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?

Heard of early college Planning an early college Early stages of implementing an early college Implemented an early college for many years 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?

WHAT IS A GUIDED PATHWAY?

Who pays for college courses? What are the goals for students? What is the student population? What are the relationships between high school and college? H

• w

a r e s t u d e n t s s u p p

• r

t e d t

• e

n s u r e t h e i r s u c c e s s ?

EARLY COLLEGE REGULAR DUAL ENROLLMENT

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 choice Regular high school

Student population

Target population is students under- represented in college ALL students in school expected to take college courses Interested academically advanced students/workforce bound students

Ultimate goal relative to credit

T wo years of college credit/AA degree

• Misc. credit accrual (some emphasis
• n pathways)

Other changes in the school

College readiness activities, rigorous and relevant instruction, academic and affective supports, teacher collaboration and professional development No other changes in school

Postsecondary Partnerships

Provide space, courses, student supports; share data Provide courses

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 Motivation Characteristics Achievement Motivation Characteristics

NUMBER OF COLLEGE CREDITS EARNED BY THE END OF 12TH GRADE

21.6* 2.8

5 10 15 20 25

# Credits Treatment Control

*Statistically significant

NUMBER OF COLLEGE CREDITS EARNED IN HIGH SCHOOL: FIRST

• GENERATION COLLEGE STUDENTS

18.1* 23.7* 1.6 3.6

5 10 15 20 25

First Generation Not First Generation ECHS Control

*Statistically significant

NUMBER OF COLLEGE CREDITS EARNED IN HIGH SCHOOL: PREPARATION FOR 9TH GRADE

10.5* 26.1* 0.4 3.7

5 10 15 20 25 30

Not Prepared for 9th Grade Prepared for 9th Grade ECHS Control

*Statistically significant

POSTSECONDARY ENROLLMENT (INCLUDES ENROLLMENT WHILE IN HIGH SCHOOL)

Enrolled through six years after 9th grade, N=4,053 Adjusted Treatment Mean Unadjusted Control Mean Impact Estimate Ever enrolled in postsecondary education 89.9% 74.5% 15.4%* Ever enrolled in 2-year institution 83.9% 53.8% 30.1%* Ever enrolled in 4-year institution 41.4% 35.9% 5.5%*

*Statistically significant.

CUMULATIVE GPA IN THE UNC SYSTEM (POST

• EARLY COLLEGE, FOUR-YEAR UNIVERSITY)

Early College Mean Control Group Mean Impact Estimate GPA Through Grade 14 (N=794) 2.60 2.56 0.04 GPA Through Grade 15 (N=447) 2.62 2.59 0.03 First Semester GPA (N=1,034) 2.78 2.71 0.06

POSTSECONDARY CREDENTIALS BY FOUR YEARS AFTER 12TH GRADE (N=1,671)

*Statistically significant

37%* 28.4%* 2.2% 18.1%* 22.2 8.8 3 12.8

5 10 15 20 25 30 35 40

Any postsecondary credential Associate Technical credential Bachelor’s

Adjusted Treatment Mean Unadjusted Control Mean

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

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

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)

22.6% 35.0% 96.0% 13.6% 26.0% 85.6%

10 20 30 40 50 60 70 80 90 100

MI NC TX Treatment Comparison

NUMBER OF COLLEGE CREDITS EARNED IN HIGH SCHOOL (NOT INCLUDING AP)

2.44 4.41 15.06 1.25 2.37 16.08

2 4 6 8 10 12 14 16 18

MI NC TX Treatment Comparison

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

• thers possible ways of implementing this strategy in your setting.

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