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The Early College High School Initiative

The Early College High School Initiative (ECHSI) is a partnership of organizations, established in 2002, committed to redesigning high schools to give students traditionally underrepresented in higher education the opportunity to earn a high school diploma and up to 2 years of college credits by the end of high school. The compression of the end of high school/beginning of college encourages a rigorous curriculum and postsecondary education, because students receive up to 2 years of college level education free, reducing the cost of a degree. The ECHSI focuses on the 3Rs of rigor, relevance, and relationships identified by the Bill & Melinda Gates Foundation which provides start-up capital for this initiative. Jobs for the Future coordinates technical assistance for an additional 13 partner organizations to open small high schools with integrated high school and college curriculums. Each early college high school (ECHS) is paired with at least one institute of higher education (IHE), but it may not share a campus with the IHE. As of the 2007-2008 school year, the ECHSI had opened nearly 160 schools in 24 states and the District of Columbia, with the goal of creating 250 schools in total[1].

Related Research Base

Studies have shown that demanding coursework in high school prepares students for college and is the most important factor not only in college entrance but also in degree attainment for students who attend a 4-year college, particularly for African Americana and Latino students.[2] College entrance does not guarantee degree attainment; once in college, students who earn fewer than 20 credits in their first calendar year lower the chances that they will graduate.[3]

The American Institutes for Research® and SRI International evaluate ECHSs annually. During the 2005-2006 school year, they found that ECHSs had a higher average percentage of students' scoring proficient on state assessments in English language arts/reading and mathematics than did other high schools in the districts in which the schools are located. ECHSs also had high daily attendance, averaging 94%, and they fulfilled their goal of targeting underrepresented student populations, averaging 71% minority student and 52% low-income student enrollment.

However, adherence to the new 3Rs was more evident in English/language arts instruction than in mathematics instruction. Similarly, while high school–level instruction incorporated more active learning style instruction, college–level instruction tended to include heavy use of lecture instead of more engaging, interactive approaches.[4]


[1] http://www.earlycolleges.org

[2] Adelman, C. (2006). The toolbox revisited: paths to degree completion from high school through college. Washington, DC: U.S. Department of Education.

[3] Adelman, C. (1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor's degree attainment. Washington, DC: U.S. Department of Education. Accessed February 20, 2008: http://www.ed.gov/pubs/Toolbox/toolbox.html.

[4] Berger, A., et al. (2007) Evaluation of the Early College High School Initiative: Select topics on implementation. Washington, DC: American Institutes for Research and SRI International.