The Pinnacle of College Readiness Initiatives: An Examination of the Impact Early College High Schools have on Students from Underrepresented Minority Populations in Texas

Background: Students from underrepresented populations are less likely to be college-ready high school graduates. Research indicates only 20% of Black students are college ready at graduation, and less than that—only 16%—of Hispanic students are college ready at the time of graduation. Early College High Schools (ECHS) strive to support underrepresented students in education by improving high school graduation rates and ensuring they are college ready at graduation. There are 300 ECHS campuses in the United States, the state of Texas is home to over 180 campuses. Purpose: This study evaluated college readiness by investigating students’ scholastic achievements and postsecondary enrollment in an institution of higher education (IHE) after graduating from an ECHS in Texas. Specifically, this study responded to the following research questions (RQs). RQ1: What were the percentage rates of early college high school graduates in the class of 2018 for Black (African American), Hispanic (Latinx), and economically disadvantaged students who acquired three college credit hours in English Language Arts or Math, or nine hours in any subject? RQ2: Of those who graduated in the class of 2018 from early college high schools in Texas, what percentage of Black (African American), Hispanic (Latinx), and economically disadvantaged students were college-ready based on proficiency in both the English Language Arts and Math sections on the Texas Success Initiative Assessment? RQ3: Of those who graduated in the class of 2018 from early college high schools in Texas, what percentage of Black (African American), Hispanic (Latinx), and economically disadvantaged students earned an Associate degree? RQ 4: What proportion of Black (African American), Hispanic (Latinx), and economically disadvantaged students who attended an ECHS in Texas and were part of the graduating class of 2018 enrolled in a Texas institution of higher education? Method: Archival student data from the Texas Education Agency (TEA) including, district, high school, gender, ethnicity, socioeconomic status, high school graduation, college credit hours earned, TSIA performance, earning of an associate degree, and enrollment in a Texas IHE was analyzed. Results: Approximately 18% of ECHS graduates from underrepresented populations acquired three college credit hours in English Language Arts or Math, or nine hours in any subject. Nearly 18% of all ECHS graduates from underrepresented populations were deemed college ready based on their proficiency of both English Language Arts and Math sections of the TSIA. Of the ECHS graduates investigated, 5% of the population earned an associate degree prior to graduation from an ECHS. Half of all the ECHS graduates identified enrolled at a Texas IHE in the fall term of their graduating year. Conclusion: This study supports research that indicates ECHS students have access to a rigorous high school curriculum, can earn college credit before graduation, and save on future tuition costs. It is evident that there are areas for improvement within the ECHS initiative. However, it is a viable path toward college readiness and aid in expanding the pipeline of students from underrepresented populations enrolling in postsecondary programs. Action plans for differentiated supports in IHEs are provided.