Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes

We examine the impacts of early college high schools, small schools of choice located on college campuses. These schools provide a no-cost opportunity for students to earn college credit—or a 2-year degree—while in high school. Using rich administrative data on multiple cohorts of students and quasi...

Full description

Saved in:
Bibliographic Details
Published in:American journal of education 2017-08, Vol.123 (4), p.523-551
Main Authors: LAUEN, DOUGLAS L., BARRETT, NATHAN, FULLER, SARAH, JANDA, LUDMILA
Format: Article
Language:English
Subjects:
Acceleration (Education)
Associate degrees
Campuses
College Attendance
College campuses
College Credits
College Preparation
College students
Data analysis
Dual Enrollment
Education reform
Enrollment
Enrollments
Grade 9
Graduation Rate
High Schools
Higher Education
Impact analysis
Implementation
Intervention
Postsecondary Education
Program Effectiveness
Quasi-experimental methods
Quasiexperimental Design
Race
Racial Differences
School Districts
Secondary Education
Secondary school students
Secondary schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:We examine the impacts of early college high schools, small schools of choice located on college campuses. These schools provide a no-cost opportunity for students to earn college credit—or a 2-year degree—while in high school. Using rich administrative data on multiple cohorts of students and quasiexperimental methods informed by the within-study comparison literature, we estimate program impacts of enrolling in a North Carolina early college in ninth grade on a variety of secondary and postsecondary outcomes. We include all such schools in the state, and we report generally promising findings. Early colleges increase important high school outcomes, boost associate’s degree completion, and raise 4-year-college enrollment at less selective public institutions. We also show the differences of these impacts across race, home-district performance, and host site, helping us better understand the implementation and effects of this promising intervention in one state that has brought this school reform model to scale.
ISSN:0195-6744
1549-6511
DOI:10.1086/692664