ERIC Number: ED494922
Record Type: Non-Journal
Publication Date: 2005-Mar
Reference Count: 0
Early College High Schools: Early Recruitment and Selection Strategies
American Institutes for Research
One of the primary goals of Early College High Schools is to enroll students who are underrepresented in higher education. This brief report describes the strategies ECHSs have used to recruit students from groups that are traditionally underserved and underrepresented in higher education and addresses the impact of the recruitment and selection strategies on the demographics of the ECHSs student enrollments. It addresses three main questions about student enrollment: (1) What strategies did intermediaries and ECHSs use to recruit students? (2) What criteria did intermediaries and ECHSs use to select students? and (3) To what extent have ECHSs enrolled traditionally underserved students? The findings are organized around these three research questions. The report begins by describing the various approaches intermediaries and ECHSs employed to student recruitment. It then addresses recruitment and selection strategies and their impact on the demographics of the ECHSs student enrollments. A supporting table details each school's approach to finding applicants and selecting students. Also included in the table are data related to the population attending the schools, including the percentage of students from several categories of underserved populations.
Descriptors: Transitional Programs, High Schools, Enrollment, Student Recruitment, Developmental Continuity, Eligibility, Evaluation Criteria, Disproportionate Representation, Statistical Distributions, Program Effectiveness, Outreach Programs, School Demography
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: email@example.com; Web site: http://www.air.org
Publication Type: Information Analyses; Reports - Research
Education Level: High Schools
Sponsor: Bill and Melinda Gates Foundation.
Authoring Institution: American Institutes for Research, Washington, DC.; SRI International, Arlington, VA.