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ERIC Number: ED486161
Record Type: Non-Journal
Publication Date: 2005-Jan
Pages: 20
Abstractor: ERIC
Integrating Grades 9 through 14: State Policies to Support and Sustain Early College High Schools. Early College High School Initiative
Hoffman, Nancy; Vargas, Joel
Jobs for the Future
Across the country, increasing numbers of high school students are getting a head start on college by completing some college-level work in high school. Opportunities such as Advanced Placement courses and dual enrollment not only boost college-going rates but also save money for families and, potentially, for taxpayers and states. In particular, approximately 180 early college high schools being implemented over the next four years are designed to enable underrepresented students to graduate in four to five years with a high school diploma and up to an Associate's degree or sufficient credit to enter a Bachelor's degree program as a junior. In essence, these schools blend secondary and postsecondary education. The prospect of moving students more efficiently through the pipeline raises new and complex policy and finance issues for states: in order to integrate secondary and postsecondary education within a single, small school, states and districts must be able to facilitate funding, staffing, and the crediting of courses across educational sectors. Drawing on lessons learned over the first two years of the Early College High School Initiative, this brief recommends state policies that would support these new schools. This brief also points to broader policy changes that would benefit early college high schools and advance the agenda of creating a seamless K-16 system that promotes smooth transitions from one education level to the next, a system in which students can advance fluidly based on what they learn rather than in lockstep based on what time they spend in school. (Contains 14 endnotes.) [The Early College High School Initiative is sponsored by the Bill & Melinda Gates Foundation in partnership with Carnegie Corporation of New York; the Ford Foundation; and the W.K. Kellogg Foundation.]
Publication Type: Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Jobs for the Future, Boston, MA.
Grant or Contract Numbers: N/A