Implementation of the Early College Design Elements

• In Event: Transforming Comprehensive High Schools Into Early Colleges

Abstract

Objectives: This presentation focuses on implementation of the Early College Design Elements across the 50 high schools in the four projects. It describes patterns in implementation and begins making connections between the supports that were in place and the implementation of the Design Elements.

Theoretical framework: Each project had its own slight variation of the Design Principles. The conceptual framework presents a consolidated description of the Design Elements that were common across the projects.

Methods and Data Sources: Each project used a quasi-experimental design in which treatment schools were matched to one or more comparison schools that were similar on baseline characteristics. To measure implementation of the Design Principles, the evaluation team used a staff survey administered at baseline and each year of the project. In one project, the survey was also administered to the entire staff of comparison schools. In two of the projects, the survey was administered to the principals of comparison schools. In the fourth project, no survey was administered to comparison schools.

In each project, the surveys were supplemented with site visits to treatment schools purposively selected to illuminate specific issues associated with implementation. During the site visits, the team conducted staff and student interviews and observations.

Results: Across the four projects, the Design Principle that showed the most consistent increase over time was related to a college-going culture and college-going expectations.
All schools undertook specific activities to increase their college-going culture. Additionally, as schools increased their offerings of college-level courses, they reported that more students were planning for their future.

Across the projects, there were several lessons learned related to expanding access to college courses. First, districts noted the importance of guiding students into specific pathways, instead of just letting them take dual enrollment courses. Second, districts also highlighted the need to make sure that students were getting adequately prepared for college courses. Third, it was also important to support non-academic college readiness and a college going culture in the school. The schools in Texas were the only ones that met the goal of 90% of students receiving some college credit; this was due to a strong dual enrollment culture in the region as well as extensive opportunities for CTE dual enrollment courses.

In only one of the projects did the schools show changes over time in instructional practices. In this project, the schools emphasized STEM-focused projects and inquiry. Across the remaining projects, changes in instructional practices appeared to occur in pockets but were not necessarily widespread.
Changes were also evident in the supports provided to students attending college classes and the use of data associated with college classes. Across the projects, schools did not show changes in high school academic or affective supports, yet schools acknowledged this was important for student success.

Significance: This paper provides key lessons learned about the steps comprehensive schools are making to transform themselves to be more like early colleges.

Authors

• Victoria C Coyle, SERVE Center at UNCG

• Nina Arshavsky, University of North Carolina - Greensboro