ERIC Number: EJ1455117
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2332-8584
The Impact of Early Colleges on Postsecondary Performance and Completion
Julie A. Edmunds; Fatih Unlu; Brian Phillips; Elizabeth J. Glennie; Christine Mulhern
AERA Open, v10 n1 2024
Early colleges are a model of schooling that combines the high school and college experiences, providing students the opportunity to simultaneously earn a high school diploma and an associate degree or 2 years of college credit. This article updates findings from a 17-year longitudinal experimental study of the model, examining the impact of the model on postsecondary performance and completion. The study found positive impacts on overall degree completion, with very large impacts on associate degree completion. There were also positive impacts on bachelor's degree completion for low-income students and first-generation college-goers. For students who enrolled in a public 4-year institution, the study found positive impacts on advanced course-taking. There was no difference between treatment and comparison students on final college GPA or on the percentage of students who double-majored. Treatment students who earned a bachelor's degree did so more quickly than comparison students.
Descriptors: High School Students, Higher Education, Acceleration (Education), Dual Enrollment, College Preparation, Longitudinal Studies, Educational Attainment, Time to Degree, Grade Point Average, Majors (Students), Outcomes of Education
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
IES Funded: Yes