Structured Abstract
Setting
The study will examine 50 high schools in North Carolina with funding to implement the early college high school model through the governor's Learn and Earn Initiative.
Sample
The sample will consist of all students who applied and were considered for acceptance by the participating early college high schools. In 2005-2006, the first year of operation for many of these schools, the early college high schools had an average freshman class of 65 students drawn from a larger pool of 165 applicants. Schools participating in the study have agreed to assign students from the eligible applicant pool.
The early college high schools located on college campuses feature
- a rigorous curriculum combined with work-based learning experiences
- academic and affective support structures for students
- ongoing professional development and support for teachers
Research design and methods
The experimental group will include all students randomly assigned to attend participating early college high schools. The study will use a longitudinal experimental design to study the effects of early college high schools on students' achievement, behavior, and attitudes compared to the traditional high school experience. The study will also examine student outcomes relative to specific student characteristics, including at-risk factors such as poverty and first-generation college status.
Control condition
The control group will include students who applied but were not randomly assigned to attend the early college high schools. Students in the control group will experience the normal high school experience in their district.
Key measures
Outcome measures include student attendance, frequency of higher-level course taking, attitudes toward self and school, behavior at school, aspirations after graduation from high school, scores on North Carolina standardized tests, and school-leaving and dropout rates.
Data analytic strategy
Differences between the experimental and control students will be examined using hierarchical linear modeling to account for the clustering of students by schools.
People and institutions involved
IES program contact(s)
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Journal articles
Edmunds, J.A. (2012). Early Colleges: A New Model of Schooling Focusing on College Readiness. New Directions for Higher Education, 158: 81-90.
Edmunds, J.A., Bernstein, L., Glennie, E., Willse, J., Arshavsky, N., Unlu, F., Bartz, D., Silberman, T., Scales, W.D., and Dallas, A. (2010). Preparing Students for College: The Implementation and Impact of the Early College High School Model. Peabody Journal of Education, 85 (3): 348-364.
Edmunds, J.A., Bernstein, L., Unlu, F., Glennie, E., Willse, J., Smith, A., and Arshavsky, N. (2012). Expanding the Start of the College Pipeline: Ninth-Grade Findings From an Experimental Study of the Impact of the Early College High School Model. Journal of Research on Educational Effectiveness, 5 (2): 136-159.
Edmunds, J.A., Willse, J., Arshavsky, N., and Dallas, A. (2013). Mandated Engagement: The Impact of Early College High Schools. Teachers College Record, 115 (7): 1-31.
Additional project information
** This project was submitted to and funded under Middle and High School Reform in FY 2006.
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Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
