What Students Do Early College High Schools Serve? Unpacking Social Constructions of the Target Population

Autor/in	Duncheon, Julia C.
Titel	What Students Do Early College High Schools Serve? Unpacking Social Constructions of the Target Population
Quelle	In: Education Policy Analysis Archives, 128 (2020) 173, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	High School Students; Dual Enrollment; Acceleration (Education); College Credits; Community Colleges; Disproportionate Representation; Access to Education; Equal Education; At Risk Students; Hispanic American Students; Low Income Students; Academic Achievement; Student Recruitment; Admission Criteria; School Choice; Geographic Regions; Administrator Attitudes; Teacher Attitudes; School Demography; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Doppelstudium; Acceleration; Beschleunigung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College; Education; Access; Bildung; Zugang; Bildungszugang; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Choice of school; Schulwahl; Lehrerverhalten; Schulbesuchsrate
Abstract	To support the nation's college completion goals, early college high school (ECHS) reform creates opportunities for interested students to earn up to two years of free college credit during high school. ECHSs also have an equity objective: to target and enroll students who are historically underrepresented and/or might not otherwise go to college. Yet the extent to which ECHSs actually serve their target population in practice is unclear, especially in a marketized school environment. Using qualitative methods and the theory of social construction and policy design (Schneider & Ingram, 1993), this study explores the recruitment and selection practices at five ECHSs in the borderlands of Texas. Findings suggest that ECHS staff invited applications from the broad target groups. However, the admission process, shaped in part by patterns of self-selection, favored students who were academically inclined and relatively privileged compared to their district peers. ECHS staff socially constructed narrower ideals of the target population than those articulated in the policy design based on their assumptions about who was likely to succeed in--and thus deserving of--an early college opportunity. Findings are discussed with particular attention to the equity implications of ECHS reform. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01