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	In: Educational Evaluation and Policy Analysis, 42 (2020) 2, S.257-278 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720912249
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 4-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 4-year institutions was still comparable with the control students. [For the corresponding grantee submission, see ED604350.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01