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The material within this report may not be reproduced or replicated without written permission from SERVE Center at the University of North Carolina at Greensboro.  \nFor permission, contact: Julie Edmunds at [jedmunds@serve.org](jedmunds@serve.org); 336-574-8727  \nSuggested citation:  \nEdmunds, J. A., Klopfenstein, K., Lewis, K. & Hutchins, B.C. (2018) . Transforming comprehensive high schools into Early Colleges: The Impacts of the Early College Expansion Partnership.  \nGreensboro, NC: The SERVE Center, University of North Carolina at Greensboro.  \nDisclaimer:  \nThe opinions expressed in this report are reflective of the authors and do not represent the views or opinions of other individuals within the SERVE Center, the University of North Carolina at Greensboro, the University of Denver or Jobs for the Future.  \nBackground Information about the SERVE Center  \nThe SERVE Center at the University of North Carolina at Greensboro (UNCG) is a universitybased research, development, dissemination, evaluation, and technical assistance center. Its mission is to support and promote teaching and learning excellence in the education community.  \nSince its inception in 1990, SERVE has been awarded over $200 million in contracts and grants. It has successfully managed 14 major awards including four consecutive contracts for the Regional Educational Laboratory for the Southeast (REL-SE) funded by the Institute of Education Sciences (IES) at the US Department of Education (USED) and four awards from USED for the National Center for Homeless Education (NCHE) . In addition, past SERVE awards include a fiveyear Technology Grant for Coordinating Teaching and Learning in Migrant Communities, three consecutive contracts as the Eisenhower Consortium for Mathematics and Science Education for the Southeast, and two consecutive Regional Technology in Education Consortium grants.  \nAt the national level, SERVE operates the National Center for Homeless Education (NCHE), USED’s technical assistance and information dissemination center in the area of homeless education. NCHE uses state-of-the-art technology for web communication and online professional development and for supporting state coordinators of homeless education, local program coordinators, educators, parents, and advocates in all 50 states and in 15,000 school districts.  \nIn addition to national-level NCHE activities, SERVE currently conducts research studies and evaluations under grants and contracts with federal, state, and local education agencies. Examples of SERVE’s grant-funded research work include three federally funded studies of the impact of Early College high schools. Contract work includes evaluations of five Investing in Innovation (i3) projects, the Winston-Salem/Forsyth County Magnet Program in North Carolina, the Guilford County Schools teacher incentive program (Mission Possible), the USED-funded Bridges to Early Learning Project in South Carolina, and North Carolina’s Race to the Top Initiative. The Guiding Principles for Evaluators (American Evaluation Association, 2004) and the What Works Clearinghouse Standards (Institution of Education Sciences, March, 2014) guide the evaluation work performed at the SERVE Center.  \nTABLE OF CONTENTS  \nSection I: Introduction and Overview .......................................................","cbCaiig0VtUgR89k","https://ap.wps.com/l/cbCaiig0VtUgR89k","pdf",1200958,118,"English","# Section I: Introduction and Overview\n# Section II: Evaluation Methodology\n## Key Points\n## Changes in Schools and Districts\n## Impact on Student Outcomes\n# Section III: Implementation of the Early College Model\n## Key Points\n## Buy-In at the School Level\n## Perceived Impact\n## College Ready Academic Program\n## College Headstart\n## Wraparound Student Supports\n## School-Level Organizational Practices\n## Implementation at the School and District Levels","[{\"question\":\"What is the purpose of the Early College Expansion Partnership in this report?\",\"answer\":\"It examines how comprehensive high schools are transformed into early colleges through the Early College Expansion Partnership and assesses its impacts.\"},{\"question\":\"How does the report describe the evaluation approach?\",\"answer\":\"It includes a section on evaluation methodology and summarizes key findings through areas such as changes in schools and districts and student outcomes.\"},{\"question\":\"What components of the early college model are covered?\",\"answer\":\"The report addresses buy-in at the school level, perceived impacts, college-ready academic programming, college headstart, wraparound student supports, and school-level organizational practices, along with implementation at school and district levels.\"}]","Transforming Comprehensive High Schools into Early Colleges: The Impacts of the Early College Expansion Partnership | PDF",1792059126,297]