The impact of the Norton High School early college program on the academic performance of students at Norton High School

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The impact of the Norton High School early college program on the academic performance of students at Norton High School

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Content THE IMPACT OF THE NORTON HIGH SCHOOL EARLY COLLEGE
PROGRAM ON THE ACADEMIC PERFORMANCE OF STUDENTS AT
NORTON HIGH SCHOOL
by
Eric Matthew Barba
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Eric Matthew Barba
ii
DEDICATION
This work is dedicated to my family. There is nothing more important in
life than family. Laura and Matthew, you are my life. I could not have gotten
through this without your love and support. Laura, thank you for the life you
have given to Matthew and I. Matthew, in response to your never ending
question, “how many more pages?” None, all done.
iii
ACKNOWLEDGMENTS
I want to thank Dr. Dennis Hocevar for his guidance and support during
the dissertation process. Your passion for quantitative research is quite
contagious. Only you could make someone love SPSS. I am forever grateful for
the time you have given me during the last 6 months.
Thank you Dr. Terry Nichols. Seeing you go through the same process 3
years ago was inspiring. You have been supportive and flexible when I needed
extra time and flexibility to get to this point. Thanks for the encouragement.
I want to thank the teachers and staff at Norton High School. You have
been so supportive the last 3 years. Marilyn, you have kept me organized and
sane. Chris, you are my data queen. Teachers and staff, without the hard work
you do every day this study would not have been possible.
A big thanks is owed to the students at Norton High, especially the early
college students. Your courage to try something different and challenge
yourselves provided the basis for this study. Observing your challenges and
successes the last 3 years has been exciting. You all will go on and do great
things in life. I’m proud of each of you.
Thanks to my mother and father. Dad, thanks for making me hate loading
trucks. Reading books isn’t that bad after all. Mom, thanks for always
iv
encouraging me to pursue my education. Your career as an instructional aide is
what prompted me to want to be an educator.
Also, a special thanks to my big brothers. Jesse, I wish you were here to
celebrate with us. You helped me develop the self-confidence that I rely on every
day. You are missed. Mike, you always taught me to finish what I start. You
have been more of an influence on me than you know.
Last but definitely not least, I want to thank my family, Laura and
Matthew. Laura, you have supported me 100% through the last 3 years. There is
no way I could have survived as a high school principal, student, husband, son
and father if it wasn’t for you. You filled in all the gaps in my absence. Thank
you and I love you. Matthew, I hope seeing me go through this will inspire you to
do greater things and make your old man proud! I cherish the nights we sat down
at the dining room table and did homework side by side. We will now have much
more time to play.
v
TABLE OF CONTENTS
DEDICATION ii
ACKNOWLEDGMENTS iii
LIST OF TABLES vii
LIST OF FIGURES viii
ABSTRACT ix
CHAPTER 1 PROBLEM AND SOLUTION: EARLY COLLEGE
INTERVENTION 1
Problem Background 1
Statement of the Problem 3
Purpose of the Study 5
Research Questions 6
Importance of the Study 7
Definitions of Terms 9
CHAPTER 2 LITERATURE REVIEW 14
Senior Year Issues 14
Dual Enrollment 18
Policy /Finance Issues 20
Early College Programs 24
Early College Programs and Achievement 30
Standardized Test Scores 30
Opportunity To Learn 31
Grade-Point Averages 32
College Matriculation 33
Graduation Rates 36
Qualitative Data 37
Summary 39
CHAPTER 3 METHODOLOGY 43
Summary of Research Design 43
Quantitative Research Design 44
Pre/Post Independent Retrospective Control Group Design 44
Setting 46
Intervention 50
vi
Instrumentation and Data Collection 51
Achievement Measures 51
CHAPTER 4 RESULTS 55
Pre/Post Independent Retrospective Control Group Design 56
Pre/Post Independent t-test Results 57
CHAPTER 5 SUMMARY, DISCUSSION, AND
RECOMMENDATIONS 66
Overview 66
Summary of Findings 68
Quantitative Findings 68
Discussion 76
Recommendations 82
Limitations 83
Delimitations 84
Summary and Conclusions 85
REFERENCES 87
vii
LIST OF TABLES
Table 1. Certificates Completed by Hidalgo Students in spring 2008 36
Table 2. Certificated Staff Ethnicity 2010-2011 48
Table 3. Classified Staff Ethnicity 48
Table 4. CST: English / Language Arts, Met AYP Proficient and
Above Criteria, Numerically Significant Sub-Groups 49
Table 5. CST: Mathematics, Met AYP Proficient and Above Criteria,
Numerically Significant Sub Groups 49
Table 6. Academic Performance Index 2000-2010 50
Table 7. CST Performance Tiers: English-Language Arts 52
Table 8. CST Performance Tiers: Mathematics 52
Table 9. CST Performance Tiers: History-Social Science 53
Table 10 CST Performance Tiers: Science 53
Table 11. Pre-Versus Post-Intervention Attendance Rates 54
Table 12. Pre-Versus Post-Intervention GPAs 58
Table 13. College Matriculation 58
Table 14. Opportunity to Learn 60
Table 15. Success 62
Table 16. Proficiency 64
viii
LIST OF FIGURES
Figure 1. Non-Equivalent Retrospective Control Group Design 45
Figure 2. Non-Equivalent Retrospective Control Groups’ Design 56
ix
ABSTRACT
The purpose of this study was to evaluate the effect of the Norton High
School Early College Early College Program on academic measures for students
at Norton High School. Measures of achievement include the results of the
English Language Arts (ELA), Mathematics, Social Science, and Science portions
of the California Standards Test (CST), Student Opportunity to Learn (OTL), high
school attendance rates, high school grade-point averages, and college
matriculation.
A retrospective quasi-experimental design was used to analyze the
difference in CST scores (English Language Arts, Mathematics, Science, and
Social Science); OTL, attendance rates, grade-point averages, and college
matriculation rates between the retrospective control group (pre-intervention) and
the intervention group (post-intervention).
The results of this study indicate that the Norton High School Early
College (NHSEC) program has a positive affect on most student achievement
measures. The NHSEC positively impacts both success and proficiency on CST
tests. CST success improved in ELA, AP/ADV Math, and Chemistry. CST
proficiency improved in ELA, US History, AP/ADV Math, Biology, and
Chemistry.
x
The NHSEC program also positively impacts Opportunity To Learn
(OTL). Students in the intervention group were more likely to enroll and persist
in higher-level mathematics and science courses. A positive impact also was seen
in attendance rates. Students in the intervention group had a higher mean
attendance rate than the retrospective control group.
The quantitative data in this study did not reveal higher grades and
increased college matriculation for Norton High School students. However,
several external factors may have affected these variables.
The results of the NHSEC program effects on student achievement
measures were promising. The positive outcomes on CST scores and OTL were
consistent with the goals of NCLB and could assist Norton High School in
meeting both AYP and API. According to the results of this study, the early
college concept impacts Norton High School’s student achievement measures
positively.
1
CHAPTER 1
PROBLEM AND SOLUTION: EARLY COLLEGE INTERVENTION
Problem Background
California high schools are held accountable by two different bureaucratic
accountability measures (EdSource, 2005). Under state guidelines, California
high schools must make satisfactory progress on the Academic Performance
Index (API). A school with an API score of 200 through 690 must make a yearly
gain equal to 5% of the difference between the school’s base API and the state
target of 800. Schools with API scores between 691 and 795 must make a yearly
5-point gain. Schools with an API of 796 through 799 must make a gain that will
get them to 800. Schools with API scores over 800 must maintain an API over
800. These gains must be met school-wide and for each significant subgroup.
The Academic Performance Index (API) measures all levels of student
performance growth. The API calculator applies a point value for each student
score on each subtest on the California Standards Test. These point values range
from 200 to 1000; 200 points for Far Below Basic, 500 points for Below Basic,
700 points for Basic, 875 points for Proficient and 1000 points for Advanced
Proficient. Point values for all students are computed and weighted for each
subject. In high schools, CAHSEE results are also used to compute the API. A
passing score equals 1000 points while a failing sore equals 0 points.
2
California high schools are also held accountable to the federal
accountability measures outlined in No Child Left Behind (NCLB) (United States
Department of Education, 2002). The authorization of No Child Left Behind was
intended to lead to increased student performance overall and the elimination of
achievement gaps among minority students, students with disabilities, and
students with low SES. Porter and Polikoff (2007) discuss the outline and
implementation of NCLB meant to lead to this improvement in student
achievement. The pillars of NCLB are student proficiency levels, adequate yearly
progress (AYP), and the highly qualified teacher. Each of these pillars is
regulated by school accountability and, to a lesser degree, student accountability.
Under NCLB, all students in all states are to achieve 100% proficiency by
2014. Various AYP targets are set along the way to ensure progress towards this
goal. States are given the discretion of setting their own proficiency standards.
The intent of NCLB was to set a high bar of achievement so that states would
change policy and practice to make progress towards the 100% proficiency rate.
States are also given the discretion of setting their own progress
benchmarks and their AYP. According to Porter and Polikoff (2007),
States are allowed to vary (a) the trajectories they set in moving to the
100% proficiency goal, (b) the minimum group size required for reporting
disaggregated subgroups, and (c) whether to use confidence intervals in
deciding whether targets have been met. (p. 4).
The purpose of AYP was to ensure that e. Porter and Polikoff (2007) discuss ach
state has an incremental plan in achieving 100% proficiency by 2014.
3
Through NCLB, teachers are required to be considered a highly qualified
teacher. “All teachers, with few exceptions, were required to have a bachelor’s
degree, have certification, and have proven content knowledge of the subject they
teach” (Porter & Polikoff, 2007, p. 4). The theory behind this action was that
NCLB stresses the need of good teachers to increase student achievement.
Statement of the Problem
Schools in California need to meet the accountability criteria for both
AYP and API. Meeting the goals of AYP and API drive resource allocation and
program implementation. Many programs designed to increase test scores do not
add value to individual students. Students receive no benefits outside of school
for higher California Standards Tests scores. While passing the CAHSEE is
required for graduation, there is no value for a student to score above the
minimum passing score of 350.
There are many educational solutions that schools can employ to improve
test scores and their ratings on both AYP and API measures. The problem exists
in selecting the educational solutions that assist the school in meeting
accountability measures while preparing students for academic success after K-
12.
Norton High School strives to implement instructional programs that will
assist the school in meeting API and AYP in order to close the achievement gap
4
while simultaneously providing valuable outcomes for students. Valuable
outcomes include A-G completion, AP test passage, completion of a senior
project, college acceptance, career pathway completion, and internship
opportunities. One example of a program that provides valuable outcomes for
students is the Norton High School Early College Program. School resources
including personnel, classrooms, and materials are allocated to support this
program.
Norton High School, in partnership with Nearby Community College,
created an Early College Program for the students of NHS. The first cohort of
students began the summer of 2009 before their junior year. Students in this
program were dual enrolled at Norton High School and Nearby Community
College. Students who successfully completed the program graduated from
Norton High School with a high school diploma and 30 college semester units. A
second cohort of students began the summer of 2010 before their junior year. It
was hypothesized that enrollment in the NHS Early College Program positively
influenced students’ CST scores, Opportunity To Learn (OTL), attendance rates,
grades, and college matriculation.
In its second year of existence the Early College Program at Norton High
School proved to be a valuable experience for students enrolled. At the end of
2011, Cohort I graduated many students with 30 transferable college semester
units. Many of the students in Cohort II kept pace having completed 15 college
5
semester units. All students in Cohort I either continued their enrollment at
Nearby Community College or enrolled in a four-year university.
As resources continue to be an area of concern for K-12 educational
agencies all programs need to be evaluated as to the value they add to meeting
school and student goals. We know that the students at Norton High School
benefit from the Early College Programs as far as completion of college units is
concerned. This study analyzed the program’s effect on the school’s California
Standards Tests results, student attendance, grades, and college matriculation.
Purpose of the Study
The purpose of this study was to analyze the correlation of participation in
the Early College Program to improve California Standards Test scores, high
school attendance rates, high school grades, and college matriculation.
Quantitative methods were used to analyze California Standards Test
scores, high school attendance, high school grades, and college matriculation.
California Standards Test results were gathered for the class of 2011(Cohort 1’s
graduation class), hereafter referred to as experimental group, and a retrospective
control group, the class of 2010. The administration of the California Standards
Test ends during the Spring of a students’ eleventh grade year, therefore, eleventh
grade test results were used. The retrospective control group data was the pre-
data, and the experimental group’s data was the post-data. For the retrospective
6
control group, test scores were used from the Spring of 2009. The experimental
group’s test scores were used from the Spring of 2010.
Attendance rates were compared for both the retrospective control group
and the experimental group. The attendance rates used were the positive
attendance rates for each group’s junior year. For the retrospective control group,
attendance rates were used from the school year 2008-2009. For the experimental
group attendance rates were used from the school year attendance rates were used
form the school year 2009-2010.
Grade-point averages were also compared for the retrospective control
