The Impact of Early College High School Models on Minority Student Higher Education Outcomes: The Case of Four Texas Schools




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This study explores the existence of qualitative differences in the structure and design of four early college high schools in the state of Texas; specifically looking at stand-alone models and models co-located on a college campus. In addition, the study investigates whether structure and design of the four schools affect racially minoritized students’ acquisition of social and cultural capital leading to measurable human capital outcomes in the form of two-year degree or equivalent completion rates and four-year college or university transfer rates. Through the use of the case study method, several themes emerged for each form of capital, such as the importance of relationships (social capital) and understanding college culture (cultural capital); the themes were examined for each structure type early college high school. Nine early college high school administrators were interviewed or surveyed as well as six parents of students who graduated from the four schools in the study. To examine human capital outcomes among minoritized students graduating from the four schools, logistic regression analysis was conducted and revealed that students graduating from the stand-alone structure type early college high schools had better odds of Associate degree completion and four-year college transfer rates.



Social capital (Sociology), Human capital, Associate degree education, Students, Transfer of, Transfer students, College-school cooperation


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