Scaling up the Early College High School Model

• In Event: Merging High School and College: How Early College High Schools Are Changing Our Educational Systems

Abstract

Objective: This paper provides an overview of the scale-up efforts and policies needed to support expansion of the ECHS model.
Theoretical Framework: Scaling up effective programs and innovations has been a consistent goal of educational reform. According to the scaling up principles, both the innovation’s design and its implementation have to be proven effective to achieve a successful scale-up (Baker, 2007; Coburn, 2003). The evidence for the effectiveness of the EC model was established in numerous studies described elsewhere in this session (Edmunds, et al., 2017; Edmunds, et al., 2020; Haxton, et al., 2016; Song & Zeiser, 2019). This paper presents the results of six impact and implementation studies of expansions of the ECHS model. Implementation research framework guided these evaluation studies (Meyers, Durlak, & Wandersman, 2012).
Data sources and Methods: The data on the scale-up efforts of the EC model were collected through evaluations of six federally funded ECHS expansion projects implemented in seven states since 2011. Using state data and quasi-experimental or experimental design in all of these studies, our team evaluated outcomes such as dual enrollment and college-preparatory coursetaking, academic performance, and dropout rates. To evaluate implementation, we conducted site visits to schools, which included observations of classroom instruction and support activities, and interviews with students and school and district staff. Documents outlining all 50 state policies related to ECHS and dual enrollment were examined to summarize policy supports necessary for successful early college expansion.
Results: We will describe advantages and challenges of three approaches to scaling up early college: (1) increasing the number of stand-alone ECHSs; (2) creating an ECHS program within a comprehensive school; and (3) transforming an entire school into an ECHS. We will outline core elements of ECHS that should be preserved in all scale-up variations in two areas: student experiences (e.g. expanding access to college courses, college readiness, supports for the broad range of students) and school structures and practices (e.g. collaboration with IHE, use of data to inform instruction and supports for students). We will also describe implementation pathways for the transformation of a school or program into the EC and its sustainability. The impacts of these scale-up models on college and college-preparatory coursetaking, academic performance, and dropout rates ranged from non-significant to significant and positive.
The examination of policies from all 50 states demonstrates that there is a strong political will at many states to support and finance the model and that it is feasible to create a set of policies which support a state-wide expansion of ECs. Examples of state policies successfully supporting EC model in different states will be presented in the following areas: (1) legislatively authorizing EC; (2) financing the model; (3) defining criteria for accreditation; (4) coursetaking; (5) regulation of transfer of credits; (6) providing supports to EC.
Significance: The significance of this work lies in the breadth and scope of the data synthesized from the collection of numerous studies of scaling up early colleges. These data lays foundation for expanding the successful scale-up of EC model in states and districts across the country.

Author

• Nina Arshavsky, University of North Carolina - Greensboro