group and the experimental group. The mean grade-point average of the
retrospective control group was compared to the mean grade-point average of the
experimental group. For the retrospective control group and the experimental
gorup, grade-point averages included all grades from 9
th
, 10
th
, and 11
th
grades.
College matriculation rates were compared for both the retrospective control
group and the experimental group. Percentages of students not enrolled in
college, enrolled in a 2-year college, or enrolled in a 4-year college or university
upon graduation in both groups were compared.
Research Questions
1. Does the Norton High School Early College Program impact success on
the California Standards Test?
7
2. Does the Norton High School Early College Program impact Student
Opportunity to Learn (OTL).
3. Does the Norton High School Early College Program impact attendance
rates?
4. Does the Norton High School Early College Program impact grade-point
averages?
5. Does the Norton High School Early College Program impact college
matriculation?
Importance of the Study
Early college high schools are emerging as an innovative means of
increasing high school graduation, college matriculation, and degree completion.
Brand and Lerner (2006) noted that “a student who earns 20 credits by the end of
the first year of post-secondary education has a significantly greater likelihood
(78% vs. 22%) of earning a bachelor’s degree” (p.126). Therefore, students in
early college high schools are more likely to complete a post-secondary degree.
The results of this study of the effects of the Norton Early College Program on the
school’s California Standards Tests results, student attendance, grades, and
college matriculation can be useful for educators making program decisions. In
today’s educational economic state, educational organizations are working
towards efficiency as well as searching for innovative ways to maximize
8
resources. Findings will assist K-12 administrators in deciding whether an Early
College Program would be an efficient method of achieving ambitious learning
goals. Findings from this study will be very helpful to K-12 administrators in the
following ways:
1. Results will inform K-12 administrators in gauging the effectiveness of an
Early College Program’s impact on student success.
2. Results will inform K-12 administrators in gauging the effectiveness of an
Early College Program’s impact on Student Opportunity to Learn.
3. Results will inform K-12 administrators of the effectiveness of an Early
College Program’s impact on high school attendance.
4. Results will inform K-12 administrators of the effectiveness of an Early
College Program’s impact on high school GPA’s.
5. Results will inform K-12 administrators of the effectiveness of an Early
College Program on college matriculation.
Educational organizations that employ early college as a high school
intervention may follow the procedures in this study to systematically and
quantitatively measure the impact of any Early College Program on students'
academic achievement at any given time.
9
Definitions of Terms
Adequate Yearly Progress (AYP): Adequate yearly progress is a set of
annual academic performance benchmarks that states, school districts, schools,
and subpopulations of students are supposed to achieve if the state receives
federal funding under Title I, Part A of the federal No Child Left Behind Act
(NCLB) (United States Department of Education, 202). In California, the
measures include: (a) specified percentages of students scoring "proficient" or
"advanced" on California Standards Tests in English language arts and math; (b)
participation of at least 95% of students on those tests; (c) specified Academic
Performance Index scores or gains; and (d) for high schools, a specified
graduation rate or improvement in the rate.
Academic Performance Index (API): A number, used for school
accountability purposes, summarizing the performance of a group of students, a
school, or a district on California's standardized tests. A school's number (or API
score) is used to rank it among schools of the same type (elementary, middle,
high) and among the 100 schools of the same type that are most similar in terms
of students served, teacher qualifications, and other factors. Schools and districts
also receive separate API scores for numerically significant student groups,
including ethnic subgroups, socioeconomically disadvantaged students, English
learners, and students with disabilities.
10
Achievement Gap: A consistent difference in scores on student
achievement tests between certain groups of children and children in other groups.
The data document a strong association between poverty and students' lack of
academic success as measured by achievement tests. And while poverty is not
unique to any ethnicity, it does exist in disproportionate rates among African-
Americans and Hispanics, and among English learners. The reasons behind the
achievement gap are multifaceted. They do, to some degree, stem from factors
that children bring with them to school. However, other factors that contribute to
the gap stem from students' school experiences.
Average Daily Attendance (ADA): The total number of days of student
attendance divided by the total number of days in the regular school year. A
student attending every day would equal one ADA. ADA is not the same as
enrollment, which is the number of students enrolled in each school and district.
Enrollment is determined by counting students on a given day in October. ADA
usually is lower than enrollment due to factors such as students moving, dropping
out, or staying home due to illness. The state uses a school district's ADA to
determine its general purpose (revenue limit) and some other funding.
California High School Exit Exam (CAHSEE): A state exam that
California public high school students, beginning with the class of 2006, must
pass in order to graduate. The exit exam is not a college entrance or honors exam.
Instead, its purpose is to test whether students have mastered the academic skills
11
necessary to succeed in the adult world. It is a pass/fail exam divided into two
sections: English language arts (reading and writing) and mathematics.
Sophomores, juniors, and seniors can take the test. Once students pass a section
of the test, they do not take that section again.
Early College: Early College High Schools are schools with all the
characteristics of Middle Colleges—location on a college campus, strong
academic program, supportive environment—and are designed to serve the same
target population. Early Colleges also have a defined and structured program that
enables the high school students to earn both their high school diplomas and their
Associates Degree in 4 to 5 years with no cost to the student.
External Validity: When an intervention study generalizes to other 1)
students, 2) settings, 3) interventions and 4) measurements.
Grade-Point Average: The average obtained by dividing the total
number of grade points earned by the total number of credits attempted.
Internal Validity: The change in the outcome may be attributed to
factors other than the program or intervention. Common threats to internal
validity are history, maturation, testing, instrumentation, and statistical regression.
Local Educational Agency (LEA): A public board of education or other
public authority within a state that maintains administrative control of public
elementary or secondary schools in a city, county, township, school district, or
12
other political subdivision of a state. School districts and county offices of
education are both LEAs. Sometimes charter schools function as LEAs.
Middle College: Middle College High Schools are secondary schools,
authorized to grant diplomas in their own name, located on college campuses
across the nation. The Middle Colleges are small, with usually 100 or fewer
students per grade level, and they provide a rigorous academic curriculum within
a supportive and nurturing environment to a student population that has been
historically under-served and under-represented in colleges. While at the Middle
College, students have the opportunity to take some college classes at no cost to
themselves.
Opportunity to Learn (OTL): The standards that measure the extent to
which key educational resources-such as experienced teachers, adequate
materials, rigorous courses, and safe, clean, un-crowded facilities are provided at
a school site. Providing an opportunity to learn helps abolish the achievement
gap by making sure students and school staff have what they need to be successful
at high levels. In the broadest sense, it means encouraging learning and
development by making up the difference between what the most- and the least-
privileged children have.
Proficiency: Mastery or ability to do something at grade-level. In
California, students take California Standards Tests (CSTs) and receive scores
13
that range from "far below basic" to "advanced." The state goal is for all students
to score at "proficient" or "advanced."
14
CHAPTER 2
LITERATURE REVIEW
The purpose of this chapter is to review the literature on dual enrollment
programs. The literature highlights several programs that implement the dual
enrollment concept to provide additional opportunities for students. In addition,
there are several studies that discuss the issues surrounding dual enrollment as
well as the various levels of academic success experienced in these programs.
This chapter provides an overview of the (a) senior year issues, (b) dual
enrollment concept, (c) policy/finance issues, and (d) the relationship of dual
enrollment and students’ achievement in current programs.
Senior Year Issues
The senior year, which is the last year of the 13 year K-12 experience, is
thought of by many to be a wasted year in education. This critical year which is
set between years of formal school and the myriad of post-secondary options has
traditionally not served students well. Students view the senior year as a “kick-
back” year and typically load their schedule with non-academic courses or opt for
a shorter day. Many schools do little to increase the rigor of the senior year.
Henriksen, Stichter, Stone, and Wagner (2008) cite that the senior year lacks
15
rigor, lacks clear pathways to work and postsecondary education, and does not
foster a smooth transition from high school to postsecondary life.
The ineffectiveness of the senior year experience has raised many concerns
among community colleges, technical colleges, and universities (Andrews, 2004).
Among these concerns is college readiness. Many high schools focus on
getting students college-eligible and not college-ready. Conley (2008) describes
college-readiness as “the degree to which previous educational and personal
experiences have equipped them for the expectations and demands they will
encounter in college” (p. 3). The developments of cognitive and metacognitive
skills such as analysis, interpretation, precision and accuracy, problem-solving,
and reasoning are examples of college readiness skills. Post-secondary instructors
identify the ability to use these skills consistently as being central to college
success.
Many of these skills are not taught or practiced at the level needed in high
school classes and much less in courses taken during a large number of students’
senior year. Kirst (2000) faults the transition between K-12 and post-secondary
education. The senior year is not used as a transitional year for post-secondary
success. In addition, there is a lack of incentives for students to work hard
academically during their senior year for the purpose of preparing for post-
secondary education.
16
There are several reasons Kirst (2000) cites as the causes of an ineffective
senior year. Admissions and placement policies are among the top reasons that
seniors do not have incentives to pursue a rigorous course load. One example is
the open enrollment policy of community colleges. There are no prerequisites to
enroll at a community college. Therefore, students who plan to begin their post-
secondary education at a community college have no clear incentive to complete
courses beyond the minimum requirements for high school graduation. While this
is true for community college admission, many students are unaware of the
placement exams that are required to take courses. If a student does not do well
on these tests, they may have to take remedial non-university credit courses to
qualify for the general degree requirement courses.
Another cause of an ineffective senior year is the admission deadlines set
by universities. Many of these deadlines are within the first semester of the senior
year. Kirst (2000) notes that students applying to highly selective colleges and
universities take AP courses prior to admission and drop difficult courses during
their senior year after they receive confirmation of admission. This problem is
especially intensified in the area of mathematics. Kirst (2000) reports that 68% of
students who are admitted to California State Universities need to enroll in a
remedial math course. Limited high school mathematics offerings sometimes hurt
high-achieving students. Some students take the most rigorous mathematics
course offered their junior year and then are not offered any mathematics course
17
for their senior year. Other students opt to not enroll in a mathematics course
their senior year altogether. These same students are then required to take a math
placement test after taking more than a year off math. Therefore, many students
fail math placement exams.
While a need for changes to occur may seem evident, there are methods
that have been employed to increase the rigor and relevance of the senior year
experience thus assisting students with college readiness. Henriksen et al. (2008)
mention key practices identified by The Southern Regional Education Board’s
High Schools That Work publication (Southern Regional Board, 2009). They are:
“Setting higher expectations and getting more students to meet them. Increasing
students’ access to intellectually challenging career and technical studies.
Requiring all seniors to take at least three academic courses, including high-level
math or science classes. Requiring all seniors to complete a project that includes
a research paper, a product or service, and an oral presentation” (p. 59).
Andrews (2004) and Henriksen et al. (2008) mentioned dual credit
programs as a viable option for seniors and high school students in general.
Andrews (2004) explores the possibilities of dual credit program outcomes. Dual
credit programs provide high school students an opportunity to take college level
courses while enrolled in high school. Students can gain technical and vocational
skills through programs not offered at the high school by taking courses in college
programs. In addition, students can earn college units prior to high school
18
graduation. Program outcomes vary but students can earn from onesemester up to
2 years of college units. Henriksen et al. (2008) maintain that “success in a dual
enrollment course is the best predictor of student achievement at the college
level” (p. 61). Dual credit programs, often called middle colleges, early colleges,
or dual enrollment programs are growing in numbers and are being utilized by
many schools to address the senior year issue as well as a method in improving
student achievement.
Dual Enrollment
The concept of dual enrollment is not new in education. Nodine (2009)
