Student Engagement in the Early College High School

Abstract

This mixed methods study investigated how student engagement was influenced by Early College High Schools. Early College High School students, teachers, and administrators participated in the study, along with their teaching and administrative counterparts from their community college partners. The study examined the impact of smaller class sizes, mastery orientation, parental involvement, teacher support, and rigorous curricula on the various aspects of student engagement. Qualitative data including personal interviews, classroom observations, writing prompts, document analysis, and questionnaires were examined to measure the effect of the Early College high school on behavioral, motivational, and cognitive engagement.

Findings indicated that Early College High School students demonstrated characteristics of elevated levels of motivational engagement, cognitive engagement, and behavioral engagement. According to the data, former at-risk ECHS students achieved at school academic and standardized test levels that were comparable to their counterparts across the state while achieving high attendance rates and low rates of behavioral misconduct. Further, high school teachers and community college instructors acknowledge elevated levels of class participation, task focus, attentiveness, and help-seeking.