THE IMPACT OF AND LESSONS LEARNED FROM EARLY COLLEGES NINA - PowerPoint PPT Presentation

THE IMPACT OF AND LESSONS LEARNED FROM EARLY COLLEGES NINA ARSHAVSKY, PH.D. AND ERIC GREBING, PH.D. SERVE CENTER AT UNC-GREENSBORO NOVEMBER 5, 2018

WHO WE ARE ¡ A university-based research organization ¡ Expertise in research and evaluation of: ¡ Early college, dual enrollment, high school reform ¡ STEM curriculum, instruction, PD, partnerships ¡ Experimental (RCT), quasi-experimental, and mixed methods evaluations and research (i3 and First in the World projects) ¡ Developmental evaluations using predominantly qualitative data

WHO IS HERE? Implemented an early college for many years Early stages of implementing an early college Planning an early college Heard of early college Never heard of early college

GOALS FOR THIS PRESENTATION ¡ Understand how the early college model is implemented, and how it is different from other dual enrollment programs ¡ Learn about the impacts and lessons learned from the various early college implementations ¡ Examine specific strategies and conditions that lead to student success in early college ¡ Discuss applications of early college successful strategies in your own institutions

WHAT IS EARLY COLLEGE?

Who pays for What is the student college courses? What are the goals population? for students? WHAT IS A GUIDED PATHWAY? REGULAR DUAL EARLY COLLEGE ENROLLMENT H o w What are the relationships a r e s s u t u p d p e o between high school and n r t t e s d t h t e o i r e s n u s c u c college? r e e s s ?

EARLY COLLEGE VS. DUAL ENROLLMENT ¡ What do Early Colleges have in common with regular dual enrollment programs? ¡ How are they different? ¡ Work with the person sitting next to you to complete the Venn Diagram handout.

KEY DIFFERENCES IN EARLY COLLEGE AND DUAL ENROLLMENT Aspect Small, stand-alone Early Colleges Dual Enrollment Structure Purposefully created small schools of Regular high school choice Student population Target population is students under- Interested academically advanced represented in college students/workforce bound students ALL students in school expected to take college courses Ultimate goal relative T wo years of college credit/AA degree Misc. credit accrual (some emphasis on pathways) to credit Other changes in the College readiness activities, rigorous and No other changes in school relevant instruction, academic and affective school supports, teacher collaboration and professional development Postsecondary Provide space, courses, student supports; Provide courses share data Partnerships

SMALL SCHOOL MODEL ¡ Small high schools of choice combining high school and college ¡ Mostly located on college campuses ¡ Serve students in grades 9-12 or 13 ¡ Targeted at students who are underrepresented in college ¡ First generation; low-income; minority ¡ Goal is to get a high school diploma and two years of college credit/AA ¡ All aspects of school (instruction, staff environment, supports) aligned to preparing students for college

OTHER CHANGES IN EARLY COLLEGE HIGH SCHOOLS ¡ College going, future-oriented culture ¡ Supports to increase students’: ¡ Academic college readiness (including instruction) ¡ College readiness in other areas ¡ T eacher collaboration and PD, strategic use of data ¡ Stronger high-school college partnership

STUDIES OF THE SMALL SCHOOL MODEL: POSTSECONDARY IMPACT OF EARLY COLLEGES

LOOKING AT THE NC SMALL SCHOOL MODEL: EXPERIMENTAL STUDY § 12-year experimental study funded by three grants from U.S. Department of Education § Compares results from students who applied to and were randomly (by lottery) offered a slot in the early college with students who applied but were randomly turned down Achievement Achievement Motivation Motivation Characteristics Characteristics

NUMBER OF COLLEGE CREDITS EARNED BY THE END OF 12 TH GRADE 25 21.6* 20 15 Treatment 10 Control 5 2.8 0 # Credits *Statistically significant

NUMBER OF COLLEGE CREDITS EARNED IN HIGH SCHOOL: FIRST -GENERATION COLLEGE STUDENTS 23.7* 25 18.1* 20 15 10 3.6 5 1.6 0 First Generation Not First Generation *Statistically significant ECHS Control

NUMBER OF COLLEGE CREDITS EARNED IN HIGH SCHOOL: PREPARATION FOR 9 TH GRADE 30 26.1* 25 20 15 10.5* 10 3.7 5 0.4 0 Not Prepared for 9th Grade Prepared for 9th Grade ECHS Control *Statistically significant

POSTSECONDARY ENROLLMENT (INCLUDES ENROLLMENT WHILE IN HIGH SCHOOL) Enrolled through six Adjusted years after 9 th grade, Treatment Unadjusted Impact N=4,053 Mean Control Mean Estimate Ever enrolled in 89.9% 74.5% 15.4%* postsecondary education Ever enrolled in 2-year 83.9% 53.8% 30.1%* institution Ever enrolled in 4-year 41.4% 35.9% 5.5%* institution *Statistically significant .