traces the concept back to several efforts aimed at providing advanced students
access to college-level work. The Advanced Placement (AP) pilot program,
which began in the 1950s, was created to provide advanced juniors and seniors an
opportunity to enter college with advanced standing. In 1966, Simon’s Rock,
which later became part of Bard College, enrolled advanced students before they
graduated from high school. In 1974, Middle College High School, on the
campus of LaGuardia Community College, expanded the base of students served
to students from populations which were traditionally underserved by post-
secondary education. Within a decade of the opening of this middle college, 20
additional middle college high schools were created on college campuses with the
help of the Ford Foundation and other donors. In 1993, a coalition was created
19
called the Middle College National Consortium. Later in 2002, the Bill and
Melinda Gates Foundation, with support of the Carnegie Corporation, the Ford
Foundation, the W. K. Kellogg Foundation, and other philanthropies began the
Early College High School initiative.
Early college high schools vary in design but have several key
components. Nodine (2009) cites the following core principles of the Early
College High School initiative:
Early Colleges are committed to serving students underrepresented in
higher education; are created and sustained by a local education agency, a
higher education institution, and the community, all of whom are jointly
accountable for student success; jointly develop an integrated academic
program with their higher education partners so all students earn 1 to 2
years of transferable college credit leading to college completion; engage
all students in a comprehensive support system that develops academic
and social skills as well as the behaviors and conditions necessary for
college completion; and work with initiative partners to create conditions
and advocate for supportive policies that advance the early college
movement” (p. 7).
Early college high schools are located on college campuses, neutral
locations, or on regular high school campuses. In most early college high school
programs, students receive dual credit for their college courses which can be used
to fulfill high school diploma requirements. Some programs have tuition, fees
and book costs waived, while others share the costs with the parents. Early
college high school programs use college professors, adjunct professors, and
qualified high school teachers to teach college-level courses. While early college
20
high schools may look different, there are several policy issues that need to be
resolved to support the growth of these schools.
Policy /Finance Issues
The future of dual enrollment programs such as middle and Early College
Programs are complicated by several policy and finance issues. These issues
include the issuance of dual credit itself, equitable access, transfer of college
units, funding, and teacher qualifications.
Nodine (2009) and Vargas (2006) cite dual credit as a policy issue that
needs to be addressed in all states that have early college high schools. Some
states do not allow credits earned in a college course to satisfy both high school
and college requirements. This is also true in some cases where the college
course content surpasses the high school standards. Vargas recommends to “give
discretion to secondary and post-secondary schools to grant dual credit toward
program and graduation requirements” and to “permit college coursework to
count toward seat-time requirements for high school” (p. 35).
Brand and Lerner (2006) and Vargas (2006) discuss equitable access as a
policy issue. Many Early College Programs have been accessible only to high-
performing students. Scores on standardized exams, grades, attendance, and
attitude have been used as prerequisites f or admission. Many lower-performing
students do not have access to early college when these prerequisites exist. There
21
is some discussion that students should be identified earlier so that lower-
performing students can receive additional support prior to taking college level
courses. Age restrictions also restrict younger students’ access to college courses
even when they are academically ready for the rigor of college courses. Vargas
(2006) recommends that eligibility for Early College Programs should be based
on performance measures, not by age or grade level. Also, access to subject-
specific courses should correspond to subject-specific performance. High schools
should be the ultimate determiner of how many college courses a student should
take.
Nodine (2009) and Vargas (2006) discuss rules regarding transfer of
credits to post-secondary institutions as a policy issue of importance. One of the
most significant benefits of early college high schools is the ability to apply
college credit earned in high school towards a post-secondary degree. Some
states do not have articulation agreements between early college high schools and
post-secondary institutions. Vargas (2006) recommends that policy “mandate
formal articulation agreements within and across state higher education systems,
make prerequisites for transfer into general education and major requirements for
degree programs to be more transparent, make transfer agreements widely
accessible to schools and individuals” and “require public higher education
institutions to accept dual credit courses as equivalent to courses transferable
under articulation agreements” (p. 36).
22
Brand and Lerner (2006), Goldberger and Santos (2009), Nodine (2009)
and Vargas (2006) all discuss funding as a major policy issue. The manner in
which some states apportion their funding punishes schools and colleges in that
they may lose funding for sharing students. Another funding issue is related to
start-up costs. Start-up costs for new early college high schools provide a
substantial hurdle. Related to that, the payment funding lag in many states
provides another obstacle. There is a 2 year lag in the revenue structure between
the college and the state. Therefore, colleges are not funded on their current
enrollment but on the enrollment 2 years prior. If schools are in startup mode,
this provides a substantial revenue gap. Goldberger and Santos (2009) suggest
that states should maintain a flow of start-up funding and that the payment lag
must be addressed to lower start-up costs. Currently, start-ups are supported by
foundational funding.
The cost of taking college courses may be too high for some students.
High school students may be financially unable to bear the costs of fees and books
needed for college classes. Vargas recommends that policy change to “allow
schools to claim K-12 state apportionments for Average Daily Attendance (ADA)
until age 21, permit a portion of per-pupil ADA to follow students to pay for
college credits, give high school students access to financial aid if half or more of
their coursework is college-level in early high school courses” and “allow 2-and-
23
4-year public colleges to claim full-time equivalent (FTE) reimbursement for dual
enrollees” (p. 36).
Brand and Lerner (2006), Goldberger and Santos (2009), and Vargas
(2006) all discuss teacher qualifications and adequate supply as a policy issue. In
Early College Programs such as those on the campuses of El Paso Community
College and South Texas College, it is necessary to rely on the ability to hire high
school teachers that can also teach some of the college courses. Policies for the
availability of professional development to assist teachers in meeting the
qualifications of the colleges have been noted as a need. Teacher unions have
also imposed obstacles in allowing outside teachers to teach courses at high
schools for credit. Vargas (2006) recommends policy change to “encourage
districts and unions to provide incentives, such as adjunct professor status, to high
school teachers in return for allowing college instructors to teach in high schools”
and “offer incentives to state post-secondary institutions that demonstrate they
encourage faculty to engage in high school improvement and instruction” (p. 36).
Overall, getting an adequate supply of qualified teachers to teach dual enrollment
courses is critical to their success.
Overcoming and addressing policy and finance issues is fundamental to
the future of dual enrollment programs. These unnecessary hurdles discourage
the further development of dual enrollment programs. There are several studies
24
that link participation in dual enrollment programs with student achievement and
other educational outcomes.
Early College Programs
Early College Programs continue to increase in numbers providing several
case studies for educators to learn from. Results vary by school and there are
several factors that affect the results of each program. In this section specific
schools and program descriptions are provided.
One Early College Program experiencing success is the FARS Early
College Program. The FARS Early College Program in Trucklin, New York
opened in the fall of 2003. It served grades 6-12, had a 2008 school enrollment of
489 students and served a diverse group of students who was comprised of 85%
Black, 7% Latino, 4% Mixed Ethnicity, 2.4% Asian American or Pacific Islander,
1% White, and 0.6% Native American. Over half (62.2%) of the students were
eligible for free or reduced-price lunch (Newton & Vogt, 2008).
The staff at FARS Early College worked closely with Trucklin College to
design a 4-year transition plan that got students ready for college course work.
Newton and Vogt (2008) describe the 4-year transition plan below:
In grades 9 and 10, students participate in “early immersion” activities:
• A summer bridge program on campus for incoming ninth graders focuses
on English, math, and college-study skills.
25
•Weekly pre-college orientation seminars in the fall introduce ninth
graders to various college departments and facilities and provide a hands-
on look at scientific study.
• Six-week academic seminars in the second semester for ninth graders
begin in-depth study of areas such as anatomy, archaeology, and law.
• In a university library-based research project, ninth and tenth graders,
with support from FARS teachers, work in groups to develop a college
research paper.
In grades 11 and 12, the challenge builds gradually as students take on
college courses for credit. The courses include:
• Summer bridge courses fill in gaps in skills and knowledge between high
school and college work.
• Summer immersion courses, such as the Archaeology Field School, offer
college credit for experiential learning.
• Cohort courses are specially designed for STAR students but taught by
college faculty on the college campus.
• Integrated classes, which are traditional college courses, are open to
anyone.
Both STAR and Trucklin College offer a wide array of support services to
help ensure that STAR students succeed in both high school and college
coursework. These include:
• Extra academic support, such as after-school homework help, Regents
exam preparation classes, and individual interventions as needed;
• A “College 101” preparatory class for students enrolled in their first
college course, covering topics ranging from time management to
plagiarism.
• Tutoring by undergraduates hired to attend class with STAR students and
help them grasp difficult content. (pp. iii-iv)
26
Another Early College Program is the Benson Early College Academy
(DECA). DECA is seeing positive results as a result of implementing the early
college model. The school opened in the fall of 2003 with 95 students in the ninth
grade. Of those students, 82% were Black, 12% White, and 6% other with 73%
of the students eligible for free or reduced-price lunch. Tenth grade was added to
the 2004-2005 school-year and grades eleventh and twelfth were added the
following two years (Nakkula, 2011).
The DECA partners with both the University of Benson and Sinclair
Community College. From the ninth grade, eligible students may start taking
college courses. Most students take one college class at a time, others may take
two. Upon entering ninth grade each student receives a home visit with a pair of
teachers and they design the student’s personalized accelerated plan (PLP).
Meetings continue throughout the year to discuss the PLP and track the students’
progress and revise goals (Nakkula, 2011).
Next, is a district that has implemented early college across the entire
district. The Hidalgo Independent School District (HISD) is an example of a
district that has committed to ensuring all students earn college credits while in
high school. This initiative began in 2005. The students in HISD are: 99.5%
Hispanic, 90% economically disadvantaged, and 53% limited English proficient
(Nodine, 2010).
27
The HISD partners with the University of Texas-Pan American, the
University of Texas System, the communities Foundation of Texas/Texas High
School Project, and the Bill & Melinda Gates Foundation. The HISD has
implemented the early college district concept through a variety of efforts. First,
they have committed to providing all students with the opportunity to earn college
credits while in high school. Second, they engage with parents and the
community to build and sustain a college going culture that begins in elementary
school. They work closely with post-secondary partners to develop a curriculum
from elementary through college that prepares students for college level work.
Career and technical pathways have been established to provide additional post-
secondary options that lead to certificates and transferable general education
requirements. Comprehensive student support mechanisms have been created to
provide academic and social support for college completion. Lastly, they have
ensured that policy was developed with partners to ensure that students can earn
college credits while in high school (Nodine 2010).
Another dual enrollment program is the College Academy at Broward
Community College (CA). This program began in 2001. Students take college
courses in the morning and then take their high school courses in the afternoon.
The school emphasizes rigor in their program by maintaining high expectations
for their students, freedom for teachers to articulate their curriculum with the
28
college and extra time students have to utilize resources such as the college
library, computer labs, writing software, and tutoring.
Another emphasis is relevance. High school and college plans are blended
and students have choices to pick which college courses they would like to take to
meet various requirements. They also emphasize relationships. The school is
small with only 300 students, 10 instructors, and 1 administrator. Koszoru (2005)
notes CA
has a high school guidance counselor who monitors their progress, a staff
member who assists them with the college application process, a BCC
advisor who registers them for college classes and keeps them on track for
their Associate of Arts degree, and a principal who gives them ownership
of and responsibility for the success of the program. (p. 27)
The last area they emphasize in their program is responsibility. There is a
lot of freedom involved with the flexible schedules that students have at CA.
Students must learn time management and organizational skills and be disciplined
to monitor their own progress in their college courses.
Another set of schools with a dual enrollment program are Weber High
School in Ogden, Utah and Davis High School in Kaysville, Utah. Farrace (2008)
