1. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Status of Research on Early Colleges A presentation at Appalachian State Julie Edmunds, SERVE Center at UNCG 1

2. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Goals for Today’s Session Brief description of early colleges An overview of current research on early colleges –Results from an experimental study Some potential gaps in the research

3. Powering educational systems by generating, translating and disseminating the best research, information and knowledge THE EARLY COLLEGE MODEL 3

4. Powering educational systems by generating, translating and disseminating the best research, information and knowledge A National Movement Idea started with La Guardia Community College National Early College High School Initiative—supported by Gates Foundation NC has the most schools—74+ 4

5. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Early Colleges Small schools that blur the line between high school and college Mostly located on college campuses Leads to HS diploma AND 2 years of college credit Serve students in grades 9-12 or 13 Targeted at students who are underrepresented in college –First generation; low-income; minority 5

6. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Students Graduating from High School Ready for College College Ready Powerful Teaching and Learning Purposeful Design Professionalism Leadership Personalization High-quality, rigorous, and relevant instruction, ongoing assessment Small size, location on college campus, flexible use of time Academic and affective supports, supportive relationships Ongoing professional development, staff collaboration, collective responsibility Articulated program of study, grades 9-12 or 13 leading to Associate’s degree, college readiness activities 6 Shared leadership, shared vision

7. Powering educational systems by generating, translating and disseminating the best research, information and knowledge What questions should be answered about this model? 7

8. Powering educational systems by generating, translating and disseminating the best research, information and knowledge OVERVIEW OF CURRENT RESEARCH 8

9. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Current Research 9 Increased Knowledge about Early Colleges and High School Reform High school experiences College experiences High School- College Partnership Policies and Structures Needed to Support ECHS Impact of the model

10. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Studies being conducted Program descriptions Case studies of individual schools Qualitative research related to students’ experiences Policy analyses National descriptive evaluation Quasi-experimental and experimental studies 10

11. Powering educational systems by generating, translating and disseminating the best research, information and knowledge IMPACT OF THE EARLY COLLEGE MODEL 11

12. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Impact Findings—National Evaluation Early colleges outperform their districts on standardized assessments Higher on-time graduation rate Students earned an average of 23 high school credits before graduating high school BUT does not control for incoming achievement or motivation 12

13. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Impact Findings-Quasi- Experimental Studies Texas early college students outperform comparison group students on math and reading exams (SRI) Students in one early college high school outperformed comparison students on all EOCs (Kaniuka) 13

14. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Impact—Experimental Study Independent study funded by the Institute of Education Sciences—Not sponsored by NCNSP Partnership between SERVE, NCDPI, NC New Schools Project, Duke University, UNCG, Abt Associates, RTI International Seven-year experimental study comparing students who applied to the early college, went through a lottery, and were randomly chosen to attend (treatment) or not to attend (control). 14

15. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Study Goals 1.Examine impact of model on student outcomes including: behavior, achievement, course-taking, dropouts, graduation, postsecondary enrollment. 2.Determine whether impact varies by student characteristics, such as: race/ethnicity; poverty status; first generation college status; and prior achievement. 3.Determine whether specific program components are associated with better student outcomes. 4.Conduct a cost-benefit analysis.

16. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Early College High School Study Site Map of Sites Participating in the Study 2010-2011 v District with an Early College

17. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Data Sources Administrative Data—Early college and Control DPI--Test scores, attendance, suspensions, dropouts Community college—course performance National Student Clearinghouse— postsecondary enrollment

18. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Data Sources Student Opinion Survey—Early college and Control School experiences, attitudes toward school Implementation Surveys, Site Visits and Interviews—Early college only

19. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Study Sample Students apply to early college Conduct lottery for “eligible applicant pool” –Compare results for students who got in and those who didn’t 9 th Grade: 1,610 students in 18 cohorts in 12 schools 10 th Grade: 676 students in 8 cohorts in 6 schools 19

20. Powering educational systems by generating, translating and disseminating the best research, information and knowledge We are comparing…. 20 Early College Group Control Group

21. Powering educational systems by generating, translating and disseminating the best research, information and knowledge IMPACTS ON… College prep course- taking and success College-going aspirations Staying in school 21

22. Powering educational systems by generating, translating and disseminating the best research, information and knowledge *Significant at p≤.05 or less Core 9 th Grade Academic Outcomes At least 1 mathEnglish 1 22

23. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Core 10 th Grade Academic Outcomes At least 2 math courses Biology *Significant at p≤.01 or less 23

24. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Aspirations to a 4-year College—9 th and 10 th grade *Significant at p≤.01. 24

25. Powering educational systems by generating, translating and disseminating the best research, information and knowledge 10 th Grade Outcomes Associated with Persisting in School *Significant at p≤.05 or less 25

26. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Impact on Student Attitudes— 10 th grade Findings: –Early college students report lower levels of English Self-Efficacy(effect size=.3). –Why might this be? –We suspect that the reading and writing expectations are higher in the early college setting.

27. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Our study will look at… Impact on upper grades –Academic performance –Attendance and behavior –Dropping out Impact on high school graduation Number of college credits earned while in high school 27

28. Powering educational systems by generating, translating and disseminating the best research, information and knowledge What other impacts have people seen? What else needs to be looked at relative to impacts? 28

29. Powering educational systems by generating, translating and disseminating the best research, information and knowledge IMPLEMENTATION OF THE EARLY COLLEGE MODEL 29

30. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Students’ High School Experiences Students reported rigor, relevance, and relationships (AIR/Gates) Close personal relationships (Bruce; Thompson and Onganga) –Staff-students –Peer relationships 30

31. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Students’ High School Experiences Instruction is of mixed quality (Duffy) –Scored higher on many dimensions than college instruction Early colleges provided assignments of higher “authentic intellectual quality” (Smith) 31

32. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Experimental Study: ECHS students have better school experiences… ScaleEffect Size High Expectations+.52* Relationships+.11 Challenge+.31* Relevant Instruction+.40* Rigorous Instruction+.39* Academic and Social Support+.56* Source: Student Opinion Survey, administered to treatment and control

33. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Strong relationships make it easier for students to get help. “I feel like having a better relationship with the teachers makes it easier for me if I’m struggling in something to go up to that teacher and talk to them about it because if I don’t have a personal relationship with someone I don’t like admitting that I’m having trouble.” “… we know the teachers personally…they are our friends. So you’re not worried about what they’re going to say. When they criticize you, you know that it’s just to help you, not just brushing you off to the side.” 33

34. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Students’ College Experiences Early college students perform just as well as traditional entry students while in high school (Fischetti & Smith) Early college students can struggle in college classes –Problem of early failure (Aleia) Need to balance support for students with creating more independent learners (AIR/Gates) 34

35. Powering educational systems by generating, translating and disseminating the best research, information and knowledge High School-College Partnerships Overall, early colleges on college campuses got better results (AIR/Gates) Little collaboration between early college and college faculty (AIR/Gates) Comm. College faculty perceive early colleges as beneficial but concerns over space, behavior, and the impact on adult learners (Williams) 35

36. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Policies and Support for Early Colleges Ensuring early colleges implement core principles is important (AIR/Gates) Early estimates have early colleges cost about 5-12% more (JFF) Certain policies are required to support early college high schools (Hoffman & Vargas) 36

37. Powering educational systems by generating, translating and disseminating the best research, information and knowledge What else have people learned about program implementation? 37

38. Powering educational systems by generating, translating and disseminating the best research, information and knowledge GAPS IN THE LITERATURE 38

39. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Gaps in the Literature--Impacts Postsecondary impacts –How do students perform in postsecondary education? Evolution of academic identity –How do students’ perceptions of themselves as learners change? –How does it differ by student characteristics? 39

40. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Gaps in the Literature--Impacts College readiness in a variety of domains –How ready are students for college-level writing expectations? –How well can students manage their time? –How well can students advocate for themselves with their professors? Impact on the college setting –What is the impact on adult students? –What is the impact on college instruction? 40

41. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Extracurriculars (incl. sports and the arts) –To what extent do early college students participate in extracurriculars? –To what extent do students participate in sports or arts-related activities? 41 Gaps in the Literature--Impacts

42. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Gaps in the literature- Implementation Support strategies –What are effective strategies to help students entering below grade level achieve in honors- level courses (particularly math)? –How can schools support students while also creating independent learners? –How can schools build those non-academic college readiness skills? 42

43. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Gaps in the literature- Implementation Instruction –How can students be prepared for college- level writing? –How can you support teachers in implementing more rigorous instruction? Impact of turnover –What happens when leaders or key staff turn over? How well does the vision remain? 43

44. Powering educational systems by generating, translating and disseminating the best research, information and knowledge Gaps in the literature- Implementation College-high school collaboration –What factors support/hinder collaboration between faculty? –What are the results of collaboration? Cost –How much do early colleges cost? –What is the cost-benefit? 44

45. Powering educational systems by generating, translating and disseminating the best research, information and knowledge What additional questions need to be asked? 45

46. Powering educational systems by generating, translating and disseminating the best research, information and knowledge For more information Julie Edmunds jedmunds@serve.org 336-574-8727 46