jane; Arshavsky, Nina (2017). Journal of Research on Educational Effectiveness, v10 n2 p297-325. Retrieved from: https://eric.ed.gov/?id=EJ1135800
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examining1,651Students, grades9-PS
Practice Guide
Review Details
Reviewed: September 2023
- Practice Guide (findings for Early college—Edmunds et al. (2020))
- Additional source not reviewed because it is not the primary source for the study
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
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.Single Study Review
Review Details
Reviewed: September 2019
- Single Study Review (findings for Early College High Schools)
- Randomized Controlled Trial
- 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
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
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|---|---|---|---|---|---|---|---|---|---|
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% Enrolled at any college |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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89.92 |
74.28 |
Yes |
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| Show Supplemental Findings | |||||||||
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Enrolled in a two-year institution |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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87.86 |
57.46 |
Yes |
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Enrolled in four-year institution |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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38.46 |
32.26 |
Yes |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
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|---|---|---|---|---|---|---|---|---|---|
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Any college degree attainment |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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30.07 |
4.17 |
Yes |
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| Show Supplemental Findings | |||||||||
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Bachelor's degree attainment |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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0.90 |
0.00 |
Yes |
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Associates degree attainment |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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28.40 |
3.00 |
Yes |
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Technical credential attainment |
Early College High Schools vs. Business as usual |
6 Years |
Full sample;
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1.90 |
1.30 |
No |
-- | ||
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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College credit hours |
Early College High Schools vs. Business as usual |
4 Years |
Full sample;
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21.60 |
2.80 |
Yes |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Graduated from high school |
Early College High Schools vs. Business as usual |
5 Years |
Full sample;
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85.39 |
81.37 |
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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Female: 59%
Male: 41% -
Rural, Urban
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North Carolina
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Race Black 27% White 60% -
Ethnicity Hispanic 8% Not Hispanic or Latino 92%
Study Details
Setting
This study reports the impact of the early college high school model (early college) on (a) college credits students earn while in high school, (b) high school graduation, (c) postsecondary enrollment, and (d) postsecondary attainment outcomes. The 12 early colleges in the study were located in rural and urban settings across North Carolina. These early colleges were, on average, smaller than the traditional schools in their respective counties. These early colleges served students who were similar to the overall student populations in their districts, with respect to characteristics such as free- and reduced-price lunch eligibility and race/ethnicity. Early colleges were much more likely to have teachers who were in their first three years of teaching, but experienced teacher turnover rates were similar to traditional schools. The early colleges in the study were located on two- and four year college campuses. For an early college to be eligible to participate it had to have more applicants than available slots, and staff had to be willing to randomize students to early college or the comparison condition using a lottery system.
Study sample
Among students in the study, 60.2% were White, 26.7% were Black, and 8.3% were Hispanic. Forty-one percent of the student sample was male. Just over half (50.7%) of the sample was free/reduced-price lunch eligible and 40.8% of the sample were first-generation college students. About 2.9 percent of the sample was disabled/impaired.
Intervention Group
Beginning in the ninth grade, students in the intervention condition attended early college schools located on college campuses and took courses for college credits. Early colleges provided an academically rigorous course of study with the goal of ensuring that all students graduated with a high school diploma and two years of transferable college credit, or an associate degree. In order for students to accomplish this goal, the early college delivered a curriculum plan offering the high school and college courses that students need in order to complete both degrees, including dual-credit courses. Some early colleges were structured as four-year schools, but most allowed students five years to complete the curriculum. Among the students randomly assigned to the intervention group, 13% did not enroll in early college high schools (i.e., these were no-shows).
Comparison Group
Students assigned to the comparison group generally enrolled in the traditional high school in the district. These traditional high schools had, on average, much larger enrollment than early colleges. Among the students randomly assigned to the comparison condition, 2% enrolled in early college high schools (i.e., these were crossovers).
Support for implementation
Early college teachers received guidance on instructional strategies designed to prepare students for college. Students received explicit instruction and assistance in navigating the college admissions and financial aid processes.
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