discussed in an interview with the vice principals of these schools their program
design and what they were seeing as a result. Weber High School had 35 courses
that were aligned with Weber State University. As well as others aligned with
Utah State University, Salt Lake Community College, and Utah Valley State
College. Davis High School had 25 to 30 concurrent enrollment classes with
29
Weber State University. Farrace (2008) noted from the interview that Davis High
School had two types of dual enrollment courses:
open enrollment and closed enrollment. In an open setting, our teachers
here use their own curriculum and are granted the ability to give college
credits. In the closed program, the college prescribes the textbooks we
should use, tests we should take, and if more college-based, they have
more of a say in what the curriculum is going to look like” (p. 22).
Courses offered included core curriculum and hands-on career technical
classes.
Other types of dual enrollment program that were seeing positive results
for students were programs created in conjunction with Technical Colleges.
Lynch and Hill (2008) did a study in Georgia in conjunction with the Technical
College System of Georgia (TCSG) and the University System of Georgia (USG)
“to determine whether credit-based transition programs facilitate college access
and success for students who participate in them” (p. 29) and they focused
specifically on dual enrollment of high school students in technical colleges and
their subsequent transition into a college. Findings were reported on 17,442
students who were enrolled in dual enrollment programs between 2001 and 2004.
This study revealed several indicators that support the success of these programs.
Students enrolled in one of these dual-enrollment programs were 8% more likely
to matriculate to a college, maintain grades of A-C, and complete a certificate or
degree.
30
Other examples of Career Technical Education (CTE) early colleges are in
Florida and New York City. Bailey, Calcagno, Hughes, Jeong and Karp (2007)
conducted a study on the post-secondary achievement of all dual enrollment
students and CTE dual enrollment students in Florida and College Now dual
enrollment students in New York City. They studied these educational systems to
learn whether dual enrollment and CTE dual enrollment had any effects on (a)
short-term goals such as high school graduation and college enrollment rates, (b)
initial entry such as enrollment intensity, first-semester grade-point average, and
credit accumulation, (c) long-term effects such as persistence to second-year,
grade-point average, and credit accumulation, and (d) do these effects vary by
race/ethnicity, gender, socioeconomic status, or the number of dual enrollment
courses taken (Bailey et al., 2007). The results indicated a positive impact on
college matriculation, GPA’s, credit completion, and college persistence.
Early College Programs and Achievement
Standardized Test Scores
Many of the programs discussed have had a positive affect on student
achievement. One area of student achievement that seems to correlate to early
college enrollment is higher scores on standardized tests. Newton and Vogt
(2008) report the FARS Early College Program has seen an impact of the program
on test scores. STAR students had higher test scores on the New York State
31
Regents examination in Mathematics, Global History and Geography, US History
and Government, Living Environment, Earth Science, and Comprehensive
Spanish during the 2004-2005 and 2005-2006 school-years.
Corbett and Huebner (2004) report that after the first year of the Benson
Early College Academy (DECA), there was a notable impact on standardized test
scores. Seventy percent of the DECA students scored above the 50th percentile
on the Terra Nova state mandated test in reading while 37% of Non DECA
students in the Benson Public School scored above the 50
th
percentile. Fifty-
seven percent of DECA students scored above the 50
th
percentile in language
while 33% of Non DECA students in the Benson Public School scored above the
50
th
percentile.
Opportunity To Learn
Another area where positive correlations were found between early
college participation and student achievement was with regards to opportunity to
learn (OTL). Some Early College Programs increase the rigor of the high school
experience. Nodine (2010) cited that the number of students who had completed
a recommended or distinguished plan in 2008 was 98% for Hidalgo students
while 81% for the state, and 91% for Region 1. The number of students who
completed advanced course/dual enrollment courses in 2008 was 48% while the
number was 23% for the state, and 28% for Region 1.
32
There were also correlations to between early college and OTL in the
Georgia CTE programs. Lynch and Hill (2008) found that the number of students
enrolled in high school technical college dual enrollment programs increased by
93% from 2001 to 2004. Also, all technical colleges in Georgia offered some
dual enrollment courses to students who qualified. Most students were enrolled in
industrial or business programs. Lynch and Hill (2008) discovered that “more
students from low-income groups and the technology/career prep or dual seal
(technology/career prep and college prep) were taking college-level courses than
would have been expected, based on historical data” (p. 29).
Grade-Point Averages
Some student achievement correlations also were found with regards to
student grades. Bailey et al. (2007) reported that program participation in the
New York City’s College Now program was positively related to grade-point
averages. College Now students had a first-term grade-point average 0.133
higher than non-participants. College Now participation was also positively
related to progress towards degree completion.
Bailey et al. (2007) continued the same analysis looking at outcomes for
sub-groups. In New York, the analysis was done only for gender. No significant
differences were found between males and females in New York. In Florida’s
dual enrollment programs, dual enrollment had a positive effect for males and
33
low-income students. On some measures, students with lower high school grades
benefited more than students with higher grades. Some measures were true for
both dual enrollment and CTE dual enrollment and others were not.
Lynch and Hill (2008) found that students enrolled in Georgia’s dual
enrollment programs had higher grades in post-secondary education. Ninety-one
percent of the students who were dual enrolled received an A, B, or C in their
Technical College System of Georgia courses. Also, dual enrollment instructors
felt that the students had the ability to succeed academically in post-secondary
education. After graduation from high school, 81% of students who moved on to
technical colleges received grades of A, B, or C in both technical and general
education courses. After graduation from high school, 77% of students who
moved on to the University System of Georgia schools received grades of A, B or
C in all college-level coursework. These findings are complementary to the
findings on college matriculation and completion.
College Matriculation
Several studies found a correlation between Early College Programs and
college matriculation and/or completion/success. Newton and Vogt (2008)
reported by the end of fall 2007, 70% of all seniors had earned 1 or more college
credits. Ninety-two percent of the students passed their college courses for the
34
2004-2005 and 2005-2006 school-years. Ninety-nine percent of the class of 2007
applied to college and 98% were accepted.
Similar results were found at College Academy (CA). Koszoru (2005)
noted that 96% of the 2003 graduating class earned an Associate degree in
addition to their high school diploma. The graduating class of 2004 had 95% earn
an Associate degree in addition to their diploma. Ninety-eight percent continued
college after high school.
Dual enrollment students in Georgia also had an increase in college
matriculation and success. Lynch and Hill (2008) found that “54% of the high
school dual enrollment students transitioned into a TCSG technical college, a
USG college or university, or both prior to December 2005” (p. 30). Typically
46% of students in Georgia matriculated to college. Six-hundred seventy-five
former dual enrollment students completed 760 credentialed programs from a
TCSG school through December 2005. One-hundred-six students completed
programs at USG. Seventy-five percent of the formerly dual enrolled students did
not need any additional academic assistance once they transitioned to TCSG or
USG.
Lynch and Hill (2008) concluded that dual enrollment in Georgia
increased college access “especially to technical and other 2-year colleges, for
those who earned a high school Career Technical Education (CTE) diploma, for
35
students from low-income groups who attended 2-year and technical colleges, and
for work-oriented students” (p. 31).
A positive relationship was also found with participation in Florida’s dual
enrollment programs and college matriculation/success when compared to non-
program participants. Bailey et al (2007) found a positive relationship between 4-
year institution enrollment, 7.7% for dual enrollment, and 8.6% for CTE dual
enrollment students. Students in dual enrollment and CTE dual enrollment were
also statistically significantly more likely to continue to a second semester as well
as have a higher grade-point average one year after high school, 0.21 for all
students and 0.26 for CTE students. Students in both groups were also more
likely to remain enrolled in post-secondary education 2 years after high school
graduation and had higher grade-point averages than non-dual enrolled students.
The positive affect on grade-point average continued through the third year and
students also had earned more post-secondary credits after 3 years than their non-
dual enrollment peers. Bailey et al. (2007) reported similar results for New York
City’s College Now program participants. Participants were more likely to pursue
a Bachelor’s degree.
Similar results were found with students enrolled in the Hidalgo
Independent School District (HISD) Career Technical Education dual enrollment
programs. Fitzpatrick (2009) noted that through the CTE courses, many students
were able to complete certificates before graduating from Hidalgo. Eighty-three
36
percent of students enrolled in CTE courses at Hidalgo earned a certificate in
2008 (Table 1)
Table 1
Certificates Completed by Hidalgo Students in spring 2008
Program
Number of
Certifications Issued
Pharmacy Assistant Certificate 5
State Water Quality Monitor 11
Associate’s Degree in Engineering 3
Precision Tool Manufacturing Technology 6
Database Programming SQL 5
Database Programming PL/SQL 1
Certified Nursing Assistant 9
Graduation Rates
There is conflicting research on whether participation in early college
increases graduation rates. Nodine (2010) noted that early college movement
throughout HISD had impacted graduation rates positively. In 2008, the 4-year
graduation rate in Hidalgo was 82% compared to 79% for the state and 75% for
Region 1 (which included schools throughout the Rio Grande Valley). The 2008
completion rate neared 100% in 2008 while it was 89.5% for the state and 88%
for Region 1. Bailey et al. (2007) also reported positive correlation on graduation
rates. Dual enrollment students were 4.3% more likely to earn a diploma. CTE
dual enrollment students were 1% more likely to earn a diploma.
37
Qualitative Data
Other qualitative findings correlated early college enrollment to positive
senior year experiences, post-secondary readiness, and positive college
experiences. Nakkula (2011) reported results from a longitudinal qualitative
study that started in 2003 which included interviews of students who graduated
from Benson Early College Academy (DECA). Nakkula (2011) reported that
student interviews demonstrated that “(a) Early College graduates are highly
skilled at adapting to meet challenges, (b) Early College students are quick to
assume leadership roles on and off campus, and (c) Early College students pursue
the academic strengths and interests they developed in Early College” (p. 2).
Lynch and Hill (2008) reported that both high school administrators and
instructors in Georgia dual enrollment programs felt that students enrolled in dual
enrollment courses were successful academically and would do well in post-
secondary education.
Qualitative findings were also found at Weber High School in Ogden,
Utah. In Farrace’s (2008) interview with Pamela Drake (vice principal of Weber
High School) he asked whether dual enrollment makes the senior year more
meaningful. Drake responded
I think not only more meaningful but it also keeps students motivated and
challenged and makes for an easier transition to their work after graduation,
whether it be into a university, a technical college, or the actual workforce. It
38
created a meaningful experience so that they see it as being worthwhile.
(p. 24)
Other positive outcomes include students being more careful in the selection
of both dual enrollment classes and AP classes to get an earlier start on their
Associate degree. No quantitative data was discussed.
Qualitative findings were present in the Hidalgo Independent School District
(HISD) findings. Fitzpatrick (2009) noted that students and staff cite the
importance of these options(CTE certificate programs):
x Students are engaged in a meaningful post-secondary experience that
culminates immediately in marketable national certification for high-
demand work and entry to a career ladder.
x Students begin to identify themselves as not only post-secondary learners
but also as fulfilling societal needs in the world of work outside of
school—often through required internships.
x Student learning becomes real as they apply academic knowledge and
technical skills to their work.
x Students learn from their inclusion in actual communities of practice that
advancement is possible. The importance of this cannot be
underestimated for young adults growing up in the socioeconomically
challenged community of Hidalgo and other Texas towns in the Rio
Grande Valley with tough economies. (p. 7)
While most of the literature focuses on the positive outcomes gained by
participation in dual enrollment programs, a report done by the What Works
Clearinghouse (WWC) through the U.S. Department of Education showed no
correlation between dual enrollment and some academic indicators. The report
was done using the data analyzed by Dynarski, Gleason, Rangarajan and Wood
39
(1998). The study was based in Seattle Public Schools. Three hundred ninety-
four students were either given the intervention of admission at Middle College
High school or not offered admission.
The WWC looked at two outcome measures. The first was whether the
student dropped out as measured by the percentage of students who dropped out
of school by the end of the second follow-up year. The second outcome measure
was earning a high school diploma or GED as measured by the percentage of
students who completed a diploma or GED by the second follow-up year.
Dynarski et al. (1998) reported that 36% of students in the Middle College High
School had dropped out while 33% of the control students had dropped out. They
also reported that 40% of students in the Middle College High School had earned
a diploma or GED as compared to 38% of the control students. The WWC found
