What Happens When You Combine High School and College? The Impact of the Early College Model on Postsecondary Performance and Completion

Autor/inn/en	Edmunds, Julie A.; Unlu, Fatih; Furey, Jane; Glennie, Elizabeth; Arshavsky, Nina
Titel	What Happens When You Combine High School and College? The Impact of the Early College Model on Postsecondary Performance and Completion
Quelle	(2020), (49 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; Higher Education; Acceleration (Education); Dual Enrollment; College Preparation; Academic Achievement; Academic Persistence; High School Students; Disproportionate Representation; College School Cooperation; Educational Change; Graduation Rate; Grade Point Average; First Generation College Students; Low Income Students; Minority Group Students; Educationally Disadvantaged; Achievement Gap; Academic Degrees; Outcomes of Education; North Carolina + Suchen Sie Ihr Suchwort? High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Doppelstudium; Schulleistung; High schools; Student; Students; Schüler; Schülerin; Studentin; Bildungsreform; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Lernleistung; Schulerfolg
Abstract	Early colleges are a new model of schooling in which the high school and college experiences are merged, shortening the total amount of time a student spends in school. This study uses a lottery-based experimental design to examine the impact of the model on longer term outcomes, including attainment of a postsecondary credential and academic performance in four-year institutions. Results show that a significantly higher proportion of early college students were attaining postsecondary credentials. The results also show that early college students were completing their degrees more rapidly but that their performance in four-year institutions was still comparable to the control students. [This is the online version of an article published in "Educational Evaluation and Policy Analysis."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01