Building Early College Programming to Directly Address Equity Gaps: A Case Study of an Urban District in New England

• In Event: Sheraton Roundtable Session Five
  In Roundtable Session: It's a Different World: Pre-College and High School Encounters in Education (Table 2)

Abstract

Early college programming, in which high school students are able to access college-level coursework, and receive supports for their efforts, has been a strategy for college access and success for over two decades. However, efforts to place equity efforts at the forefront of program design have been more recent and usually driven by state-level policy decisions about the importance of equity to these efforts. This case study examines the efforts of an urban school district, urban doctoral university, and city government stakeholders to develop a new program to bring more marginalized students into early college programming, with a focus on Black students, Latinx students, students with IEPs/504, and English Language Learners. Implications for policymakers and for school/university representatives are included.

Authors

• Russell Olwell, Merrimack College
  Presenting Author

• Michael O'Shea, University of Toronto
  Presenting Author