A Mixed-Methods Examination of College Readiness in an Innovative High School Setting

• In Event: 60.071 - Using Mixed Methods to Measure Implementation

Abstract

This paper examines college readiness within an innovative high school setting: early college high schools. It is a mixed methods study that follows a concurrent nested design. The primary quantitative component is an experimental study of the impact of the model. The qualitative component was designed to more fully explore college readiness within the early colleges. Results from the experimental component show a positive impact on measures of college readiness. The qualitative data show that early college students are generally perceived as ready but that readiness is also seen as an evolving process that is scaffolded over time.

Authors

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

• Nina Arshavsky, University of North Carolina - Greensboro

• Lillian Fesler, Abt Associates Inc.