Unpacking the Logics of Early College High School Implementation Across Two School Designs

• In Event: Student Support Programs in High School and College

Abstract

Early College High Schools (ECHS) integrate high school and the first two years of college to enhance postsecondary opportunity for underrepresented students in particular. This comparative multi-case study uses institutional logics to investigate the tensions of ECHS implementation and the strategies administrators use to manage them in two school designs: stand-alone and school-within-a-school. We offer novel insights into how both the institutional environment and organizational characteristics influence ECHS implementation, with implications for policy and practice.

Authors

• Julia C. Duncheon, University of Washington

• Wenqi Zhang, University of Washington