both outcome measures to have no statistical significance. The WWC standard
for significance was an effect size greater than 0.25.
Summary
The senior year experience and transition to post-secondary options
continue to be a challenge in education. The senior year lacks rigor and does not
provide a useful transition to work and post-secondary education (Henriksen et
al., 2008). In many schools students can complete the bulk of their high school
requirements in 2 years instead of taking rigorous courses for 4 years that teach
40
student critical thinking, written and oral communication, and how to apply
mathematical, geometric, and algebraic principles (Dougan, 2005). Students were
graduating college eligible and not college ready (Conley, 2008). Post-secondary
admission policies further exacerbate the problem by not providing incentives for
students to take a rigorous course load all 4 years (Kirst, 2000). Dual enrollment
programs such as middle colleges and early college high school provide an
effective solution to increasing the rigor of the end of the high school experience
while providing positive educational outcomes for students.
Dual enrollment programs vary in design. Middle colleges are typically
located on college campuses and students obtain around a year’s worth of college
credits (Nodine, 2009). Early colleges can be on a college or high school campus
and the goal is for students to complete a high school diploma and associate
degree. Students receive dual credit for college courses using them to meet high
school graduation requirements (Nodine, 2009).
There are some policy and finance issues challenging dual enrollment
programs. Some states do not allow for dual credit to be issued for high school
students completing college courses (Nodine, 2009; Vargas, 2006). Some
programs do not allow for equitable access when they have strict entrance
requirements (Brand & Lerner, 2006; Vargas, 2006). Transfer rules for college
credits are also an issue (Nodine, 2009; Vargas, 2006). Also, funding and
apportionment in some states punishe schools and colleges for sharing students
41
(Brand & Lerner, 2006; Goldberger & Santos, 2009; Nodine, 2009; Vargas,
2006). Teacher qualifications can be an issue when programs require high school
teachers to teach the college courses (Brand & Lerner, 2006; Goldberger &
Santos, 2009; Vargas, 2006).
The literature suggests that dual enrollment programs positively affect a
student’s educational outcomes. The FARS Early College in Trucklin, New York
had a positive affect on students’ state test scores, college credit accumulation,
college application rate, and college acceptance rate (Newton & Vogt, 2008). The
Benson Early College Academy had a positive affect on state test scores and
student self-efficacy regarding college. The Hidalgo Independent School
District’s early college district-wide strategy had a positive affect on the 4-year
graduation rate, completion rate, number of students completing a distinguished
plan, and the number of students who completed advanced and dual enrollment
courses (Nodine, 2010). For those students taking CTE post-secondary courses,
the strategy increased the number of students completing a certificate (Fitzpatrick,
2009). The College Academy at Broward had a positive affect on associate
degree completion during high school and college matriculation (Koszoru, 2005).
Weber High School and Davis High School had a positive affect on the transition
to work and post-secondary education (Farrace, 2008). The state of Georgia’s
dual enrollment programs had a positive affect on the number of students taking
CTE dual enrollment courses, college matriculation, post-secondary grades, and
42
students’ work-orientation (Lynch & Hill, 2008). Florida’s dual enrollment
programs had a positive affect on graduation rates, college matriculation, college
persistence, and grade-point averages in college. New York City’s College Now
dual enrollment program had a positive affect on Bachelor degree pursuance,
grade-point average, and degree completion (Bailey et al., 2007).
Many of these studies researched education outcomes after program
completion. The need for these studies continues to be of importance. However,
there is also a need for further research on how dual enrollment programs affect
educational goals of school districts. Inherent in many of the aforementioned
studies was selection bias. There is need for future studies which control for
section bias.
43
CHAPTER 3
METHODOLOGY
Summary of Research Design
The purpose of this study was to evaluate the effect of the Norton High
School Early College Program (Independent Variable) on academic measures for
students at Norton High School (Dependent Variables). Measures of achievement
include the results of the junior year English Language Arts (ELA), Mathematics,
Social Science and Science portions of the California Standards Test (CST),
Student Opportunity to Learn (OTL), high school attendance rates, high school
grade-point averages, and college matriculation. The following research
questions were addressed:
1. Does the Norton High School Early College Program impact success on
the California Standards Test?
2. Does the Norton High School Early College Program impact Student
Opportunity to Learn (OTL).
3. Does the Norton High School Early College Program impact attendance
rates?
4. Does the Norton High School Early College Program impact grade-point
averages?
44
5. Does the Norton High School Early College Program impact college
matriculation?
A quantitative approach was used to gather data and information. Data
were collected from 11
th
grade CST results for the retrospective control group and
the intervention group for the 2008-2009 and 2009-2010 school years,
respectively. Data also were collected from 11
th
grade attendance records and
high school transcripts as well as 12
th
grade college enrollment records for the
retrospective control group and the intervention group for the school years 2008-
2009, 2009-2010 and 2010-2011.
Quantitative Research Design
Pre/Post Independent Retrospective
Control Group Design
A retrospective quasi-experimental design was used to analyze the
difference in CST scores (English Language Arts, Mathematics, Science and
Social Science), OTL, attendance rates, grade-point averages, and college
matriculation rates (dependent variables) between the retrospective control group
(pre-intervention) and the intervention group (post-intervention).
Data outcomes for the intervention group were compared to the prior
year’s data outcomes from the retrospective control group. The rationale for this
45
analysis is that the retrospective control group was the last junior class at Norton
High School which had no students receive the intervention of early college.
The class of 2010 was selected as the retrospective control group. This
group of students were seniors at Norton High School when Cohort I began the
Early College Program their junior year and, therefore, had no students enrolled in
the program. Two hundred and sixty students were in this group during the 2008-
2009 school year when they were juniors.
Pre-post data noting a difference in CST scores, OTL, attendance rates,
grade-point averages and college matriculation were used. Below is a graphic
representation of the non–equivalent (pre–test/post-test) retrospective control
group design. In this design the X represents the intervention of the Early College
Program.
Retrospective Comparison Intervention Group
(Class of 2010) (Class of 2011)
Control Group
2008-2009 2009-2010
0 ___________X___________0
Figure 1. Non-Equivalent Retrospective Control Group Design
46
Junior year data outcomes on CST’s, attendance rates, grade-point
averages and college matriculation rates for the experimental group were
compared to the data outcomes of the retrospective control group. This result
allowed for an analysis of the difference between the intervention group and the
retrospective control group.
Setting
Norton High School was a high school in Southern California. Norton
High School served students residing in three cities in an unincorporated area of
Los Angeles County. It was the only comprehensive high school in the city of
Norton. Norton High School was part of the greater Los Angeles County. Norton
was a suburban community whose residents commute to many different work
locations throughout Los Angeles and the surrounding counties. Housing in
Norton ranged from garages and apartment complexes to large multi-million
dollar hillside estates. The ethnic and cultural diversity had mirrored the
changing population of Southern California.
Norton High School was a comprehensive high school comprised of 1,189
students. The students at Norton High School came from a variety of diverse
backgrounds. The ethnic diversity of the school was: 71 % Latino, 17%
Caucasian, 8% African-American, and 4% other. Norton was an economically
diverse community where some students came from homes with above-average
47
annual incomes and others from homes falling at or below the county’s poverty
level. Forty-eight percent of the students were eligible for free or reduced lunch.
Many students were also challenged with the difficulty of being a second-
language learner or having a specific learning disability. Eleven percent of the
students were English Learners (EL’s) and 8% qualified for Special Education
services. Students were influenced by environmental factors which are
fundamentally a function of their socio-economic status (SES). Students from
high SES lived on the north side of the freeway in higher-cost housing and lower-
crime communities. Students from low SES lived on the south side of the
freeway and lived in lower-cost housing and higher-crime communities.
The staff at Norton High School was comprised of three administrators,
four counselors, and numerous teachers and non-teaching staff. The
administrative and counseling staff mirrored the ethnicity of the student
population, while the teaching staff inversely mirrored the ethnicity of the student
population (Table 2). The non-teaching staff members mirror the ethnicity of the
population (Table 3). The school did not demonstrate Adequate Yearly Progress
for the 2009-2010 school year. The school met AYP in English Language Arts
using the Safe Harbor (SH) method in the following groups: school wide, socio-
economically disadvantaged, and Hispanic.
48
Table 2
Certificated Staff Ethnicity 2010-2011
Asian
Pacific
Islander Hispanic
African
American
White
not
Hispanic Totals
Administrators 0 0 2 1 0 3
Teachers 2 1 8 5 27 43
Counseling 0 0 1 2 0 3
Educational
Support Specialist
1 0 0 0 0 1
Table 3
Classified Staff Ethnicity
American
Indian
Asian Pacific
Islander
Filipino Hispanic African-
American
White
not
Hispanic Totals
M
F
M
F
M F M F M F M F M
F
M F
Paraprofessional
Full Time
Part-Time
0
1
0
0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
2 5
0 0
0 1
0 0
0 4
1 12
Office/Clerical
Full-Time
Part Time
0
0
0
0
0 0
0 0
0 0
0 0
0 0
0 0
0 2
0 3
0 1
0 0
0 3
0 0
6 3
Other Classified
Full Time
Part-Time
1
0
0
0
0 0
0 0
0 0
0 0
0 0
0 0
2 1
1 4
3 2
0 1
0 1
0 2
10 8
49
They did not meet AYP in the subgroup ELL (Table 4). The school met
AYP in mathematics using the Safe Harbor method in the socio-economically
disadvantaged group. The school did not meet AYP in mathematics in the
following groups: school wide, Hispanic and ELL (Table 5).
Table 4
CST: English / Language Arts, Met AYP Proficient and Above Criteria,
Numerically Significant Sub-Groups
Groups 2007-2008 2008-2009 2009-2010
School Wide Yes Yes Yes (SH)
SED Yes No Yes (SH)
Hispanic Yes Yes Yes (SH)
ELL Yes No No
Table 5
CST: Mathematics, Met AYP Proficient and Above Criteria, Numerically
Significant Sub Groups
Groups 2007-2008 2008-2009 2009-2010
School Wide Yes Yes No
SED Yes Yes Yes (SH)
Hispanic Yes Yes No
ELL Yes No No
The school met its Academic Performance Index (API) for the 2009-2010
school year. Since the inception of the Academic Performance Index (API)
50
accountability system, the school has met or exceeded its target 10 out of 11 years
(Table 6).
Table 6
Academic Performance Index 2000-2010
Year
STAR
%
Tested
# of
Students
API
Growth
API
Base
Growth
Target Growth
School
Wide
All Sub
Groups
2000 99 644 530 503 15 27 Yes Yes
2001 98 661 535 530 14 5 No No
2002 99 660 571 538 13 33 Yes Yes
2003 99 786 610 582 11 28 Yes Yes
2004 100 828 662 620 9 42 Yes Yes
2005 99 842 679 662 6 17 Yes Yes
2006 99 877 704 687 6 17 Yes Yes
2007 99 889 676 697 5 (-21) No No
2008 99 877 699 676 6 23 Yes Yes
2009 99 865 707 699 5 8 Yes No
2010 99 835 750 711 5 39 Yes Yes
Intervention
The Norton High School/Nearby Community College Early College
partnership was designed to prepare Norton High School students for 4-year
college completion. Acceptance into the program was a 2-year commitment
which began the summer before their junior year and ended upon graduation.
Students took one Nearby course each summer. They then took four Norton High
School courses and two Nearby Community College courses each semester. Dual
credit was given for college courses to meet both college and high school
51
graduation requirements. Students who successfully completed the program
graduate Norton High School with 30 transferable college units.
Forty students are selected for each new cohort. The following criteria
was used for baseline admittance: (a) Total GPA of 3.0 or higher, (b) passage of
both semesters of Algebra I with a C or better, and (c) passage of both CAHSEE
exams. Special circumstances were reviewed and students who fell short of the
baseline criteria could still apply. The following factors might also be strong
considerations for admittance: (a) 110 credits completed by the end of 10
th
grade,
(b) attendance, (c) potential first-generation college student, and (d) having
overcome adversity or special circumstances (English Language Learner,
Learning Disability, and special life circumstances).
Instrumentation and Data Collection
Achievement Measures
California Standards Test (CST) data were utilized from the California
Department of Education (CDE). Data were used in the areas of English-
Language Arts, Mathematics, Science, and US History from the 2008-2009 and
2009-2010 administrations of the California Standards Test (CST). Eleventh
grade CST data were collected on the intervention group and the retrospective
control group.
52
The California Standards Test (CST) is the official measure of school
performance as designated by the Public School Accountability Act (EdSource,
2005). The CSTs are criterion-referenced exams developed from the California
academic content standards based on what teachers are supposed to teach and
what students are expected to learn. Student performances are rated in five tiers
with the following labels: far below basic (FBB), below basic (BB), basic (B),
proficient (P), and advanced (A). Tables 7 through 11 show the performance tiers
by grade level and the cut points for each group.
Table 7
CST Performance Tiers: English-Language Arts
Grade FBB 200 BB 500 B 700 P 875 A 1,000
Ninth 150-264 265-299 300-349 350-396 397-600
Tenth 150-262 263-299 300-349 350-391 392-600
Eleventh 150-258 259-299 300-349 350-395 396-600
Table 8
CST Performance Tiers: Mathematics
Subject FBB 200 BB 500 B 700 P 875 A 1,000
Algebra I 150-252 253-299 300-349 350-427 428-600
Geometry 150-246 247-299 300-349 350-417 418-600
Algebra II 150-256 257-299 300-349 350-415 416-600
Summative
AP/ADV Math
150-234 235-299 300-349 350-419 420-600
53
Table 9
