•Gateway to College helps high school dropouts (ages 16-21) and students on the verge of dropping out to earn a high school diploma while also earning college credits.
•Project DEgree helps underprepared college students (ages 18-26) accelerate their progress through developmental education and on to transfer-level college courses.
"Our focus is on professional development and staff leadership; democratic school governance and peer review; comprehensive academic, social and emotional student support; and high school-college collaboration."
"The Office of Educator Preparation, Innovation and Research (EPIR)
of the Board of Regents of the University System of Georgia serves as the Intermediary for the Georgia Early College Initiative -- a partnership between the Georgia Department of
Education and the University System of Georgia. It is the Intermediary's role to offer leadership and support for Early Colleges in Georgia; provide technical assistance for each site to help ensure a successful experience for the Early College students; and study the model with an eye towards replicating the program across the state."
"Our Mission
To increase the pool of historically underrepresented
and under-served students who will be prepared to enter and complete post-secondary studies in science, technology, engineering and mathematics (STEM); thus creating a diverse and globally competitive workforce."
Started in 1975 as Southeastern Consortium for Minorities in Engineering by engineering deans at AL, FL, GA Tech, USC, UTn, Tuskegee - now partners in 17 states
"The Woodrow Wilson Foundation has developed a series of resources to support our network of Early College partnerships and other school-university partnerships focused on improving secondary education and increasing college access and
success for underserved students."
"Through an exciting partnership between NCNSP and the multi-campus University of
North Carolina, four innovative high schools within North Carolina will become
learning laboratories capable of hosting educators and others eager to see
teaching and learning at high levels by all students."
"Turning Around Ohio’s High Schools
KnowledgeWorks managed one of the nation's most ambitious high school turnaround efforts with the Ohio High School Transformation Initiative (OHSTI) and the development of Early College High Schools. The effort had a positive impact on more than 50,000 students and trained more than 2,000 teachers in Ohio's most challenging school districts. Specifically, students performed
better on state standardized tests, attendance rates rose, and the academic achievement gap between minority and non-minority students began to significantly close."
Focusing on high-need schools and districts with an emphasis on urban areas and the TX-Mex border; public and private organizations - new models inc Early college high schools, T-STEM academies
For over 30 years, the National Association of PARTNERS IN EDUCATION has been an objective voice in developing school volunteer, intergenerational, community service, and business partnership programs throughout the United States. Originally the National School Volunteer Program, the organization took its present name in 1988 when it assumed responsibility for the annual National Symposium on Partnerships in Education. Currently, it is the only national membership organization devoted solely to providing leadership in the field of education partnership development. (NOTE: no rep for KY)
grew out of developing national network of Latino-serving charter schools; 2002 had 12 Early College High Schools in the US - all schools serve low-income students; seven serve adjudicated/overage students; seven serve over 25% English-language-learner (ELL) students and over 10% special education students. All have open enrollment policies.
If you are in 7th or 8th grade read more about the Early Entrance Program at the University of Washington, the premier early entrance program in the nation.
If you are in 10th grade read more about the UW Academy for Young Scholars, the Robinson Center’s early university entrance program for students offered in collaboration with the UW Honors Program.
Summer Programs
Do you want a fun and inspiring summer experience? If you are in 5th or 6th grade, learn more about Summer Challenge, the Robinson Center’s summer program for students in elementary school. These hands-on classes provide multi-disciplinary learning experiences for three weeks during the summer on the UW-Seattle campus.
If you are in 7th-10th grade learn more about Summer Stretch, the Robinson Center’s summer program designed for students who want to learn a variety of subjects at an accelerated pace. Courses include math, humanities, science and writing, and are located on the UW-Seattle campus.
The Advance College Project (ACP) operates in more than 100 high schools across Indiana and in Michigan and Ohio. Each high school registers its ACP students through a local Indiana University (IU) campus. The Advance College Project (ACP) operates in more than 100 high schools across Indiana and in Michigan and Ohio. Each high school registers its ACP students through a local Indiana University (IU) campus. ACP began in 1982-83 with six Indiana high schools, enrolling 269 students, and offering chemistry, math, and English composition courses. Today, ACP operates in more than 100+ high schools across Indiana and in Michigan and Ohio and works with more than 350+ instructors who teach ACP courses to well over 4,000 students earning more than 30,000 IU credit hours. ACP is for high school students, generally juniors and seniors, who have adequate preparation and the desire for more advanced work. Through its course offerings, ACP provides an opportunity for high school students to begin college work while in high school. ACP is not a gifted and talented program. ACP courses are actual college courses intended to allow a wide range of students to engage in college-level work for college credit. ACP courses provide both high school and college credit (concurrent enrollment) and, therefore, allow students to fulfill requirements for high school graduation and requirements for college admission while beginning a college transcript. The same general standards that apply for admission to Indiana University apply to students seeking to enroll in ACP courses. However, student participation in ACP courses does not constitute admission to IU.
The principal arranges for a member of the high school staff (usually a guidance counselor) to act as the ACP Coordinator. Teachers who are accepted are required to attend a seminar generally on the IU or IUSB campus in the summer, lasting from 3 to 5 days. The expense of attending these seminars is assumed by ACP. On successful completion of the training seminar, teachers are ce
Dual/Concurrent Enrollment by State
by Carl Krueger, March 2006
By Michael Griffith, March 2008
Early college high schools can be located on a college campus, inside a traditional high school, or on their own campus, and are often focused on serving low-income and/or minority populations. They are established with the goal that every student will earn an associate's degree, technical certification or enough credits to enter a four-year institution as a junior.
* Middle colleges are located on college campuses and tend to target students who are at risk of dropping out. They do not have the goal that students will earn up to two years of college credit but they do allow students to gain more postsecondary credit than otherwise received in a traditional dual enrollment program.
DEFINITIONS:
Dual Credit - refers to secondary students taking college-level course work and securing transcripted credit for that course work at both secondary and postsecondary levels simultaneously.
Means of delivery for dual credit may include:
⋅ Live or virtual delivery
⋅ College faculty teaching dual credit course work on a college campus
⋅ College faculty teaching dual credit course work on a high school campus
⋅ High school faculty teaching dual credit course work on a high school campus
Dual Enrollment - refers to secondary students taking college-level course work and securing transcripted credit for that course work only at the postsecondary level.
Nationally representative samples of more than 7,000 4th graders, 11,000 8th graders, 12,000 12th graders participated in the 2010 National Assessment of Educational Progress (NAEP) in U.S. History. Summary:
Lowest performing 4th graders make greatest gain from 1994 + scores incr since 2006 for male as well as for Black and Hispanic 8th graders
Avg scores for 8th & 12 graders increase from 1994
Less than 1/4 of students perform at or above Proficient level in 2010
featuring San Francisco Flex Academy, Arizona Virtual Academy, Carpe Diem Collegiate High School and Middle School (AZ), KIPP (knowledge is power program) Empower Academy (CA), Youth Connection Charter School Virtual High School (IL), and Innosight Institute