Recognising the importance of postsecondary education for career success, state governments in the United States are actively focusing on college and career readiness as a major goal for upper secondary education. While strides have been made, there is an opportunity to further expand access to comprehensive high school education for all, particularly for low-income students and those from ethnic minority backgrounds. Ensuring equitable preparation in high school can empower graduates with a wider range of options for pursuing postsecondary education, ultimately narrowing existing enrolment and completion gaps.
Early College Credit Programme – United States
Abstract
The Early College Credit Programme (ECCP) in the United States is an educational initiative that allows academically inclined high school students to enrol in college courses and earn both high school and college credit simultaneously. Since 2002, more than 280 ECCPs have opened nationwide, serving more than 80 000 students in 31 states and the District of Columbia. This programme is designed to provide motivated high school students with the opportunity to experience college‑level coursework and challenge themselves academically while still in school. ECCP is committed to serving students underrepresented in higher education. Eligibility criteria may encompass factors such as grade point average, standardised test scores, and teachers’ and counsellors’ recommendations. Once deemed eligible, students can immerse themselves in a diverse array of first-year college courses, which often span disciplines ranging from mathematics and science to humanities and arts. While enrolled in ECCP courses, students continue to attend their regular high school classes (and participate in extracurricular activities). The transferability of the college credits varies depending on the institution the student plans to attend after high school.
While participating in the ECCP, students receive guidance and support from both their high school counsellors and college instructors. High school counsellors help students navigate the programme, select courses, and ensure they are meeting graduation requirements. College instructors provide academic guidance and mentorship as student engage with college‑level material.
A recent study conducted in 2021 by the American Institute of Research assesses the long-term impacts of ECCP on students’ postsecondary outcomes. Using an experimental approach, the study finds that students who randomly participated in ECCP admission were significantly more likely to enrol in college, enrol in 2‑year college programmes, complete a college degree, complete associate degree or certificates, and complete bachelor’s degree within 6 years after expected high school graduation than their peers that did not participated in the programme. Moreover, it found that ECCP students completed postsecondary degrees earlier and faster than their peers who were not admitted to the ECCP. Consistent with ECCP’s focus on college exposure during high school, the ECCP impacts on college enrolment and the completion of associate degrees while finishing high school. In a study conducted in 2014 that assess heterogeneous effects of the programme finds that the impact of ECCP did not differ significantly based on gender, race/ethnicity, family income, first-generation college‑going status, or pre‑high school achievement, However, the impact on earning a college degree was stronger for female, minority, and lower income students than their counterparts.
Further reading
[1] American Institute of Research (2020), “The lasting benefits of early college high schools”, Policy Brief, https://www.air.org/sites/default/files/downloads/report/Lasting-Benefits-Early-College-High-Schools-Brief-Feb-2020.pdf.
[2] Berger, A. et al. (2014), “Early college, continued success: Early college high school initiative impact study”, https://www.air.org/sites/default/files/downloads/report/AIR%20ECHSI%20Impact%20Study%20Report-%20NSC%20Update%2001-14-14.pdf.
[3] Song, M. et al. (2021), “Early College, Continued Success: Longer-Term Impact of Early College High Schools”, Journal of Research on Educational Effectiveness, Vol. 14/1, pp. 116-142, https://doi.org/10.1080/19345747.2020.1862374.
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