Mapping the Early College Research Literature

Miller, Vachel; Fleming, Robin; Reed, Susan C.

doi:10.1080/10668926.2013.774892

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…For example, Early College High Schools (ECHS) provide a “comprehensive support system to develop academic and social skills and behaviors needed for college success” (Jobs for the Future, 2008, p. 2), particularly for underserved students, and could be a valuable model for dual credit programs. These models are intentionally designed to support underserved students who otherwise would not attend college, and initial experimental and non-experimental evidence of these models is very promising (Berger et al, 2013; Miller, Fleming, & Reed, 2013).…”

Section: Discussionmentioning

confidence: 99%

Accelerating Pathways to College

Taylor

2015

Community College Review

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Objective: The proportion of high school students taking college courses (e.g., dual credit) is increasing and state and local policies are expanding, yet little is known about the effect of dual credit policies on key educational outcomes, including the effects for low-income students and students of color. The purpose of this study was to examine how dual credit policies differentially influence college access and completion. Method: This study used propensity score matching to examine the impact of community college dual credit policy in Illinois using a large sample of students (n = 41,727) who completed high school in spring 2003. Drawing from Perna and Thomas' Conceptual Model of Student Success and Rawls' notion of justice as fairness, the study examined effect heterogeneity to determine differential effects for low-income students and students of color on two educational outcomes: college enrollment and college completion. Results: The analyses showed that dual credit policies positively affect all students, but smaller effect sizes were detected for low-income students and students of color compared with average estimates suggesting that existing dual credit policies are inequitable. Contributions: Policy implications and recommendations include assessing state policies and integrating non-cognitive and psychosocial supports into dual credit programs to support underserved students.

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Section: Discussionmentioning

confidence: 99%

Accelerating Pathways to College

Taylor

2015

Community College Review

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“…Early college proponents and the philanthropic funders who initiated this endeavor (specifically the Bill and Melinda Gates Foundation and Jobs for the Future) intend for EC to support higher education access for underrepresented students (Jobs for the Future, 2003;Hoffman, Vargas, & Santos, 2009;Miller, Fleming, & Reed, 2013), particularly first-generation college students, low-income youth, English Learners, and students of color (Brooks, 2013;Miller & Corritore, 2013). This stated mission is intended to provide increased and more equitable opportunities for individuals to access skilled jobs and have a more economically secure trajectory.…”

Section: The Early College Initiativementioning

confidence: 99%

“This is my family outside of my family”: Care-based relating in a model early college high school

Ari

Fisher-Ari

Killacky

et al. 2017

EPAA

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Citation: Ari, O., Fisher-Ari, T. R., Killacky, J., Angel, R. (2017). "This is my family outside of my family": Care-based relating in a model early college high school. Education Policy Analysis Archives, 25(61). http://dx.doi.org/10.14507/epaa.25.2726Abstract: Early college (EC) is a novel educational model in the US that combines high school and college in an effort to increase underrepresented students' access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers' high level of 1 The research reported in this paper is a result of a partnership sponsored by the University of North Carolina and the North Carolina New School Learning Laboratory Initiative. Vol. 25 No. 61 2 commitment to students' academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition. Keywords: early college; care-based relating; teacher-student relationships "Esta es mi familia fuera de mi familia": Relación basada en un modelo de cuidado en la escuela secundaria y la universidad Resumen: "Early College" (EC) es un modelo educativo innovador en los Estados Unidos que combina la enseñanza media y la universidad en un esfuerzo para aumentar el acceso de los estudiantes sub-representados a la enseñanza superior, proporcionando instrucciones prácticas e involucradas en un ambiente de aprendizaje de apoyo. Para esta investigación fenomenológica, buscamos comprender el papel de la relación basada en un modelo de cuidado de la universidad al examinar cómo las relaciones se manifiestan y se experimentan en esta escuela....

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“…Despite this growth, the EC schooling model is still a relatively new approach (Bush, 2017). Available research on ECs has largely focused on the implementation of the school model and student outcomes (Miller, Fleming, & Reed, 2013). Miller et al (2013) encouraged EC researchers to explore the experiences of students, teachers, and partner institutions in efforts to deepen understanding about the schooling model.…”

mentioning

confidence: 99%

“…Available research on ECs has largely focused on the implementation of the school model and student outcomes (Miller, Fleming, & Reed, 2013). Miller et al (2013) encouraged EC researchers to explore the experiences of students, teachers, and partner institutions in efforts to deepen understanding about the schooling model. From that encouragement, the purpose of this research was to learn more about Black males’ perceptions of an ECHS using the following research question: How do Black males perceive their ECHS experience?…”

mentioning

confidence: 99%

“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School

Adams

Williams

Lewis

2019

Journal of Advanced Academics

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Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.

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Mapping the Early College Research Literature

Cited by 6 publications

References 10 publications

Accelerating Pathways to College

Accelerating Pathways to College

“This is my family outside of my family”: Care-based relating in a model early college high school

“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School

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