Smoothing the Transition to Postsecondary Education: The Impact of the Early College Model

Autor/inn/en	Edmunds, Julie A.; Unlu, Fatih; Glennie, Elizabeth; Bernstein, Lawrence; Fesler, Lily; Furey, Jane; Arshavsky, Nina
Titel	Smoothing the Transition to Postsecondary Education: The Impact of the Early College Model
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 2, S.297-325 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1191574
Schlagwörter	Postsecondary Education; College School Cooperation; Longitudinal Studies; Comparative Analysis; Selective Admission; Admission (School); Experimental Groups; Control Groups; College Credits; Graduation Rate; Transitional Programs; High Schools; Higher Education; College Preparation; Advanced Placement Programs; High School Students; College Students; Dual Enrollment; College Bound Students; High School Graduates; North Carolina + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsselektion; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; High schools; Student; Students; Schüler; Schülerin; Studentin; Collegestudent; Doppelstudium; Graduate; Graduates; Absolvent; Absolventin
Abstract	Developed in response to concerns that too few students were enrolling and succeeding in postsecondary education, early college high schools are small schools that blur the line between high school and college. This article presents results from a longitudinal experimental study comparing outcomes for students accepted to an early college through a lottery process with outcomes for students who were not accepted through the lottery and enrolled in high school elsewhere. Results show that treatment students attained significantly more college credits while in high school, and graduated from high school, enrolled in postsecondary education, and received postsecondary credentials at higher rates. Results for subgroups are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01