Early College Blueprint: A Guide to Getting Started with Early College in Massachusetts

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Eaton, Annelise
Institution	Rennie Center for Education Research and Policy
Titel	Early College Blueprint: A Guide to Getting Started with Early College in Massachusetts
Quelle	(2019), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; High Schools; High School Students; College Readiness; Acceleration (Education); Higher Education; College Preparation; Equal Education; Access to Education; Planning; Program Development; At Risk Students; Minority Group Students; Low Income Students; English Language Learners; Students with Disabilities; Partnerships in Education; College School Cooperation; Teamwork; Community Involvement; College Applicants; Alignment (Education); Teacher Qualifications; Academic Advising; Student Needs; Teacher Student Relationship; Career Readiness; Experiential Learning; Massachusetts + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Acceleration; Beschleunigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Ablaufplanung; Planungsprozess; Programmplanung; Disability; Disabilities; Behinderung; Hochschulpartnerschaft; College applications; Studienbewerber; Lehrqualifikation; Akademischer Rat; Teacher student relationships; Lehrer-Schüler-Beziehung; Experiental learning; Erfahrungsorientiertes Lernen; Master-Studiengang
Abstract	In many high-wage industries, a high school degree no longer prepares students to enter the workforce. By 2020, labor market analysts predict that 65 percent of all jobs will require postsecondary education or training. Though high schools across the Commonwealth seek to prepare students for both higher education and the workforce, too many students graduate underprepared. Concerns about affordability or their ability to succeed in college coursework prompt many students to drop out or not enroll in college at all. This challenge disproportionately affects students who are underrepresented in higher education, including students of color, students with disabilities, English learners, and students from low-income families. Instead of remediation, educators around the nation now recognize that providing early exposure to rigorous college coursework is a promising pathway to long-term success for many students. Early college models allow high school students to participate in college coursework while earning credit at both their high school and college. These programs equip students with the habits of mind that lead to postsecondary success while also making college more affordable. Across the nation, states invested in early college have employed a range of strategies to scale the model. The results are promising--86% of early college students who enroll in college persist to their second year compared to 72 percent of all college students nationally. In Massachusetts, scaling early college models requires new or evolved partnerships between high schools and colleges. While other states have opened new schools where every enrolled student participates in early college, most Massachusetts programs are the result of partnerships between existing institutions. The school districts and institutions of higher education that have successfully launched programs within this context have done so by modifying practices at both institutions and finding new ways to work together. This blueprint, intended to guide high school and college partners in designing and implementing effective early college programs, combines research-based best practices with lessons learned from existing Massachusetts early college programs. It includes four sections detailing the early college implementation process: (1) Prepare; (2) Design; (3) Implement; and (4) Evolve. (ERIC).
Anmerkungen	Rennie Center for Education Research & Policy. 114 State Street, Boston, MA 02109. Tel: 617-354-0002; e-mail: info@renniecenter.org; Web site: http://www.renniecenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01