CUMULATIVE GPA IN THE UNC SYSTEM (POST -EARLY COLLEGE, FOUR-YEAR UNIVERSITY) Early College Control Group Impact Mean Mean Estimate GPA Through Grade 14 2.60 2.56 0.04 (N=794) GPA Through Grade 15 2.62 2.59 0.03 (N=447) First Semester GPA 2.78 2.71 0.06 (N=1,034)

POSTSECONDARY CREDENTIALS BY FOUR YEARS AFTER 12 TH GRADE (N=1,671) 40 37%* 35 28.4%* 30 Adjusted 22.2 25 Treatment Mean 18.1%* 20 12.8 15 8.8 10 Unadjusted 3 2.2% 5 Control Mean 0 Any postsecondary Associate Technical Bachelor’s credential credential *Statistically significant

DISCUSSION AND QUESTIONS ¡ Did any findings surprise you? ¡ Is there anything else you want to know about postsecondary impacts?

STUDIES OF THE COMPREHENSIVE SCHOOL MODEL: IMPACTS OF THE MODEL IN COMPREHENSIVE SCHOOLS

COMPREHENSIVE SCHOOL MODEL ¡ Early college strategies implemented in existing comprehensive schools ¡ Expand dual credit options to majority of students (90% goal) ¡ Create pathways (incl. CTE) ¡ Shift to a college-going culture ¡ Embed student supports for success in college level courses and to: ¡ Increase students’ college readiness, academic and non-academic ¡ Strengthen high-school college partnership and collaboration ¡ Staff collaboration, P.D., use of data

INVESTING IN INNOVATION-SUPPORTED WORK 2015 Validation Grant: College and Career 2013 Validation Grant: Readiness Partnership, STEM Early College Columbus State Community Expansion Project College (OH) Columbia University (CT, MI) 2011 Validation Grant: Investing in Rural Innovative Schools, 2012 Validation Grant: NC New Schools (NC) Early College Expansion, Jobs for the Future (CO, TX)

METHODOLOGY ¡ Quasi-experimental design (satisfied WWC requirements with reservations) ¡ School-level matching ¡ Student-level matching

PERCENT OF STUDENTS EVER ENROLLED IN COLLEGE-LEVEL COURSES (INCLUDING AP) 96.0% 100 85.6% 90 80 70 60 Treatment 50 35.0% 40 Comparison 26.0% 30 22.6% 13.6% 20 10 0 MI NC TX

NUMBER OF COLLEGE CREDITS EARNED IN HIGH SCHOOL (NOT INCLUDING AP) 18 16.08 15.06 16 14 12 10 Treatment 8 Comparison 6 4.41 4 2.44 2.37 1.25 2 0 MI NC TX

LESSONS LEARNED ¡ High school-college pathways ¡ College going, future-oriented culture ¡ Supports for academic college readiness and success in college level courses ¡ Supports for college readiness in other areas ¡ Stronger high-school college partnership

HOW CAN WE EXPAND DUAL ENROLLMENT OPPORTUNITIES TO MORE STUDENTS IN THE COMPREHENSIVE HIGH SCHOOLS? GOAL: INCREASE ACCESS TO AND SUCCESS IN POST -SECONDARY INSTITUTION FOR EXPANDED GROUP OF STUDENTS

SUCCESSFUL STRATEGIES TRANSFERABLE TO COMPREHENSIVE SCHOOLS ¡ High school-college pathways ¡ College going, future-oriented culture ¡ Supports for academic college readiness and success in college level courses ¡ Supports for college readiness in other areas ¡ Stronger high-school college partnership

GALLERY WALK ¡ Select a strategy which needs to be strengthened most in your setting. Explain to your group why you selected it. ¡ Got to the poster with the strategy you selected, and discuss with others possible ways of implementing this strategy in your setting.

Any additional questions: Nina Arshavsky narshavs@serve.org 336-315-7414