Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes

Lauen, Douglas Lee; Fuller, Sarah C.; Barrett, Nathan; Janda, Ludmila

doi:10.1086/692664

Cited by 21 publications

(22 citation statements)

References 26 publications

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“…Research evidence on the efficacy of these school reforms is mixed (Bloom & Unterman, 2014; Kahne, Sporte, de la Torre, & Easton, 2008; Zimmer, Henry, & Kho, 2017) and indicates that these efforts are often expensive and infeasible to scale to a larger population of high schools. For example, early college high schools return promising results but have higher per-pupil expenditures than do traditional public schools and require the participation of a college willing to host the school (Edmunds et al, 2017; Lauen, Fuller, Barrett, & Janda, 2017).…”

mentioning

confidence: 99%

Answering the Bell: High School Start Times and Student Academic Outcomes

Bastian

Fuller

2018

AERA Open

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We contribute to the school start time literature by using statewide student-level data from North Carolina to estimate start time effects for all students and for traditionally disadvantaged students. Descriptively, we found that urban high schools were likely to start very early or late. Later start times were associated with positive student engagement outcomes (reduced suspensions, higher course grades), especially for disadvantaged students. Achievement results were mixed, with positive and negative associations between start times and high school students' test scores. Continued research is necessary to evaluate the efficacy of later start times as a scalable and cost-effective approach for boosting engagement and achievement.

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confidence: 99%

Answering the Bell: High School Start Times and Student Academic Outcomes

Bastian

Fuller

2018

AERA Open

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“…These null or negative effects for pilots in LA differ markedly from the positive results reported for New York’s SHS of choice (Abdulkadiroğlu et al, 2013; Bloom et al, 2010) and for early-college high schools (Berger et al, 2013; Edmunds et al, 2017; Lauen et al, 2017). These latter models display proof-of-concept that SHS, often run independently of central bureaucracy, can outperform TPS when ensuring an orderly learning environment, rigorous personalized instruction, ongoing coaching, and technical assistance for teachers.…”

Section: Discussion—decentralizing School Control In Diversifying Orgmentioning

confidence: 64%

Competing With Charter Schools: Selection, Retention, and Achievement in Los Angeles Pilot Schools

2020

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Charter schools place competitive pressure on school districts to retain students and public funding. Many districts also have moved to decentralize control of budgets and teacher hiring down to school principals, independent of competitive pressures. But almost no evaluation evidence gauges the effectiveness of charter-like schools, relative to traditional public schools. We find that autonomous pilot schools in Los Angeles enroll more low-income and Spanish-speaking students, compared with traditional schools. Pilot pupils are significantly less likely to exit the school district. But pilot pupils displayed lower test scores in mathematics and fell slightly below traditional students in English-language arts, taking into account prior performance and their propensity to enter pilot schools. We tracked 6,732 students entering pilot high schools between 2008 and 2012, statistically matched in multiple ways with traditional peers from identical sending middle schools. We discuss the advantages of our evaluation strategy and the implications of our findings for education leaders and policy makers.

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“…In keeping with the economic and equity-oriented policy aspirations outlined above, research on early college impact is often operationalized by comparing quantifiable achievement outcomes. Early college students tend to have better attendance, suspension, and high school graduation rates than comparable high school students, and similar or slightly lower college GPAs compared with traditional college students (American Institutes for Research & SRI International, 2005; Edmunds et al, 2013; Fischetti et al, 2011; Lauen et al, 2017; Edmunds, Unlu et al, 2017). Whether through sociocultural exposure to college or early credit accumulation, research confirms that early college high schools have a statistically significant positive impact on college enrollment, earning college credits, and both associate and baccalaureate degree completion (Burns et al, 2018; Webb, 2014).…”

Section: Examining Early College High Schoolsmentioning

confidence: 99%

“…That said, the early college impact on outcomes was still significant and positive for these latter students when compared with their counterparts attending traditional high school. Finally, the quality of the local high school alternative and the nature of the host college seems to matter in terms of comparative impact (Lauen et al, 2017).…”

Section: Examining Early College High Schoolsmentioning

confidence: 99%

Ahead of Schedule: A History of Early College High Schools

Walk

2020

NASSP Bulletin

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This history examines the relationship between 21st century early college high schools and a longer tradition of adolescents attending college, uncovering powerful roots, distinctive breaks, and reforged alliances. Why did these schools, designed so students earn up to an associate’s degree before graduation, come into being when and where they did? How have they—and the movement behind them—developed over the course of two decades? The essay closes with a consideration of the contemporary funding landscape and where early college high schools currently fit in the U.S. educational terrain.

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Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes

Cited by 21 publications

References 26 publications

Answering the Bell: High School Start Times and Student Academic Outcomes

Answering the Bell: High School Start Times and Student Academic Outcomes

Competing With Charter Schools: Selection, Retention, and Achievement in Los Angeles Pilot Schools

Ahead of Schedule: A History of Early College High Schools

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