Lessons Learned: How Early College High Schools Offer a Pathway for High School Reform

Autor/inn/en	Kaniuka, Theodore Stefan; Vickers, Melinda
Titel	Lessons Learned: How Early College High Schools Offer a Pathway for High School Reform
Quelle	In: NASSP Bulletin, 94 (2010) 3, S.165-183 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636510384982
Schlagwörter	High Schools; High School Students; Disproportionate Representation; Minority Group Students; Achievement Gap; Educational Change; Higher Education; Acceleration (Education); Dual Enrollment; College Preparation; Educational Environment; Educational Objectives; Educational Improvement; Graduation Rate; College Attendance; Academic Achievement; Instructional Effectiveness; North Carolina; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Doppelstudium; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schulleistung; Unterrichtserfolg; USA
Abstract	In 2002, Early College High Schools Initiative became a reality across the United States for students and educators looking for ways to improve student graduation rates, college attendance, and overall student achievement. This mixed method case study found that (a) the early college high school environment supported the academic success of disadvantaged and underrepresented students, (b) during subsequent conversations with teachers, students, and the administration, it was revealed that these stakeholders readily identified critical success factors, and (c) there was a high degree of agreement on what these factors were--high expectations, purposeful actions, and meaningful relationships. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10