CST Performance Tiers: History-Social Science
Subject FBB 200 BB 500 B 700 P 875 A 1,000
World
History
150-274 275-299 300-349 350-399 400-600
US History 150-269 270-299 300-349 350-400 401-600
Table 10
CST Performance Tiers: Science
Subject FBB 200 BB 500 B 700 P 875 A 1,000
Earth
Science
150-276 277-299 300-349 350-392 393-600
Biology 150-275 276-299 300-349 350-393 394-600
Chemistry 150-275 276-299 300-349 350-393 394-600
Physics 150-275 276-299 300-349 350-392 393-600
For this study, CST Success was computed. CST Success is defined as
having achieved a score of basic (B), proficient (P) or advanced (A). This
includes a scale score between 300 and 600. CST Success was computed for all
core subjects including English-Language Arts, Mathematics, History/Social
Science, and Science.
54
Table 11
Pre-Versus Post-Intervention Attendance Rates
Group N M SD t (df) Observed
Probability
Before 260 .95 .05 6.60(474) .001
After 216 .97 .03
Attendance data were collected from Norton High School’s Information
System (SIS) Aeries. The Aeries SIS receives daily records from classroom
teachers who report daily attendance. Attendance is tracked by period or daily
attendance. For this study attendance was compared by daily attendance where
partial attendance counts as positive Average Daily Attendance (ADA).
Grade-point average (GPA) data were collected from Norton High School
Information System (SIM) Aeries. The Aeries SIM stores all student transcript
information. Total weighted GPAs were be used. Total weighted GPAs included
all courses academic and non-academic. Courses listed as Advanced Placement
(AP) received an additional GPA point per course per semester, granted the
student has passed the course with a “D” or higher.
College matriculation data were collected by the Norton High School
registrar. The registrar keeps yearly records of each student’s college plans upon
graduation. Data were available for the retrospective control group and the
intervention group.
55
CHAPTER 4
RESULTS
The purpose of this study was to determine the impact of the Norton High
School Early College Program for students at Norton High School on multiple
achievement measures. Measures of achievement include the results of the
English Language Arts (ELA), Mathematics, Social Science, and Science portions
of the California Standards Test (CST), high school attendance rates, high school
grade-point averages and college matriculation. A Retrospective Control Group
Design was utilized including a pre/post independent group t-test. The 2009-2010
data outcomes for the experimental group were compared to the 2008-2009 data
outcomes from the retrospective control group. The rationale for this analysis
was that the retrospective control group was the last junior class at Norton High
School which had no students receive the intervention of early college. This
group of students were seniors at Norton High School when Cohort I began the
Early College Program their junior year and, therefore, had no students enrolled in
the program. Two-hundred sixty students were in this group during the 2008-
2009 school year.
56
Pre/Post Independent Retrospective Control Group Design
A retrospective quasi-experimental design was used to analyze the change
in CST scores (English Language Arts, Mathematics, Science, and Social
Science), attendance rates, grade-point averages, and college matriculation rates
(dependent variables) from the retrospective control group (pre-intervention) to
the intervention group (post-intervention). The following statistics were used for
each dependent variable: (a) a dependent groups t-test to assess the statistical
significance of the change (p < .05).
Pre/post data noting a change in CST scores, attendance rates, grade-point
averages, and college matriculation were used. Below is a graphic representation
of the non–equivalent (pre–test/post-test) retrospective control group design. In
this design, the X represents the intervention of the Early College Program.
Retrospective Comparison Experimental
Group
(Class of 2010) (Class of
2011)
Control Group
2008-2009 2009-2010
0 ___________X___________0
Figure 2. Non-Equivalent Retrospective Control Groups’ Design
57
The following research questions were addressed:
1. Does the Norton High School Early College Program impact success on
the California Standards Test?
2. Does the Norton High School Early College Program impact Student
Opportunity to Learn (OTL).
3. Does the Norton High School Early College Program impact attendance
rates?
4. Does the Norton High School Early College Program impact grade-point
averages?
5. Does the Norton High School Early College Program impact college
matriculation?
Pre/Post Independent t-test Results
Table 11 illustrates the pre/post statistical test findings regarding students’
attendance rates. Group before represents the retrospective control group. Group
after represents the experimental group.
The mean positive attendance rate for the retrospective control group was
.95. The mean for the experiment group was .97. The change in attendance rates
indicates a significant increase in student attendance, t(474)=6.60, p=.001 after
the intervention. Table 12 illustrates the pre/post statistical test findings regarding
student GPAs.
58
Table 12
Pre-Versus Post-Intervention GPAs
Group N M SD t (df) Observed
Probability
Before 260 2.71 .73
After 216 2.57 .81
2.01(474)* .045
*Equal variances assumed.
Results in Table 12 indicate that there was a significant decrease in student
GPAs, t(474)=2.01, p=.045. The mean GPA dropped after the intervention from
2.71 to 2.57.
Table 13 illustrates college matriculation. It reports whether students did
not attend college, attended a 2-year college, or attended a 4-year college or
university.
Table 13
College Matriculation
No
College 2 Year 4 Year
Total
Count 52 134 74 260 Before
% within Group 20.0% 51.5% 28.5% 100.0%
Count 57 103 56 216
Group
After
% within Group 26.4% 47.7% 25.9% 100.0%
Count 109 237 130 476 Total
% within Group 22.9% 49.8% 27.3% 100.0%
59
The data in Table 13 indicate that after the intervention there, was an
increase in the percentage of students who did not attend any college upon
graduation. The non-college going rate increased from 20% in the retrospective
control group to 26.4% in the experimental group. There was a 3.8% decrease in
the number of students who enrolled in a 2-year college upon graduation. Fifty
one point 5 percent of the students in the retrospective control group enrolled in a
2-year college upon graduation and 47.7% of the students in the experimental
group enrolled in a 2-year college. There was a 2.6% decrease in the number of
students enrolled in a 4-year college or university upon graduation. There were
28.5% of the students in the retrospective control group who enrolled in a 4-year
college or university upon graduation and 25.9% of the students in the
experimental group enrolled in a 4-year college or university. These results were
not statistically significant and can be due to chance, p=.255.
The results of Table 14 represent the student opportunity to learn.
AP/ADV Math, Algebra II, and Chemistry were all grade level (grade 11) or
above with regard to rigor and the appropriate California State Standards.
Enrollment in Geometry or Earth Science would be considered below grade level
with regards to rigor and the appropriate California State Standards.
60
Table 14
Opportunity to Learn
AP/ADV
Math Algebra II Geometry Chemistry
Earth
Science
Before 26.9% 27.7% 30.4% 26.9% 6.9%
After 36.1% 35.6% 10.2% 42.6% 1.4%
Observed
Probability
.037 .074 .001 .001 .002
Opportunity to learn (course participation) data are shown in Table 14.
The results of Table 14 indicate an overall increase in student opportunity to learn
with regards to grade level or above curriculum. There was a 9.2% increase in the
number of students who were enrolled in an AP/ADV Math course: 26.9% of the
students in the retrospective control group were enrolled in an AP/ADV Math
course, while 36.1% of the students in the experimental group were enrolled in an
AP/ADV Math course. The increase AP/ADV enrollment was statistically
significant, p=.037.
There was a 7.9% increase in the number of students who were enrolled in
an Algebra II course: 27.7% of the students in the retrospective control group
were enrolled in an Algebra II course, while 35.6% of the students in the
experimental group were enrolled in an Algebra II course. The increase in
Algebra II enrollment was not statistically significant, p=.074.
There was a 15.7% increase in the number of students who were enrolled
in a Chemistry course: 26.9% of the students in the retrospective control group
61
were enrolled in a Chemistry course, while 42.6% of the students in the
experimental group were enrolled in a Chemistry course. The increase in
Chemistry enrollment was statistically significant, p=.001.
There was a 20.2% decrease in the number of students who were enrolled
in a Geometry course. There were 30.4% of the students in the retrospective
control group who were enrolled in a Geometry course, while 10.2% of the
students in the experimental group were enrolled in a Geometry course. The
decrease in Geometry enrollment was statistically significant, p=.001.
There was a 5.5% decrease in the number of students who were enrolled in
an Earth Science course: 6.9% of the students in the retrospective control group
were enrolled in an Earth Science course, while 1.4% of the students in the
experimental group were enrolled in an Earth Science course. The decrease in
Earth Science enrollment was statistically significant, p=.002.
The opportunity to learn data in Table 14 represents the rate at which
students are engaged in a rigorous curriculum. Higher participation rates in grade
level or above courses such as AP/ADV math, Algebra II, and Chemistry are
good indicators. Lower participation rates in below grade level courses such as
Geometry and Earth Science are also good indicators.
Table 15 illustrates student success on the California Standard Test.
Success is defined as achieving a CST scaled score of 300 or above. The success
62
rate measures the percentage of students in each respective group that have
achieved success in that subject.
Table 15
Success
ELA
US
History
AP/ADV
Math Algebra II Geometry Chemistry
Before 76.5% 79.2% 12.7% 12.3% 7.3% 13.5%
After 77.8% 75.5% 17.6% 10.2% 2.3% 27.3%
Observed
Probability
.827 .378 .155 .562 .019 .001
Success results are shown in Table 15. There was a 1.3% increase in
success on the English Language (ELA) Arts test: 76.5% of the students in the
retrospective control group achieved success, while 77.8% of the students in the
experimental group achieved success. This was not a statistically significant
increase as p=.827.
There was a 3.7% decrease in success on the US History test: 79.2% of
the students in the retrospective control group achieved success while 75.5% of
the students in the experimental group achieved success. This was not a
statistically significant decrease as p=.378.
There was a 4.9% increase in success on the AP/ADV Math test: 12.7%
of the students in the retrospective control group achieved success while 17.6% of
63
the students in the experimental group achieved success. This was not a
statistically significant increase as p=.155.
There was a 2.1% decrease in success on the Algebra II test: 12.3% of the
students in the retrospective control group achieved success while 10.2% of the
students in the experimental group achieved success. This was not a statistically
significant decrease as p=.562.
There was a 5% decrease in success on the Geometry test: 7.3% of the
students in the retrospective control group achieved success while 2.3% of the
students in the experimental group achieved success. This was a statistically
significant decrease, p=.019.
There was a 13.8% increase in success on the Chemistry test: 13.5% of
the students in the retrospective control group achieved success while 27.3% of
the students in the experimental group achieved success. This was a statistically
significant increase, p=.001.
Table 16 illustrates student proficiency on the California Standard Test.
Proficiency is defined as achieving a CST scaled score of 350 or above. The
proficiency rate measures the percentage of students in each respective group who
have achieved proficiency in that subject.
64
Table 16
Proficiency
ELA
US
History
AP/ADV
Math
Algebra
II Geometry Biology Chemistry
Before 42.3% 61.5% 12.3% 10% 5% 17.3% 7.7%
After 52.8% 63.4% 17.% 8.8% 1.4% 21.8% 13.9%
Observed
Probability
.027 .704 .151 .754 .039 .244 .035
Proficiency results are shown in Table 16. There was a 10.5% increase in
proficiency on the English Language (ELA) Arts test: 42.3% of the students in
the retrospective control group achieved proficiency, while 52.8% of the students
in the experimental group achieved success. This was a statistically significant
increase, p=.027.
There was a 1.9% increase in proficiency on the US History test: 61.5%
of the students in the retrospective control group achieved proficiency while
63.4% of the students in the experimental group achieved proficiency. This was
not a statistically significant increase as p=.704.
There was a 4.8% increase in proficiency on the AP/ADV Math test:
12.3% of the students in the retrospective control group achieved proficiency,
while 17% of the students in the experimental group achieved proficiency. This
was not a statistically significant increase as p=.151.
There was a 1.2% decrease in proficiency on the Algebra II test: 10% of
the students in the retrospective control group achieved proficiency while 8.8% of
65
the students in the experimental group achieved proficiency. This was not a
statistically significant decrease as p=.754.
There was a 3.6% decrease in proficiency on the Geometry test: 5% of the
students in the retrospective control group achieved proficiency, while 1.4% of
the students in the experimental group achieved proficiency. This was a
statistically significant decrease, p=.039.
There was a 4.5% increase on the Biology test: 17.3% of the students in
the retrospective control group achieved proficiency while 21.8% of the students
in the experimental group achieved proficiency. This was not a statistically
significant increase as p=.244.
There was a 6.2% increase in proficiency on the Chemistry test: 7.7% of
the students in the retrospective control group achieved proficiency, while 13.9%
of the students in the experimental group achieved proficiency. This was a
statistically significant increase, p=.035.
66
CHAPTER 5
SUMMARY, DISCUSSION, AND RECOMMENDATIONS
Overview
The previous chapters in this study provided the basis and methodology
for the program evaluation of the intervention, early college, and its impact on the
achievement of students at Norton High School. This chapter concluded the study
by explaining the implications and drawing conclusions of the quantitative
findings. Recommendations are provided for the school and for future study.
Purpose and Method
The purpose of this study was to examine the impact of the intervention
early college, specifically the Norton High School Early College Program, on
academic measures at Norton High School. The difference in California
Standards Test (CST) scores for English Language Arts, Mathematics, Science,
and Social Studies, the opportunity to learn (as measured by the number of
students enrolled in grade-level or above courses), as well as grades, attendance,
and college matriculation from 2009 (pre-intervention) to 2010 (post-intervention)
were analyzed for grade-level 11 for the experimental group and the retrospective
control group. A sequential explanatory design model (Creswell, 2003) was used
for the study with a focus on quantitative data. These data were analyzed to
67
measure the impact of the intervention on five different dependent variables: (a)
California Standards Test (CST) scores in English Language Arts, Mathematics,
Science, and Social Science, (b) opportunity to learn, (c) grade-point averages, (d)
attendance, and (e) college matriculation.
The participants in this study were 11
th
grade students at Norton High
School. The Intervention group was the first group that had students receive the
intervention of early college. The control group was a retrospective control
group. The retrospective control group was the last group of students before the
intervention group. The retrospective control group had no students receive the
intervention; therefore, their achievement measures are considered the typical or
expected outcomes for 11
th
grade students at Norton High School.
Intervention
Early college is the intervention at Norton High School. Norton High
School recruits students with the college aptitude to begin the program the
summer before their 11
th
grade year. Students are dual enrolled at Norton High
School and Nearby Community College. During each summer, they take a
college course. During the school year, they take four high school classes and
two college classes each semester. Students who receive this intervention and are
successful graduate with 30 college semester units.
68
Summary of Findings
The following section provides evidence that answers the research
questions that provided the focus for this study. The research questions were as
follows:
1. Does the Norton High School Early College Program impact success on
the California Standards Test?
2. Does the Norton High School Early College Program impact Student
Opportunity to Learn (OTL).
3. Does the Norton High School Early College Program impact attendance
rates?
4. Does the Norton High School Early College Program impact grade-point
averages?
5. Does the Norton High School Early College Program impact college
matriculation?
Quantitative Findings
Although causality cannot be proven in this study, the Norton High School
Early College Program seems to have had a positive impact on achievement
measures for students at Norton High School. Overall, there was a positive
correlation between the intervention group and higher CST scores, although it
varied by subject. Success on the CST was defined in this study as a scaled score
69
at 300 or above. Proficiency levels were also analyzed. There was a positive
change in the number of students who were successful on the English Language
Arts (ELA) CST in comparing the retrospective control group to the intervention
group. In 2009 (pre-intervention) 76.5% of the students in the retrospective
control group were successful on the ELA CST.
In 2010 (post-intervention) 77.8% of the students in the intervention group
were successful on the ELA CST. This 1.3% overall success improvement was
amplified when performance bands were analyzed. There was a 10% positive
change in the number of students scoring proficient or advanced proficient on the
ELA CST when comparing the retrospective control group to the intervention
group. In 2009, 41% of the students in the retrospective control group scored
proficient or above. In 2010, 51% of the students in the intervention group scored
proficient or above.
The success of students on the US History CST was very interesting.
There was a -3.7% change in the number of students who were successful on the
US History CST when comparing the retrospective control group to the
intervention group. In 2009, 79.2% of the students in the retrospective control
group were successful on the US History CST. In 2010, 75.5% of the students in
the intervention group were successful on the US History CST. Also, there was a
-3% change in the number of students scoring proficient or advanced proficient on
the US History CST when comparing the retrospective control group to the
70
intervention group. In 2009, 56% of the students in the retrospective control
group scored proficient or above.
In 2010, 53% of the students in the intervention group scored proficient or
above. What makes this interesting is that the Early College Program participants
did not take a California State Standards based US History class. In 11
th
grade all
high school students in California take a US History course. The content of the
US History course is set by the California Content Standards. The US History
CST assesses students’ mastery of the US History Content Standards. The
students in the Early College Program took a college class in US History instead
of the high school US History course. The syllabus of the college course did not
represent an adherence to the high school curriculum; hence the early college
students were not taught the US History California Content Standards. One
would expect that the difference in student success would be greater than reported
in this study. In fact, the difference in student success was not significant.
Success in Math vary by course. There was a 4.9% change in the number
of students who were successful on the AP/ADV Math CST in comparing the
retrospective control group to the intervention group. In 2009, 12.7% of the
students in the retrospective control group were successful on the AP/ADV Math
CST. In 2010, 17.6% of the students in the intervention group were successful on
the AP/ADV Math CST. There was a 6% change in the number of students
scoring proficient or advanced proficient on the AP/ADV Math CST when
71
comparing the retrospective control group to the intervention group. In 2009,
16% of the students in the retrospective control group scored proficient or above.
In 2010, 22% of the students in the intervention group scored proficient or above.
Furthermore, there was a significant (p=.037) increase in the number of students
taking an AP/ADV Math course. The intervention group had more students than
the retrospective control group enrolled in a rigorous mathematics course.
Therefore, the intervention group had a significantly larger percentage of its
students taking a more challenging CST test and still found greater success than
the retrospective control group.
The intervention group had less success on the Algebra II CST than the
retrospective control group. In 2009, 12.3% of the students in the retrospective
control group were successful on the Algebra II CST. In 2010, 10.2% of the
students in the intervention group were successful on the Algebra II CST. There
was also a 4% decrease in the number of students scoring proficient or advanced
proficient on the Algebra II CST when comparing the retrospective control group
to the intervention group. In 2009, 10% of the students in the retrospective
control group scored proficient or above. In 2010, 6% of the students in the
intervention group scored proficient or above. The decrease in overall Algebra II
success, while not statistically significant, may be partly due to the increase in the
students opportunity to learn (OTL) in the intervention group. The intervention
72
group had 7.9% more students take Algebra II than the retrospective control
group.
The change in success in Geometry is very similar to the change in
Algebra II. The intervention group was 5% less successful on the Geometry CST
than the retrospective control group. In 2009, 7.3% of the students in the
retrospective control group were successful on the Geometry CST. In 2010, 2.3%
of the students in the intervention group were successful on the Geometry CST.
In marked contrast, the effect on Geometry proficiency was positive. There was a
7% increase in the number of students scoring proficient or advanced proficient
on the Geometry CST when comparing the retrospective control group to the
intervention group. In 2009, 2% of the students in the retrospective control group
scored proficient or above. In 2010, 9% of the students in the intervention group
scored proficient or above. The gains in proficiency rates are good news.
Geometry is considered a remedial course for an 11
th
grade student. In 2010 there
was a significant (p=.019) drop in the number of students taking Geometry in the
11
th
grade. The students who take Geometry in the 11
th
grade had not been
successful in mathematics courses at the high school and possibly K-8.
Therefore, an increase in proficiency rates was magnified under these
circumstances.
Chemistry success and proficiency rates were the most dramatic. There
was a 13.8% change in the number of students who were successful on the
73
Chemistry CST in comparing the retrospective control group to the intervention
group. In 2009, 13.5% of the students in the retrospective control group were
successful on the Chemistry CST. In 2010, 27.3% of the students in the
intervention group were successful on the Chemistry CST. There was a 7%
change in the number of students scoring proficient or advanced proficient on the
Chemistry CST when comparing the retrospective control group to the
intervention group. In 2009, 18% of the students in the retrospective control
group scored proficient or above. In 2010, 25% of the students in the intervention
group scored proficient or above. Furthermore, there was a significant (p=.001)
increase in the number of students taking a Chemistry course. The intervention
group had 15.7% more students than the retrospective control group enrolled in
Chemistry. Therefore, the intervention group had a significantly larger
percentage of its students taking a more challenging CST test and found greater
success than the retrospective control group.
The data also show that there was a positive correlation between the
intervention group and OTL in mathematics and science. There was a 9.2%
positive change in the number of students who were enrolled in AP/ADV Math in
comparing the retrospective control group to the intervention group. In 2009
(pre-intervention), 26.9% of the students in the retrospective control group were
enrolled in AP/Advances mathematics. In 2010 (post-intervention), 36.1% of the
students in the intervention group were enrolled in AP/ADV Math. Similarly
74
there was 7.9% positive change in the number of students who were enrolled in
Algebra II in comparing the retrospective control group to the intervention group.
In 2009 (pre-intervention), 27.7% of the students in the retrospective control
group were enrolled in Algebra II. In 2010 (post-intervention), 35.6% of the
students in the intervention group were enrolled in Algebra II. There was a 20.2%
negative percent change in the number of students who were enrolled in
Geometry. In 2009 (pre-intervention), 30.4% of the students in the retrospective
control group were enrolled in Geometry. In 2010 (post-intervention), 10.2% of
the students in the intervention group were enrolled in Geometry. A decrease in
the number of students taking Geometry their 11
th
grade year is a good result as
Geometry is considered a below-grade level course for 11
th
grade students.
Similar results were found in science. There was 15.7% positive change
in the number of students who were enrolled in Chemistry in comparing the
retrospective control group to the intervention group. In 2009 (pre-intervention),
26.9% of the students in the retrospective control group were enrolled in
Chemistry. In 2010 (post-intervention), 42.6% of the students in the intervention
group were enrolled in Algebra II. There was a 5.5% negative percent change in
the number of students who were enrolled in Earth Science. In 2009 (pre-
intervention), 6.9% of the students in the retrospective control group were
enrolled in Earth Science. In 2010 (post-intervention), 1.4% of the students in the
intervention group were enrolled in Earth Science. A decrease in the number of
75
students taking Earth Science their 11
th
grade year is a good result as Earth
Science is considered a below-grade level course for 11
th
grade students.
The data show that the Norton High School Early College (NHSEC)
program has a positive affect on student attendance rates. There was a positive
correlation between the intervention group and attendance rates. There was a 2%
positive change in the mean positive attendance rates. In 2009 (pre-intervention)
the mean attendance rate was .95. In 2010 (post-intervention) the mean
attendance rate was .97.
The data show that there was a negative change in the mean grade-point
averages for the intervention group. The mean GPA dropped .14 grade points
when the intervention group was compared to the retrospective control group.
One major consideration for the drop is the fact that college course grades were
factored into high school GPAs. Another major consideration is connected to
OTL. There was an increase in OTL in science and mathematics; therefore,
students in general were taking harder classes than expected. The data suggests
that although students were receiving some lower grades, they were in more
challenging courses.
The data also show that there was a negative change in college
matriculation rates: 80% of the students in the retrospective control group
matriculated to a 2- or 4-year college after graduation and 73.6% of the students
in the intervention group matriculated to a 2- or 4-year college after graduation.
76
This drop in college matriculation is consistent with college funding cutbacks
which affect the number of students admitted to 4-year colleges, financial aid,
community college course availability, lower numbers of college counselors,
admissions, and recruiting personnel.
Discussion
The findings of this study have shown remarkable results only 1 year after
program implementation. Most notably, an increase in CST success, proficiency,
and OTL are indicators that the program is having the desired effect. An
improvement in attendance rates is also a positive effect that affects both student
achievement and school finance.
One very significant finding was the increase in student OTL in
mathematics and science. Students in the intervention group enrolled and
persisted in grade-level-or-above courses at a much higher rate than in the
retrospective control group. This change may be directly linked to the effects of
the NHSEC program. Students enrolled in this program are challenged and find
success in rigorous college courses. The success they experience in the college
courses may increase self-confidence and provide the encouragement for students
to enroll and persist in more advanced mathematics and science courses. Also,
the fact that these high school students are also college students may affect their
attitude towards school and college readiness. Nodine (2010) found a similar
77
increase in OTL in the Hidalgo Independent School District (HISD) Early College
Programs. Students in HISD enrolled and persisted in advanced courses and dual
enrollment courses at a much higher rate than the state of Texas and their region.
Lynch and Hill (2008) also found an increase in OTL in the Georgia CTE
programs.
Another significant finding was with regard to CST success and
proficiency. When looking at both the increases and decreases in scores, one
must keep the OTL factor in mind. More students challenged themselves in the
area of mathematics and science, therefore, it would be expected that there would
not be an increase in overall mathematics and science CST scores. Yet, there was
a 4.9% CST success increase and a 4.7% CST proficiency increase in AP/ADV
Math. Also, in Chemistry there was a 13.8% CST success increase and a 6.2%
CST proficiency increase. These increases are dramatic when the OTL is
considered. In Algebra II, CST success dropped 2.1% and CST proficiency
dropped 1.2%. If you consider the shift in which students were taking Algebra II
due to the OTL increase, a small decrease in CST success and CST proficiency is
not a bad finding. One would expect the decrease to have been greater.
The findings with regard to ELA and US History CST success and CST
proficiency also provide interesting information. Overall, the ELA CST success
increased by 1.2% and the ELA CST proficiency increased by 10.5%. Students in
both the intervention group and the retrospective control group took the exact
78
same 11
th
grade ELA course, yet there was such a dramatic increase in CST ELA
proficiency. This improvement may be due to the intervention. Prior to the CST
ELA administration in 2010, students enrolled in NHSEC had already completed
15 college semester units. These courses included many rigorous reading and
writing opportunities far beyond high school standards. Therefore, the NHSEC
students were more likely to be proficient in the CST ELA.
The findings of this study regarding the correlation of early college
enrollment and higher standardized test scores are consistent with the findings in
the research of other Early College Programs. Newton and Voyt (2008) found
similar increases in the FARS Early College Program. Corbett and Heubner
(2004) also found an increase in standardized test scores in the Benson Early
College Academy (DECA).
The findings of this study also revealed an increase in attendance rates.
There is no research that supports that Early College Programs increase schools’
attendance rates, yet this study’s findings were significant. The intervention
group had a 2% mean attendance improvement. A 2% attendance rate is huge for
any high school, especially when the base line rate is 95% or higher. This
improvement in attendance rates may be due to the NHSEC program. Students
enrolled in the NHSEC program take their college courses the first two hours of
the day, then continue onto their high school courses. It is very hard to miss a day
in a college course as each course is packed into 24 days of instruction.
79
Therefore, NHSEC students usually do not miss their college class. Once on
campus to take their college course, NHSEC students cannot choose to leave
campus and skip their high school courses. They would have to be checked out
by their parent/guardian. Therefore, college course attendance may increase high
school course attendance.
Grade-point averages were also compared in this study. There was a .14
drop in the mean GPA for the intervention group. As mentioned in the findings,
college courses are factored into the high school GPAs. Students are awarded
dual credit for college courses successfully completed. Therefore, the grades
students receive in college courses must be placed on the high school transcript in
order for them to count towards high school diploma completion. Many students
in the NHSEC may receive lower grades in college courses compared to the
grades they would receive in high school classes. In the retrospective control
group, all 11
th
grade students took six classes. In the intervention group the
NHSEC students took only four high school classes and two college classes.
Lower grades in college classes may have been the factor which led to the drop in
the mean GPA. Also the typical 11
th
grade student which takes six classes takes
more elective courses which tend to be easier to achieve a higher grade. NHSEC
students tend to not take easier elective courses because they have such a limited
space in their four-period high school schedule. They have to take English,
Mathematics, Science and a foreign language—all challenging core courses. In
80
addition, students in the intervention group took more challenging courses in
general. Therefore, they may have received some lower grades but they were in
more difficult classes. The drop in overall GPA is not consistent with the research
of Bailey et al. (2007). Bailey et al. (2007) found that participation in the New
York City’s College Now program positively influenced grade-point averages.
They reported a .133 improvement in GPA It is not known whether they
calculated the grades of college courses into their high school GPAs.
College matriculation rates were also compared in this study. There was a
6.4% drop in percentage of students enrolling in a 2- or 4-year college for the
intervention group. This drop was not statistically significant but for practical
purposes it is significant. There are several factors that may have led to this drop
in college matriculation rate or perceived drop. Every year the career center at
Norton High School has a day or several days where community college
counselors come on campus and enroll senior students for the following school
year. Usually Nearby Community College, Pasadena City College and Mount
San Antonio Community Colleges physically come to Norton High School
campus and enroll students. In 2011, the year the intervention group graduated,
only two colleges physically came on campus to enroll students. Mount San
Antonio was not able to come in 2011. Therefore, students wishing to go to
Mount San Antonio Community College had to take the initiative to complete the
process on their own. It is possible that some students waited until after high
81
school graduation to enroll in their college and, therefore, enrollment would not
be reflected in the high school exit records that the Norton High School registrar
keeps.
College and university budget cuts also affected students across
California. Four-year universities enrolled fewer students and excluded students
who did not meet deadlines. Community colleges were impacted with high
enrollment and many new students found themselves locked out of the
opportunity to take community college courses because they were full.
The college matriculation findings are not consistent with the research.
Newton and Voyt (2008) found higher matriculation rates for students enrolled in
the STAR program in New York. Koszoru (2005) similarly found that students in
the College Academy (CA) matriculated to college at a higher rate. The
limitations of this study may have some affect on the perceived drop in college
matriculation.
Future research needs to continue to study the effects of Early College
Programs on student achievement measures. The Norton High School Early
College Program is an example of how Early College Programs have a positive
impact on student achievement. Multi-year research must continue to study Early
College Programs. Most of the current research is on early college’s affect on
standardized tests and college matriculation. More research must be conducted on
82
their affect on grades, OTL, and student attendance. School finance researchers
may find the correlation to positive student attendance a worthy finding to study.
Recommendations
The purpose of this study was to measure the Norton High School’s Early
College (NHSEC) program’s impact on CST success, CST proficiency, OTL,
grades, attendance, and college matriculation. The results of this study indicate
the NHSEC program has had a notable effect on CST scores, OTL and
attendance. Its effect on college matriculation and grades are not as clear. The
school needs to continue to monitor the effect of this program on student
achievement measures as well as increase the number of students it serves.
The NHSEC program is designed to serve 40 students per grade level
starting at 11
th
grade. I recommend the school seek ways that more students can
be impacted by the program. First, I would look at the entry point for students.
Currently, a student’s age/grade level is the primary determinant for whether a
student can enroll in the program. There may be some younger students who may
be academically ready for the NHSEC program. Vargas (2000) recommends that
eligibility be based on performance measures, not by age or grade level.
Next, I would look into opening up the program to some degree to all
students. Vargas (2000) recommends opening up subject-specific courses for
students who are demonstrating subject-specific performance. Some students
83
may not be ready for college level English courses but may be ready for college
level mathematics courses and vice versa. Some students may not be ready to
handle to the 30 semester unit program but can handle taking 3 or 6 units over the
span of high school.
Lastly, I recommend that the program expand to serve students who want
to pursue post-secondary education in Career Technical Education (CTE). This
would assist the school in opening the program to all students. Current CTE
Early College Programs such as those in the HISD, Georgia CTE early college,
Florida CTE dual enrollment and New York City’s College Now can be used as
models from which to start.
Limitations
A retrospective-control group design was used, therefore, findings of this
study are limited to Norton High School. Causation was not proven. This study
is limited to program participants at Norton High School. This study provides
insight on the impact of the Norton High School Early College Program on CST
scores, attendance rates, grades and college matriculation, but its generalizability
is limited to the intervention as implemented at Norton High School.
A threat to the internal validity is selection. Selection bias is an issue
since the students receiving the treatment were selected. The change in the results
from pre/post data may be attributable to other factors than the Norton High
84
School Early College Program. Students receiving the early college intervention
were selected through an application process where students in the group had to
meet certain prerequisite requirements. They also had to have a willingness to
work hard in school and had a desire to attend college. If the early college
intervention was not offered, they may have sought other interventions available
with similar outcomes. The intervention group also was analyzed utilizing an
independent group t-test of students. The sample size was N=216 where N=40
for the students who received the early college intervention. Therefore, power
was affected.
The findings of this study are limited to Norton High School. Causation
was not proven. This study is limited to program participants at Norton High
School. This study provides insight on the impact of the Norton High School
Early College Program on school wide CST scores, attendance rates, grades, and
college matriculation.
Delimitations
According to McEwan and McEwan (2003), “there are many reasons why
a causal relationship that exists in one instance may not exist in another, and these
reasons are collectively referred to as threats to external validity. These threats
can be roughly classified into four groups. In each case, a threat to external
validity exists because a causal relationship does not hold (a) across students; (b)
85
across settings, including schools and communities; (c) across variations of the
treatment; or (d) across outcome measure” (McEwan & McEwan, 2003, p. 112).
It is plausible that this study’s external validity may be affected by one or more of
these factors.
Summary and Conclusions
The purpose of this study was to evaluate the effect of the Norton High
School Early College Program on academic measures for students at Norton High
School. Measures of achievement include the results of the English Language
Arts (ELA), Mathematics, Social Science, and Science portions of the California
Standards Test (CST), Student Opportunity to Learn (OTL), high school
attendance rates, high school grade-point averages, and college matriculation.
A retrospective quasi-experimental design was used to analyze the
difference in CST scores (English Language Arts, Mathematics, Science and
Social Science), OTL, attendance rates, grade-point averages, and college
matriculation rates (dependent variables) from the retrospective control group
(pre-intervention) to the intervention group (post-intervention). The following
statistic was used for each dependent variable: (a) a dependent groups t-test to
assess the statistical significance of the difference (p < .05). Pre/post data noting
a difference in CST scores, OTL, attendance rates, grade-point averages, and
college matriculation were used.
86
The results of this study indicate that the Norton High School Early
College Program has a positive affect on several student achievement measures.
The NHSEC positively impacted both success and proficiency on CST tests. CST
success improved in ELA, AP/ADV Math, and Chemistry. CST proficiency
improved in ELA, US History, AP/ADV Math, Biology, and Chemistry.
The NHSEC program also positively impacted Opportunity to learn
(OTL). Students in the intervention group were more likely to enroll and persist
in higher-level mathematics and science courses.
A positive impact also was seen in attendance rates. Students in the
intervention group had a higher mean attendance rate than the retrospective
control group.
The quantitative data in this study did not reveal a positive correlation
between higher grades and college matriculation for NHSEC students. However,
several external factors may have affected these variables.
The results of the NHSEC program effects on student achievement
measures are promising. The positive outcomes on CST scores and OTL are
consistent with the goals of NCLB and will assist Norton High School in meeting
both AYP and API. According to the results of this study, the early college
concept impacts Norton High School’s student achievement measures positively.
87
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Abstract (if available)

Abstract The purpose of this study was to evaluate the effect of the Norton High School Early College Early College Program on academic measures for students at Norton High School. Measures of achievement include the results of the English Language Arts (ELA), Mathematics, Social Science, and Science portions of the California Standards Test (CST), Student Opportunity to Learn (OTL), high school attendance rates, high school grade-point averages, and college matriculation. ❧ A retrospective quasi-experimental design was used to analyze the difference in CST scores (English Language Arts, Mathematics, Science, and Social Science)

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Asset Metadata

Creator Barba, Eric Matthew (author)

Core Title The impact of the Norton High School early college program on the academic performance of students at Norton High School

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/12/2012

Defense Date 03/22/2012

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag early college,high school reform,high school student achievement,middle college,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hocevar, Dennis (committee chair), Nichols, T. L. (committee member), Yates, Kenneth A. (committee member)

Creator Email ebarba@duarte.k12.ca.us

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-4698

Unique identifier UC1113758

Identifier usctheses-c3-4698 (legacy record id)

Legacy Identifier etd-BarbaEricM-597.pdf

Dmrecord 4698

Document Type Dissertation

Rights Barba, Eric Matthew

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA