Journal of Education & Social Policy

An Evaluation of Early College High School Models and Traditional High Schools on Early College Readiness in English
Marisa M. Chapa, Lori Kupczynski and Marie-Anne Mundy, Angela M. Gibson

Abstract
In Texas, the Early College High School Initiative (ECHSI) has doubled from the 2013-2014 school year. This reform effort is an attempt to ensure college and career readiness for high school students. Individuals must be deemed college ready to participate in dual-enrollment. The purpose of this study was to determine if there was a significant difference between Early College High School (ECHS) students, ECHS students within a traditional high school, and traditional high school students in South Texas on college readiness as measured by the grade nine and 10 English EOC tests. The research reviewed scores of EOC English I and EOC English II courses for ninth and tenth grade students. English EOC test scores from three different high school models were analyzed using an analysis of covariance (ANOVA) with repeated measures statistical analysis. Results showed the ECHS stand-alone model had a significant difference in English EOC test scores among the three different high school models on college readiness.

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