Improving Outcomes for Traditionally Underserved Students Through Early College High Schools
| November 4, 2008 |  View for printing |
Ever-increasing numbers of students — including traditionally underserved students — express the desire to go to college. Workforce projections by the Bureau of Labor Statistics support these aspirations, noting that many of the fastest growing jobs (and jobs with the largest net employment growth) are in health sciences, information technology and other technical fields that require at least technical certification or an associate’s degree (or beyond).1 Yet some observers suggest that the United States is not graduating enough college- and/or work-ready students to fill these positions.
This worker shortage is further exacerbated by the fact that an increasing number of cities, counties and states are becoming majority-minority, at the same time that the high school graduation and postsecondary participation rates of minority and low-income students trail those of white and more affluent students. This convergence of circumstances suggests that the nation will graduate a greater shortage of students who are college- and work-ready, which poses clear economic development challenges.
Early college high schools are one emerging method of increasing the rates of high school completion and postsecondary participation of traditionally underserved students and meeting projected workforce development needs. This policy brief, building upon the state policy research in the ECS database on early/middle college high schools, seeks to:
• Define early college high schools
• Clarify how they differ from traditional dual enrollment programs
• Provide the most recent research on the positive impact on academic outcomes for traditionally underserved students who participate in such programs
• Set forth the model state policy components that undergird quality programs.
By Jennifer Dounay
Full Paper: http://www.ecs.org/clearinghouse/78/63/7863.pdf 
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