Impact of a High School Reform Model on Facilitators and Indicators of Student Engagement

• In Event: High School Reform: Examining Factors Related to Attendance, School Engagement, and Credit Recovery

Abstract

Early College High Schools are small, innovative high schools that are primarily located on college campuses and that are targeted at students who are underrepresented in college. This paper presents results from an experimental study examining the impact of this model on indicators and facilitators of 10th grade students’ engagement. Results showed statistically significant positive impacts on the following indicators of engagement: perceptions of challenge, suspensions, attendance, and continued enrollment in school. There was a negative impact on students’ reported work perseverance. Results also showed statistically significant positive impacts on the following facilitators of engagement: rigorous instruction, relevant instruction, academic expectations, and academic and social support.

Authors

• Julie A. Edmunds, University of North Carolina - Greensboro

• John T. Willse, University of North Carolina at Greensboro

• Nina Arshavsky, University of North Carolina - Greensboro

• Andrew Dallas, University of North Carolina - Greensboro