New York City Early College High Schools: Perceptions of College Presidents and High School Principals on Benefits and Institutional Values
Date of Award
Doctor of Education (EdD)
Claudia L. Edwards
The purpose of this study was to examine the perceptions of college presidents and high school principals regarding the Early College High School Initiative (ECHSI) in New York City. Examining the ECHSI through the lens of institutional collaboration provided insight into the current process. In-depth interviews were conducted with six college CUNY presidents and six principals of early college high schools to collect data. Findings from this study show that participants shared their perceptions of preparing students for success in higher education through the initiative, but they had mixed opinions on the degree to which the ECHSI offers institutional benefits in New York City. While the process for collaboration has improved over the years, findings show there continues to be room for improvement. Recommendations for future research include: (a) replicating this study throughout the State of New York, (b) examining the extent to which collaboration is working with the ECHSI from the perspective of college and university administrators, (c) examining the perceptions of private college and university administrators regarding the value and benefits of early college high school initiatives, and (d) understanding how the combination of numeracy and literacy skills, with a K-12 perspective, and exposure to STEM are required to prepare early college high school students with diverse skill levels for success in higher education. Recommendations for practitioners include encouraging higher education policy makers to identify how early college high school students can be counted or included as key indicators for colleges and universities. Finally, administrators are encouraged to integrate early college high school students into classes with college students.
Simons, Earl G., "New York City Early College High Schools: Perceptions of College Presidents and High School Principals on Benefits and Institutional Values" (2015). Education Doctoral. Paper 211.
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