This report summarizes a study by scholars at the Harvard University Graduate School of Education on participating schools in the Early College High School Initiative. The Harvard report chose to track the progress of two schools: the Wallis Annenberg High School in Los Angeles, California, and the Dayton Early College Academy in Dayton, Ohio. The key findings from surveys and interviews with members of these schools focus on eight areas: an educational identity; continuous support; caring relationships; support for staff; challenging environment; importance of learning spaces; constructing knowledge; and widespread and intense commitment. The conclusion recommends further research as it is too early to judge the success of these schools. This report offers state policy makers and educators an introduction into the Early College High School Initiative. Findings from the report could be adapted into new or existing high schools.
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Background and Context
In many states, recent legislation or gubernatorial priorities have focused attention on increasing access for high school students to post-secondary options. Small learning communities, advisory systems, individual learning plans, AP and IB classes, dual enrollment programs, exit exams, and the push to increase rigor of high school classes and graduation requirements are approaches states use to guide students through graduation and help them make successful transitions into college.
