Early College, Continued Success: Longer-Term Impact of Early College High Schools

Full report

Key Study Findings

Impact on College Enrollment

•EC students were significantly more likely than control students to enroll in college each year between the fourth year of high school and 6 years after expected high school graduation (i.e., Year 10).Within 6 years after expected high school graduation, 84.2% of EC students had enrolled in college, compared with 77.0% of control students.

•EC students were significantly more likely than control students to enroll in 2-year colleges each year between the fourth year of high school and 6 years after expected high school graduation. By Year 10, 65.8% of EC students had enrolled in 2-year colleges, compared with 46.8% of control students.

•EC students and control students were similarly likely to enroll in 4-year colleges and selective 4-year colleges over time.

Impact on Degree Completion

•EC students were more likely than control students to complete a postsecondary degree each year between the fourth year of high school and 6 years after expected high school graduation. By Year 10, 45.4% of EC student and 33.5% of control students had completed a certificate, associate’s degree, or a bachelor’s degree.

•EC students were more likely than control students to complete an associate’s degree or certificate each year between the fourth year of high school and six years after expected high school graduation. By Year 10, 29.3% of EC student and 11.1% of control students had completed an associate’s degree or certificate.

•EC students were more likely than control students to complete a bachelor’s degree each year between the second and sixth years after expected high school graduation. By Year 10, 30.1% of EC student and 24.9% of control students had completed a bachelor’s degree.

Differential EC Impact

•EC impacts on college enrollment and degree completion outcomes were similar for students with different family background characteristics. EC impacts on college enrollment and degree completion outcomes did not differ significantly by gender, race/ethnicity, or eligibility for free or reduced-price lunch.

•EC impacts on some postsecondary outcomes were stronger for students with higher levels of Grade 8 achievement. EC impacts on enrollment in 2-year colleges and completion of an associate’s degree or certificate within 6 years after expected high school graduation (i.e., by Year 10) were stronger for students with higher levels of Grade 8 achievement. EC impacts on enrollment in 4-year colleges and bachelor’s degree completion did not significantly differ by Grade 8 achievement.

The Mediating Role of High School Experiences

•High school experiences significantly explained the EC impact on enrollment in any type of institution. High school experiences, as measured by instructional rigor, college-going culture, and student supports, explained approximately 30% the EC impact on enrollment in any type of institution within 6 years after expected high school graduation (i.e., by Year 10). These high school experience measures did not explain the EC impact on enrollment in 2-year colleges.

•College credit accrual during high school was the strongest mediator for degree completion outcomes, particularly bachelor’s degree completion. Completion of college credits during high school explained approximately 87% of the EC impact on bachelor’s degree completion within 6 years after expected high school graduation (i.e., by Year 10).

Summing Up

Adding to the positive findings about the EC impacts on students’ high school graduation and postsecondary outcomes from the original impact study, this follow-up study generated strong evidence for the longer-term impacts of ECs on students’ postsecondary outcomes.

EC students were more likely to enroll in and graduate from 2-year colleges, which may partly be because most of t he ECs in our study wer epartnered with 2-year colleges. While EC students were no more likely than their peers to enroll in 4-year colleges, they were more likely to complete a bachelor’sdegree and did so earlier in their academic careers.