Success in college is about more than just “getting in.” Acceptance does not guarantee that students are ready for more advanced coursework or on a pathway that leads to a career and family-sustaining wage. Further, students may be academically prepared but face challenges with other aspects of college life due to a lack of familiarity with the college-going experience. Rising costs are also a problem, particularly when academic or non-academic difficulties add to the duration and expense of earning a degree. Without preparation, guidance, and support, many students choose to leave when confronted with new challenges (academic or otherwise).
Early college designs allow students to take college courses while still in high school and earn both high school and college credits simultaneously. Especially for students who do not think of themselves as college-bound, early college eases the transition from high school to college and increases persistence rates by exposing students to postsecondary academic requirements and cultural norms. It can also reduce the time and cost of completing a degree. In this policy brief, the Rennie Center for Education Research & Policy aims to expand the conversation about preparing all students for success in college and the workforce by examining early college designs.
This report is part of the Roadmap to Expanding Opportunity project which looks at promising, evidence-based strategies to better support all kids in our Commonwealth.