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ERIC Number: ED501071
Record Type: Non-Journal
Publication Date: 2007-Mar
Pages: 11
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: N/A
Findings From the Early College High School Initiative: A Look at Best Practices and Lessons Learned Regarding a Dual Enrollment Program. Research Brief
National High School Center
This research brief on the Early College High School Initiative (ECHSI), examines lessons learned and best practices gleaned from an evaluation specific to the ECHSI, "Early College High School Initiative 2003-2005 Evaluation Report." These findings help inform those interested in developing or implementing dual enrollment programs as a strategy to accelerate learning and help bridge transitions after graduation. Early College High Schools (ECHS) are developing partnerships, curricula and schedules necessary to offer college credits to high school students. This report finds that Early College High Schools enrolled students who are representative of populations traditionally underserved in higher education. Adequate funding remains an issue critical to the long-term sustainability of early college high schools: resolving this long-term resource issue remains the top priority on the minds of ECHS leaders, and advocating for friendly dual-enrollment policies at various levels of government clearly will be needed for some time if the option of taking college-level courses is available to an increasing number of students. Lists of additional resources; and examples of state programs are included. (Contains 2 endnotes.) [This publication was produced by the National High School Center.]
National High School Center. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 800-634-0503; Fax: 202-403-5875; e-mail: helpfor@betterhighschools.org; Web site: http://www.betterhighschools.org
Publication Type: Reports - Evaluative
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A