The Early College High School (ECHS) provides high school students with the opportunity to earn college credit while they are still in high school. The school in the study, the Metro East Web Academy, is one such school and currently has an ECHS population of 119 students. After close examination of the five aspects of the theoretical framework, the one area in need of closer scrutiny was the area of supports. Through this study, three main supports were examined: tutoring through Mt. Hood Community College, an advisory class that is not a required aspect of the ECHS program, and college information sessions. A survey was delivered to the 119 current students in the early college program and to 49 current graduates of the program. Various demographic groups did utilize supports to greater and lesser degrees: first year students did not access the tutoring center at the same rates as second or third year students; no students in any demographic groups chose the advisory or AVID and TRIO as the most helpful college support, and second language speakers did indicate that time management was a greater challenge to college success than did their non second language speaking peers.
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/23770 |
| Date | 06 September 2018 |
| Creators | Struyk-Bonn, Christina |
| Contributors | Biancarosa, Gina |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | All Rights Reserved. |
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