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ERIC Number: ED556913
Record Type: Non-Journal
Publication Date: 2014
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-3080-5
ISSN: N/A
The Early College High School Model as a Means of Reducing or Eliminating the Achievement Gap for Students from Traditionally Underrepresented Populations
Bramucci, Matthew G.
ProQuest LLC, Ed.D. Dissertation, Widener University
The existence of a gap in academic performance between various groups of students, such as minority and non-minority students or socioeconomically disadvantaged and advantaged students, has been the subject of public discourse and research for many years. Research has indicated numerous reasons for the existence of this gap and its impact on local, national, and global economies, but has not offered many effective solutions. One noted effect of the gap, however, is that it matches the underrepresentation of these same populations in post-secondary institutions. Efforts aimed at encouraging underrepresented populations to graduate from high school and enroll in college must address the achievement gap in order to be successful. A number of such efforts are called dual-enrollment models in that they provide for college credit to be earned while the students are still enrolled in high school. The Early College High School model, a variation of the dual enrollment concept in which the high school is located on the campus of a partner college, is one model thought to be able to mitigate or possibly even eliminate the achievement gap. In the Early College High School model, students graduate in four or five years from high school with both a diploma and up to two years of transferrable college credit or an Associate's Degree. The study described here examined records from five high schools in North Carolina that had been using the Early College High School model for the 2008-09 through 2011-12 school years. Results from performance on state-mandated End of Course Tests, attendance rates, suspension rates, and graduation rates did not indicate any achievement gap between student groups at the five study schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina