[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591398-105":59,"doc-detail-591398-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-early-college-challenge-navigating-disadvantaged-students-transition-to-college","The Early College Challenge - Navigating Disadvantaged Students’ Transition to College","","Low-income high school students often expect college after graduation, yet they are rarely told they must pass placement tests and may face costly remedial coursework, leaving many without adequate academic preparation. The article proposes accelerating rigorous, college-level instruction before graduation and building coordinated pathways between high school and college educators. It describes five concrete practices used by Early College High Schools and summarizes encouraging graduation, credit, and enrollment outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-early-college-challenge-navigating-disadvantaged-students-transition-to-college/591398/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-early-college-challenge-navigating-disadvantaged-students-transition-to-college/591398.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do disadvantaged students face obstacles when transitioning to college?","Question",{"text":112,"@type":113},"They are often not informed about the need to pass college placement tests and may be unaware of how failing can lead to costly remedial courses. Many also lack preparation for both remedial and college-level work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach do Early College High Schools use to improve transition outcomes?",{"text":117,"@type":113},"They create a clear path from high school graduation to college graduation by accelerating students with rigorous, college-level coursework while still in high school. They also use structured guidance and explicitly teach needed skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What results are reported for Early College High Schools?",{"text":121,"@type":113},"Studies cited show high high-school graduation rates, substantial shares earning transferable college credit, and high postsecondary enrollment immediately after graduation. An experimental comparison also indicates freshmen are more likely to be on track, with better attendance and engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591398,1792190636,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Early College Challenge  \nNavigating Disadvantaged Students’ Transition to College  \nILLUSTRATIONS BY SCOTT McKOWEN  \nBy James E. Rosenbaum and Kelly Iwanaga Becker  \nI  \nn her senior year of high school, the low-income student with the C-minus average—the one who almost dropped out—isnot only looking forward to graduation, but plans to attend college. Her college counselor, her teachers, her parents, and  \nher peers have all told her that a college degree will land her a good-paying job.  \nNo one has told her that she must pass a college placement test before she can take college classes. No one has told herthatif she fails, she must pay for remedial courses for which she will receive  \nJames E. Rosenbaum is a professor of education and social policy at Northwestern University, a sociologyfacultyfellow with the university’s Institute for Policy Research, the principal investigator for several major studies of how to improve outcomes for urban youth, and the author of several books and dozens of academic papers. Kelly Iwanaga Becker is a graduate student in Northwestern University’s Department of Sociology and a graduate research assistant with the university’s Institute for Policy Research.  \nno credit. No one has told her that she probably lacks the academic preparation to do wellin remedial courses, much less college courses. No one has told her that most students like her never earn a college degree.  \nWhat if, instead of hoping poorly prepared students will catchup in college, we supported them in taking rigorous courses—even college-level courses—before they graduate from highschool? What if, instead of lamenting the fact that many students struggle in transitioning from high school to college, our highschool and college educators worked together to create a clear path from high school graduation to college graduation? What if:  \n1. Instead of relying on student choice, those educators showed students what content and skills they need for college and provided a package-deal curriculum leading to mastery of that content and those skills?  \n2. Instead of assuming students are motivated, those educators fostered motivation by offering incentives and bolstering students’ confidence?  \n14 AMERICAN EDUCATOR | FALL 2011  \n3. Instead of student-initiated guidance, those educators kept students on track by providing frequent mandatory guidance and closely monitoring students’ progress?  \n4. Instead of a student-initiated college search, those educators managed the transition from high school to college?  \n5. Instead of assuming study skills, those educators explicitly taught study skills?  \nMore—possibly millions more—of our students would beat the odds.  \nSuccessful early college high schools (ECHSs), which are formed through partnerships between high schoolsand colleges (usually community colleges), do all these things. Think ofit as preparation through acceleration. ECHSs enroll disadvantaged students who have not excelled with ordi  \nnary grade-level academic content and have them take college courses while still in high  \nschool. It is not easy—and it does not always work. But successful ECHSs support their students in the five ways listed above, and their results are impressive.  \nWhile studies of these schools’ long-term outcomes don’t meet “gold standard” criteria  \nfor research methods,* they are encouraging. For the class of 2008, one study of 22 ECHSs found a four-year high school graduation rate of 92 percent,1  \nwhich is high compared with the national rate for all high schools of about 70 percent2 (and very high compared with the rates of 40 to 60 percent that are typical of high schools with lots of at-risk students) . A recent study of 64 ECHSs that had been open for at least four years found that, of the 3,000 students who graduated in 2009, 44 percent earned at least one year of transferable college credit, while 25 percent earned two years of college credit or an associate’s degree.3 Immediately after high ","cbCaifOJu1VDT4mw","https://ap.wps.com/l/cbCaifOJu1VDT4mw","pdf",685206,"English","# Overview of the early college challenge\n## Five supported practices in Early College High Schools\n## Reported outcomes and study findings\n## Why Early College High Schools succeed with community colleges","[{\"question\":\"Why do disadvantaged students face obstacles when transitioning to college?\",\"answer\":\"They are often not informed about the need to pass college placement tests and may be unaware of how failing can lead to costly remedial courses. Many also lack preparation for both remedial and college-level work.\"},{\"question\":\"What approach do Early College High Schools use to improve transition outcomes?\",\"answer\":\"They create a clear path from high school graduation to college graduation by accelerating students with rigorous, college-level coursework while still in high school. They also use structured guidance and explicitly teach needed skills.\"},{\"question\":\"What results are reported for Early College High Schools?\",\"answer\":\"Studies cited show high high-school graduation rates, substantial shares earning transferable college credit, and high postsecondary enrollment immediately after graduation. An experimental comparison also indicates freshmen are more likely to be on track, with better attendance and engagement.\"}]","The Early College Challenge - Navigating Disadvantaged Students’ Transition to College | PDF",1792071781]