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ERIC Number: EJ1208212
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2577-7270
Addressing College Access and Success Gaps in Traditionally Underrepresented Populations: The North Carolina Early College High School Model
Roughton, Dean
Higher Education Politics & Economics, v2 n1 p82-93 2016
The push for increased democratization of higher education in the United States coupled with the rising costs of college have led many institutions to turn to dual enrollment models as a means to increase access for students. Most states now allow qualifying high school students to take college courses free, or at a reduced rate, while still enrolled in secondary education, saving students and their families tens of thousands of dollars. Increased access, however, has not necessarily led to increased student success in terms of academic achievement and completion rates, especially among students from traditionally underrepresented populations. Racial and ethnic minorities, first-generation students, and students from low socio-economic status (SES) families continue to have lower than average college completion rates. One dual enrollment model, the early college high school, focuses specifically on these groups in an effort to improve academic performance both at the high school and college levels. The North Carolina early college model, in particular, has demonstrated effectiveness in improving high school graduation rates and college readiness among traditionally underrepresented populations.
Higher Education Politics & Economics. 2309 Education Building, Norfolk, VA 23529. Tel: 757-683-4118; e-mail: hepe@odu.edu; Web site: http://ojed.org/index.php/hepe/index
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina