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CELL Research SeriesSuccessful Schools: Ben Davis University High School

Jill Bradley-Levine

Gina Mosier

Tyonka Perkins

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TABLE OF CONTENTSLetter from Wendy Skibinski, Principal ����������������������������2

What Is an Early College High School? ������������������������������3This is Ben Davis University �������������������������������������������������������������������� 3

Lessons Learned from BDU ������������������������������������������������4Core Principle 1 Findings ������������������������������������������������������������������������ 4What the Research Says About Early College ���������������������������������������� 4Core Principle 2 Findings ������������������������������������������������������������������������� 5Core Principle 3 Findings ������������������������������������������������������������������������� 6Student Success Profile: Jessica Davis ����������������������������������������������������� 7Core Principle 4 Findings ������������������������������������������������������������������������� 8Core Principle 5 Findings ������������������������������������������������������������������������� 9What It All Means ������������������������������������������������������������������������������������� 9

Research Design ���������������������������������������������������������������10

References �������������������������������������������������������������������������10

Letter from Wendy Skibinski, Principal

Now that the inaugural class of 2010 has graduated from Ben Davis University High School (BDU), much has been learned� It was not until the students left our program that we could truly understand what additional work needed to occur on our campus� Here is what we have learned since then�

One of the most important discoveries for BDU was the need to streamline the course pattern sheet� It became abundantly clear that we needed to reduce the number of dual credits our students earned during high school to ensure no problems with their qualification for higher education financial aid� The goal is to stay as close to the required 62 hours for the associate degree as possible� Our work in the streamlining process reduced the number of dual credit classes our students took, as well as ensured that a majority of our classes are listed on the Core Transfer Library� A second step that was taken was to look at the specific majors that we were offering� It was determined that all four of our degrees needed to be general studies degrees with an emphasis in liberal arts, health careers, information technology, or business management� By switching to the general studies degree, we could offer our students an introduction to their specific emphasis area while building their overall knowledge base�

An additional step that was put in place was the audit process� The audit is a collaborative effort between the BDU counselor, the Vincennes University Dean of Instruction and the student� The audit occurs at each grade level and keeps students informed of their GPA, potential areas of concern, and future course loads� The audit process ensures that students own their learning and are aware of what needs to occur in order to obtain the Core 40 Diploma and associate degree� Both degree and diploma audits are reviewed simultaneously�

BDU prides itself on the variety of supports we offer our students� It is imperative that as a building we are addressing the diverse needs of our student body to ensure equal access for all� A few new supports that were added include part-time math and English tutors� The tutors work individually with students or in small groups to address each student’s needs� This support mirrors a service that one can actually receive on a college campus� Recognizing that the postsecondary process is very new to our students and families, we now work collectively with our university partner to assist families with completing college applications and the FAFSA, and to provide ACT/SAT study sessions�

Further, BDU continues to embrace the authentic on-campus experience that has been coined “X-Mester�” The mandatory two-week experience between the junior and senior years is pivotal for our Early College students� The students have the opportunity to attend class, manage their time, live in a dorm room, and access the full availability of the college campus� Many of our students have referred to X-Mester as the “best experience” of their life�

In closing, the faculty and staff at BDU continue their work to ensure that our students are leaving the Early College with the skills necessary to succeed in the postsecondary setting� We acknowledge that much of our future work now needs to occur with the transfer institutions� Our university partner further acknowledges the need for gradual release time for our students, which will facilitate their becoming independent learners� Our ultimate goal is to ensure that our students’ senior year looks and feels identical to the experience of students on an actual college campus�

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The Early College High School Initiative was started to serve students who are underrepresented in higher education and for whom society has traditionally had low expectations (Kisker, 2006)� Early Colleges cater to first-generation college-bound students from families of lower socioeconomic status� These small schools enable students to earn a high school diploma and an associate degree, or up to two years of credit toward a bachelor’s degree while still in high school� In this way, Early College challenges student and teacher beliefs about who is capable of

doing rigorous work during high school and achieving success in higher education�

The Five Early College Core Principles: (1) Commitment to serving students underrepresented in higher education�

(2) Collaboration with the local education agency, a higher education institution, and the local community, all of whom are jointly accountable for student success�

(3) Joint development of an integrated academic plan by the Early College and the postsecondary partner to ensure

all students earn one or two years of transferable college credit�

(4) Provision of a comprehensive support system that develops academic and social skills, as well as the behaviors and conditions necessary for postsecondary completion�

(5) Collaboration with postsecondary and community partners to work with intermediaries and advocate for supportive policies�

What Is an Early College High School?

This is Ben Davis UniversityBDU is a diverse high school located in an urban-fringe area of Indianapolis� Founded in 2007 as a partnership between the M�S�D� of Wayne Township and Vincennes University, BDU enables high school students to earn a high school diploma while simultaneously earning an associate degree or credits toward a bachelor’s degree� Through its partnership with Vincennes University, BDU offers degrees in business management, health careers, information technology, and liberal arts� All dual credit courses are administered by BDU teachers and adjunct faculty, or online� In May 2010, BDU graduated its first class of students, 92�4% of whom received an associate degree�

Demographic Profile of Seniors at BDU 2009-2010 Cohort 2010-2011 Cohort Both Cohorts Combined

Overall Enrollment 79 104 183

GenderMale 31 (39.2%) 44 (42.3%) 75 (41.0%)

Female 48 (60.8%) 60 (57.7%) 108 (59.0%)

Race/EthnicityAmerican Indian/Alaska Native 0 (0.0%) 0 (0.0%) 0 (0.0%)

Black (Not of Hispanic Origin) 31 (39.2%) 38 (36.5%) 69 (37.7%)

Asian 2 (2.5%) 2 (1.9%) 4 (2.2%)

Hispanic Ethnicity 3 (3.8%) 15 (14.4%) 18 (9.8%)

White (Not of Hispanic Origin) 39 (49.4%) 45 (43.3%) 84 (45.9%)

Multiracial (Two or More Races) 4 (5.1%) 4 (3.8%) 8 (4.4%)

Native Hawaiian or Other Pacific Islander 0 (0.0%) 0 (0.0%) 0 (0.0%)

Special EducationSpecial Education 8 (10.1%) 6 (5.8%) 14 (7.7%)

Not Special Education 71 (89.9%) 98 (94.2%) 169 (92.3%)

Free/Reduced-price Meal/Milk StatusFree Meals/Milk 34 (43.0%) 57 (54.8%) 91 (49.7%)

Reduced-price Meals/Milk 14 (17.7%) 15 (14.4%) 29 (15.8%)

Paid Meals/Milk 31 (39.2%) 32 (30.8%) 63 (34.4%)

English Language LearnerEnglish Language Learner 4 (5.1%) 14 (13.5%) 18 (9.8%)

Not English Language Learner 75 (94.9%) 90 (86.5%) 165 (90.2%)

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Lessons Learned from BDUCore Principle 1 Findings At BDU, there is a concerted effort to serve underprivileged students, first-generation college-goers, English Language Learners (ELLs), and students of color: “[We are] targeting first-generation college students and demographics that are underrepresented in postsecondary [education]� [We want] to get students that have the ability and capability, but maybe don’t have the proper motivations and encouragement�”

BDU has fulfilled this principle given that their student body is racially and ethnically diverse; 54�1% were not white, non-Hispanic: a majority of students were eligible for free or reduced-price meals/milk (65�6%): and a sizeable portion of students are ELLs (9�8%)�

Approximately one-third (35�6%) of survey respondents’ mothers and about one-quarter (23�4%) of respondents’ fathers earned education beyond high school� A high school diploma/GED was the most common response for highest

level of education attained by both mothers (43�9%) and fathers (51�4%), followed by some high school attained by mothers (19�6%) and fathers (21�6%)� Most respondents reported that their older siblings’ highest level of education was a high school/diploma/GED (43�9%), followed by some high school (33�7%), and an associate degree (8�0%)� As such, BDU serves mostly first-generation college students�

BDU provides a supportive and college-going environment, enabling these students, who are traditionally underrepresented in higher education, to progress to college or university� From the survey responses and student-level data, minority students, ELLs, those not born in the United States, and first-generation college goers perceived statistically significantly more support, better college preparation and higher engagement at BDU than their white, non-Hispanic counterparts�

Student-level data suggests that attending BDU is particularly beneficial for students of color� Compared to their white, non-Hispanic counterparts, minority seniors were statistically significantly more likely to earn a high school diploma with honors and to plan to attend a two- or four-year college or university� Specifically, the odds of a minority student planning to attend a two- or four-four year college or university were statistically significantly 3�56 times greater than the odds of a white, non-Hispanic student planning to do so when all other demographic variables were held constant�

Core Principle 1

Early College high schools are committed to serving

students underrepresented in higher education.

What the Research Says About Early CollegeAlthough research on the Early College model is still growing, some preliminary themes have emerged:

• According to the Gates Foundation, Early College students have attendance and promotion rates above 90% (Early College High School Initiative, 2012)�

• Early College students typically earn a “C” or better in their college courses (Jacobson, 2005).

• Early College students outperform their peers at the district and state levels in multiple subject areas (Godberger & Haynes, 2005; Huebner & Corbett, 2004)�

• Early College students are more interested in higher education than their peers (Jacobson, 2006).

• The Early College model requires teachers and administrators to invest greater time and effort in fostering positive relationships with students (Wolk, 2005)�

• Early College High Schools are succeeding in serving the needs of students who have traditionally been underrepresented in higher education (Edmunds, Berstein, Unlu, Glennie, Willse, Yamaguchi, & Dallas, 2010)�

• Overall, Early College students experience increased rigor and relevance in their coursework, better relationships across the school community, and higher expectations with increased support from teachers (Edmunds, et al�, 2010)�

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Core Principle 2 FindingsBDU and Vincennes University have established an intentional and authentic high school-higher education partnership� The school employs the services of a university liaison whose sole focus is “keeping the university courses true to the university standards�” Further, teachers make it a priority to adhere to university guidelines and standards: “My integrity level on delivering the material…[is] making sure that it is administered the same as at Vincennes�”

Administrators and teachers employ many practices to ensure that BDU’s dual credit courses have the same level of authenticity and rigor as courses taught at Vincennes�

For example, teachers strictly adhere to Vincennes syllabi: “They send us a template [and] they say, ‘This is what ours looks like on campus� Yours should closely mirror it;’ and mine does�”

However, partners can experience challenges in maintaining their Early College collaboration� For instance, adhering to such pre-formatted syllabi sometimes limits what teachers can do in their classrooms even if it is beneficial for students: “I couldn’t do PBL because it didn’t fit the syllabus�” Further, it can be difficult for partners to work around one another’s schedules and academic calendars�

87.3%  

69.8%  

74.6%  

57.1%   57.1%  

52.4%  

89.4%  

76.5%  74.1%  

60.0%   58.8%  

50.6%  

40.0%  

50.0%  

60.0%  

70.0%  

80.0%  

90.0%  

Library   Gym/pool/athle=c  center  

Student  center   Advising  office/advisers  

Financial  aid  services  

Health  facility  

Comfort Using College Resources

College Preparation Scale Questions2009-10(N=63)

2010-11 (N=85)

Mean (Standard Deviation*

I feel prepared for college/university.4.13

(0.98)3.89

(1.09)

During high school, I was able to earn college credits that will transfer to the college/university I am attending.

4.52(0.64)

4.23(1.00)

I feel the course requirements have helped me prepare for college/university.

4.10(0.88)

3.79(1.12)

During high school, I learned how to be a successful student in college.

4.15(0.85)

3.75(1.19)

Core Principle 2

Early College high schools 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.

2010-11 School Year2009-10 School Year

A majority of students reported feeling comfortable using college-level resources� Both years, more than three-quarters of students expressed comfort using the library (87�3% in 2009-10 and 89�4% in 2010-11), and almost three-quarters felt comfortable visiting the student center (74�6% in 2009-10 and 74�1% in 2010-11)� The gym/pool/athletic center was another resource that more than two-thirds of students felt comfortable using (69�8% in 2009-10 and 76�5% in 2010-11)� Additionally, more than half of all seniors felt comfortable using the advising office, financial aid services and health facility both years�

* 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree

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Core Principle 3 FindingsRather than just offering an assortment of dual credit courses, BDU has outlined specific degree pathways that put students on track to earn an associate degree or get a head start on a bachelor’s degree� This commitment has resulted in 92�4% of students in its inaugural class graduating with associate degrees, and 96�8% earning 22 or more college credits�

Survey results indicated that while most students earned a large number of college credits, some were unsure whether these credits would transfer to the college or university they planned to attend� Nonetheless, students maintained high grades in these courses� Student-level data showed that they earned mostly “A’s” and “B’s” in Early College courses�

The graduation rate of BDU students was also high� All students who were enrolled for the entire year graduated from the school� Further, almost all of these students (97�3%) graduated with a Core 40 degree, with 24% (42/178) earning the Academic Honors distinction�

A majority of graduates were planning to attend a four-year college or university� More than two-thirds (69�4%) of both cohorts of seniors planned to attend a four-year college or university� A larger number of those graduating in 2011 (71�2%) planned to attend a four-year college or university than those graduating in 2010 (67�1%), which demonstrates that college-going culture is improving at BDU�

Core Principle 3

Early College high schools and their higher education partners and

community jointly develop an integrated academic program so all students

earn one to two years of transferable college

credit leading to college completion.

67.1%  

25.3%  

2.5%  3.8%   1.3%  

71.2%  

11.5%  

5.8%   1.0%  9.6%  

0.0%  

10.0%  

20.0%  

30.0%  

40.0%  

50.0%  

60.0%  

70.0%  

80.0%  

Four-­‐year  college  or  university  

Two-­‐year  college  or  university  

VocaAonal  or  technical  school    

Military   Not  pursing  higher  educaAon  

Postsecondary Pursuits of BDU Seniors

5.1%  

73.4%  

0.0%   0.00%  

21.5%  

1.0%  

75.0%  

12.5%  

7.7%  3.8%  

0.0%  

10.0%  

20.0%  

30.0%  

40.0%  

50.0%  

60.0%  

70.0%  

80.0%  

General     Core  40  only   Core  40  with  Academic  Honors  

Core  40  with  Technical  Honors  

Core  40  with  Academic  and  Technical  Honors  

Type of Diploma Earned

Almost all BDU seniors graduated with at least a Core 40 degree� In 2010-11, 12�5% of seniors earned Academic Honors and 7�7% earned Technical Honors as well� In 2009-10, almost a quarter of graduates (21�5%) earned both Academic and Technical Honors� In 2010-11, 3�8% of seniors earned both types of honors�

More than two-thirds of both cohorts of seniors planned to attend a four-year college or university, with a larger number of those graduating in 2011 (71�2%) planning to attend a four-year college or university than those graduating in 2010 (67�1%)�

2010-11 School Year

2009-10 School Year

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Transition to College 2009-10 (N=63)

2010-11 (N=85)

College Credits Earned in HSNone 0 (0.0%) 0 (0.0%)1-6 0 (0.0%) 3 (3.5%)7-12 2 (3.2%) 0 (0.0%)13-21 0 (0.0%) 1 (1.2%)22-30 7 (11.1%) 3 (3.5%)30+ 54 (85.7%) 78 (91.8%)All Credits Earned will Transfer to College/UniversityYes 29 (46.0%) 32 (37.6%)No 5 (7.9%) 10 (11.8%)Not Applicable/Unsure 28 (44.5%) 42 (49.4%) Missing 1 (1.6%) 1 (1.2%)Average Grades in College CoursesA, B 40 (63.5%) 53 (62.4%)C, D 22 (34.9%) 31 (36.5%)F 0 (0.0%) 1 (1.2%) Missing 1 (1.6%) 0 (0.0%)

100%100% of BDU

students graduated in 2010 and 2011�

Student Success Profile: Jessica DavisPreliminary research on Early College high schools suggests the model is generating positive outcomes among students� To better understand its specific impact, CELL followed up with one BDU student during her first year of college�

After majoring in health careers and earning 102 college credits during high school, Jessica Davis* matriculated to the University of Indianapolis (UIndy) where she double majors in nursing and business administration, and minors in psychology� According to Davis, most of her credits transferred as both elective and core requirements, thus making for a smoother transition to college: “The credits that I have actually helped me have an easier semester�”

Although she tackled 14 credit hours during her first two semesters of college, Davis felt well prepared for the challenge� The experience at BDU had already exposed her to the rigors and expectations of college: “[At BDU], they just basically help us…get organized and get comfortable with [college], and how to talk to our professors and communicate with them�” Davis further explained,

“When I came to the University of Indianapolis, I had no problems…learning how [professors] grade or how to organize my work�”

This has enabled her to better connect with the UIndy campus community as well as her schoolwork: “[I] have all this free, extra time to get involved [in] stuff…[and] I have free time to concentrate on the work that I have�” After helping start a community service club at BDU, Davis developed a passion for helping the local community� Therefore, in addition to working with Circle K and the Black Student Association at UIndy, Davis uses her free time to mentor other students: “It’s just seeing them…stress out taking the classes that I already took…I can help them better understand it and how to communicate with their professors�”

Davis continues to utilize other skills she learned at BDU: “I still use my planner here [to] schedule [and] write things out [like] what I need to work on, what’s due next, when my quizzes and tests are�” Further, she has no trouble recalling any of the high-level information she learned during her Early College experience: “The

teachers that I had, they made sure you remember…They make sure that you know the information and you won’t forget it�”

In fact, Davis attributes much of her success to the unwavering commitment of BDU administrators and teachers:

“Just being in a smaller setting with the teachers just always there to help you…it was more like a family� I could always go to our principal or our counselor and they were there to help us with anything we needed� And if they couldn’t help us, they [would] always find someone else that could�”

As Davis reflected on the Early College program at BDU, she explained just how much the experience has impacted her life: “I would be just like the kids that are taking anatomy and stressed out and stuff, not knowing how to do things and communicate with my professors� It helps…It helps a lot�”

* “Jessica Davis” is a pseudonym that was assigned to the participant to ensure confidentiality�

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Core Principle 4 FindingsBDU has established an intricate network of support structures� To scaffold students through the rigors of Early College, resource and advisory periods were used to teach 21st-century and college-going skills� Learning coaches, guest lecturers, and the two-week X-Mester experience also supported student learning�

Consequently, survey results indicated that students felt supported at BDU, with respondents mostly agreeing with questions related to support structures at the school� Students also indicated they were comfortable using college resources� Results from 2009-10 showed a statistically significant difference among racial/ethnic groups� Black students were statistically significantly more comfortable using college resources than white, non-Hispanic students�

Further, BDU students reported feeling prepared for college and believed that they had earned transferable college credit� On the survey, the statement “During high school I was able to earn college credits that will transfer to the college/university I am attending” had the highest mean scores�

Attendance rates at BDU for both cohorts were consistently high, ranging from 93�6% to 96�6%� The 2010-11 graduating cohort had an overall attendance rate that was slightly higher than the previous cohort (95�8% vs� 94�5%)�

PSAT, SAT, and ACT scores were used as a measure of college readiness� For both cohorts combined, the average PSAT scores ranged from 40�9 to 45�0, SAT scores ranged from 419�3 to 450�2, and the mean ACT composite score was 17�4�

Support Scale Questions2009-10(N=63)

2010-11(N=85)

Mean (Standard Deviation)*

I feel supported to pursue goals during high school.4.11

(1.05)4.00

(1.10)

My teachers helped me achieve my goals during high school.

4.14(0.97)

4.04(1.09)

My teachers and counselors helped me make decisions about what college courses I should take during high school.

3.40(1.23)

3.55(1.23)

My teachers and counselors helped me make decisions about college.

3.82(1.05)

3.60(1.13)

My classmates supported my educational development during high school.

3.90(0.90)

3.40(1.07)

Engagement Scale Questions2009-10(N=63)

2010-11(N=85)

Mean (Standard Deviation)*

I feel the course requirements allowed me to show my teachers what I had learned during high school.

3.81(1.04)

3.67(1.03)

I was able to choose college courses that interested me during high school.

3.11(1.50)

2.73(1.28)

My high school experience met my expectations.3.11

(1.34)3.29

(1.21)

The college classes I took during high school were challenging.

4.11(0.83)

3.46(1.24)

I feel I did well in the college classes I took during high school.

4.02(0.77)

3.79(0.97)

College Readiness 2009-2010 Cohort

2010-2011 Cohort

PSATAverage Critical Reading Score (Number of students taking) 40.1 (76) 43.0 (100)

Average Math Score (Number of students taking) 44.7 (76) 44.5 (100)

Average Writing Skills Score (Number of students taking) 40.1 (76) Not applicable (0)

SATAverage Critical Reading Score (Number of students taking) 447.9 (53) 451.8 (76)

Average Math Score (Number of students taking) 444.4 (52) 452.5 (76)

Average Writing Skills Score (Number of students taking) 419.3 (53) 419.3 (76)

ACTAverage Composite ACT Score (Number of students taking) 17.9 (14) 17.3 (64)

Core Principle 4

Early College high schools 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.

* 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree

* 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5=strongly agree

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What It All MeansThrough the strength of its partnership with Vincennes and its commitment to supporting students and staff, BDU fulfilled the Early College Core Principles� It demonstrated commitment to serving underrepresented students in a way that yields few statistically significant differences based on demographic variables� All students, regardless of race, gender and background, reported a desire for higher education and some level of comfort with college resources� As other schools work toward similar outcomes, it is important to keep a few things in mind:

Teacher CredentialingAccording to BDU teachers, accreditation is “the number one problem that needs to be solved�” High school teachers who teach dual credit courses are required to hold a master’s degree with at least 18 content-specific credit hours� Many teachers lack these credentials, making it difficult to offer such courses� While adjunct professors and online courses help circumvent this issue, students reported difficulty with online courses because there was no “instructor there for help,” and adjunct faculty may need “additional training in how to teach high school students�”

Conflicting PoliciesSome teachers reported feeling “caught in the middle” of contrasting district and higher education policies� One teacher could not implement project-based learning because it was not a part of the university curriculum� Other teachers reported difficulty maintaining an

authentic college environment while providing the appropriate amount of scaffolding for high school students�

Knowing Your StudentsWhile all students should be prepared for postsecondary success, achievement looks different for each student� It is important to help students determine whether their goals would be better served by a two- or four-year degree�

Performance in CollegeThere is some concern that the Early College experience cannot fully prepare students for the rigors of college� One student explained it best: “[Early College] kind of helps, but I won’t fully [know] until I attend college�” In other words, Early College is crucial for introducing students to the essential processes and rigors of college� However, Early College students will still face many of the same challenges as other high school students while adjusting to the college environment�

Transfer of CreditsBDU students earned a large number of college credits, but many were unsure whether those credits would transfer to the college of their choice� Therefore, it is important to help students determine which credits are most beneficial for them to pursue during high school� Further, it is imperative to ensure that students do not take so many college courses during high school that it impacts their eligibility for financial aid during college�

BDU Attendance Rates

Core Principle 5 FindingsTransitioning to such a rigorous model requires strong teacher support� According to BDU teachers, district and school administrators worked to establish supportive policies� For instance, one teacher credited the success of the Early College program to the willingness of administrators to empower teachers: “I have been given the flexibility to, if I get some wild hair idea in my head,…[know] it will be taken into consideration�”

More specifically, teachers appreciated how administrators empowered them to get involved in all aspects of the program: “Administration always keeps us very informed of what is going on…[and] every teacher works on a committee to continue to work and grow the program�”

Administrators also provided teachers constant access to professional development opportunities including attendance at conferences and on-site workshops�

94.5%  

95.2%  

94.6%  

93.6%  

95.8%  

96.6%  

96.0%  

94.7%  

90.0%  

91.0%  

92.0%  

93.0%  

94.0%  

95.0%  

96.0%  

97.0%  

Overall  A5endance  Rate   Sophomore  year  a5endance  rate  

Junior  year  a5endance  rate   Senior  year  a5endance  rate  

Core Principle 5

Early College high schools and their higher education and community partners work with intermediaries to create conditions and advocate for supportive

policies that advance the Early College movement.

Attendance rates at BDU for both cohorts were consistently high, ranging from 93�6% to 96�6%� The 2010-11 graduating cohort had an overall attendance rate that was slightly higher than the previous cohort (95�8% vs� 94�5%)�

2010-11 School Year

2009-10 School Year

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Research DesignThis study utilized a mixed-methods case study approach (Creswell, 2005)�

Interviews with teachers probed their perceptions of BDU’s implementation of the Early College Core Principles� Focus group discussions with students probed their perceptions of support, engagement, learning, rigor, and post-graduation plans� All discussions were audio recorded, transcribed and coded utilizing codes generated from the Core Principles�

Document review of BDU pathways (i�e�, college majors, programs of study, paths to graduation, etc�), lesson plans, rubrics, and school policy documents was also conducted� These documents were coded similarly to interviews and focus group discussions�

A student survey was distributed to all graduating seniors at the end of the 2009-10 and 2010-11 academic years to gather information about their post-graduation plans and overall perceptions of the Early College model� The survey asked students to express their level of agreement on a series of indicators probing the value and success of the Core Principles, and the 2010-11 survey included additional open-

response questions� The response rate for the 2009-10 survey was 79�7%, and 78�7% for the 2010-11 survey�

Student-level data was collected from BDU for the 2009-10 and 2010-11 graduating cohorts of seniors� Information from 183 seniors who were enrolled at BDU the entire year was combined and coded as described below�

Dependent VariablesTotal Overall Attendance Rate: The Indiana Department of Education’s formula was used to calculate the attendance rate for students: (aggregated number of days in attendance)/(aggregated number of days in attendance + aggregated number of excused absences + aggregated number of unexcused absences)� Attendance rates were calculated for students’ sophomore, junior, and senior years� The mean of all three years combined was used to calculate the overall attendance rate�

Total Number of Suspensions: In-school and out-of-school suspensions were combined into one variable called “total number of suspensions�”

College Readiness Assessments: PSAT,

SAT and ACT scores were kept in their original form�

Diploma Type: Seniors’ high school diploma types were categorized so that 1=General Diploma, 2=Core 40 only, 3=Core 40 with Technical or Academic Honors, and 4=Core 40 with Academic and Technical Honors�

Post-graduation Plans: Seniors’ plans to attend a two- or four-year college or university were used as a measure of students’ post-graduation plans� Ivy Tech Community College was considered a two-year college� This variable was coded so that 0=no plans to attend a two- or four-year college or university and 1=plans to attend a two- or four-year college or university�

Independent VariablesGender: This variable was coded so that 0=male and 1=female�

Race/Ethnicity: All students who were not white, non-Hispanic were grouped together and categorized as minority� This step was conducted to examine any differences between minority students as an aggregate compared to white, non-

ReferencesCreswell, J� W� (2005)� Educational research: Planning,

conducting, and evaluating quantitative and qualitative research (2nd ed�)� Upper Saddle River, NJ: Pearson Education�

Early College High School Initiative (2012)� Overview & FAQ� Retrieved from http://www�earlycolleges�org/overview�html

Edmunds, J� A�, Berstein, L�, Unlu, F�, Glennie, E�, Willse, J�, Yamaguchi, R�, & Dallas, A� (2010)� Expanding the college pipeline: Early results from an experimental study of the impact of the Early College High School model� Paper presented at the Annual Meeting of the American Educational Research Association� Denver, CO�

Edmunds, J� A�, Willse, J�, Dallas, A�, Arshavsky, N�, Berstein, L�, Glennie, E�, & Unlu, F� (2010)� Rigor, relevance and relationships: The impact of the Early College High School model on students’ experiences and attitudes� Paper presented at the Annual Meeting of the American Educational Research Association� Denver, CO�

Glasser, B� & Strauss, A� (1967) The Discovery of Grounded Theory� Chicago: Adeline�

Godberger, S� & Haynes, L� (2005)� Designing and financing an integrated program of college study: Lessons for the California Academy of Liberal Studies� Boston: Jobs for the Future� http://www�earlycolleges�org/Downloads/calsechs�pdf

Jacobson, J� (2005)� The early-college experiment� Chronicle of Higher Education, 51(27), A36�

Kisker, C� B� (2006)� Integrating high school and the community college� Community College Review, 32(1), 68-86�

Seastrom, M� M� (2002, October 1)� NCES Statistical Standards Handbook� National Center for Education Statistics (NCES)� Retrieved September 28, 2010, from http://nces�ed�gov/statprog/2002/stdtoc�asp

Wolk, R� A� (2005)� It’s kind of different: Student experiences in two early college high schools� Boston: Jobs for the Future� http://www�earlycolleges�org/Downloads/KindOfDifferent�pdf

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Hispanic students� The variable was coded so that 0=white, non-Hispanic and 1=minority�

Eligibility for Free or Reduced-price Meals/Milk: This variable was coded so that 0=students not eligible for free or reduced-price meals/milk and 1= students eligible for free or reduced-price meals/milk�

Special Education Participation: This variable was coded so that 0=not a special education participant and 1=special education participant�

Limited English Proficiency: English Language Learner status was coded so that 0=not an ELL and 1=ELL�

Advanced Math Course Taking: This variable included courses such as pre-calculus, calculus, statistics, and trigonometry� Geometry was not considered an advanced math course� This variable was coded so that 0=student not enrolled in or has never taken an advanced math course and 1=student is enrolled in or has completed an advanced math course�

AnalysisPASW Statistics 18 was utilized for the data analysis, and a variety of statistical tests were performed� For testing specific differences between two groups on the survey and student-level data for dependent variables, independent t-tests were utilized� For analyzing differences among three or more groups, one-way ANOVA tests were computed� To test for significant differences in post-graduation plans when the student enrolled in and graduated from the Early College high school, a paired-sample t-test was performed�

To better substantiate the test results, effect sizes (Cohen’s d) were calculated, which measure the size of the difference between means divided by the pooled standard deviation� Effect sizes were also used to compare results from the 2009-10 and 2010-11 administration of the Early College Graduation Survey, as well as to compare groups in the student-level data�

For both survey and student-level data analysis, linear regression was used for variables that are continuous (e�g�, ACT composite scores, Comfort in College Resources, etc�)� Logistic regression was

utilized for binary results (e�g�, likelihood of attending a two- or four-year college/university, etc�)�

The National Center for Education Statistics’ guidelines on effects sizes and statistical significance were utilized (Seastrom 2002)� Only statistically significant results that were practically relevant were reported since statistical significance can be found among variables, but provide no important or applicable evidence toward the research questions�

For analysis of the interview, focus group and document review data, the constant-comparative method (Glasser & Strauss, 1967) was employed to allow researchers to use the initial results of one qualitative method to extend or clarify the results from another� All data collected and analyzed was shared with stakeholders, including participants, for member checking