This quantitative study examined factors that determined if economically disadvantaged and English language learner students graduating from traditional or early college high school were college and career ready. Effective data was collected from campuses in the Region One educational service center in South Texas. The study was guided by the comparison of traditional high schools to early college high schools (ECHSs) designated by the Texas Educational Agency (TEA) to be early colleges. Furthered study was focused on the deficiency of economically disadvantaged and English language learner students completing the Texas Success Initiative (TSI) exam, which signified whether students were college ready and prepared to take college courses. Two sub-population groups were compared on advanced/dual credit courses, and college and career readiness as measured by the Texas Academic Performance Reports (TAPRs) released data by the Texas Educational Agency (TEA) for the 2016 and 2017 school years. Studied demographics included Hispanic, economically disadvantaged and English language learner subpopulation groups that were also considered at-risk. These student populations also met the criteria of being underserved and underrepresented in high schools. The design taken for this quantitative study was a non-experimental research approach which was applied based on an ex-post facto design. Statistical data displayed the differences among traditional high school students and early college high school (ECHS) students, and economically disadvantaged and English language learner students who were college ready graduates by their senior year of taking advanced/dual credit college courses. School years 2016 and 2017 statistical data validates that few students from traditional high schools were graduating college and career ready and with advanced/dual credit courses. In comparison, early college high school students were graduating college and career ready and with advanced/dual credit courses. Larger statistical values in data in an early college high school determined that the underserved subpopulations such as economically disadvantaged students and English language learner students were better supported, advised and guided on their post-secondary studies, than in a traditional high school. Modeled by the early college high school which was created on a system that nurtures, supports and guides students so that they would not fail in their post-secondary experience. The early college high schools' initiative has formed a bridge between high schools and institutions of higher education which has helped the underserved and underrepresented student population to have college going opportunities. Because many students have succeeded due to the early college high school initiative. An opportunity for further research studies is to track data of how many early college high school students actually complete a post-secondary degree such as a bachelor degree or a graduate degree. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]