The Woodrow Wilson
Early College High School Initiative
Early College Model | Planning Tools | Practice Briefs | Reports | Data & Dialogue | Middle School Toolkit
Shared Characteristics
WW Early College partnerships:
Follow the ECHSI core principles
- Early college schools are committed to serving students underrepresented in higher education.
- Early college schools are created and sustained by a local education agency, a higher education institution, and the community, all of whom are jointly accountable for student success.
- Early college schools and their postsecondary partners jointly develop an integrated academic plan so all students will earn one to two years of transferable college credit leading to college completion.
- Early college schools engage all students in a comprehensive support system that develops academic and social skills as well as the behaviors and conditions necessary for postsecondary completion.
- Early college schools and their postsecondary and community partners work together with intermediaries to advocate for supportive policies and conditions for the early college high school movement.
Engage college faculty in the life of the school
- Central to the WW EC model is the role of college faculty in school activities, especially in curriculum and instruction, assessment and program evaluation, and student support.
- College and high school faculty develop deep collaborations around teaching, curriculum development and program evaluation to build a college going culture.
Build a college-wide commitment to the goals and activities of the EC partnership.
- College takes the lead in school development process
- Consent and support of the president and provost, and other key members of the campus community based on the individual college’s governance structure, facilitate faculty engagement, the allocation of needed resources, and sustained commitment.
Promote rigor, relevance, and relationships in the service of developing college readiness holistically.
- Curriculum sequencing is explicitly connected to destination college courses.
- Core curriculum in 9th and 10th grade lays foundation for college courses in 11th and 12th grade.
- Student support is closely connected to assessment of student academic, emotional and social development.
- Readiness for college means that educators must attend to the academic, social, cultural, familial, emotional, and financial needs of students in order to build their competency, self-efficacy, and desire to earn a Bachelor’s degree.
- Ratios of adults to students maintain intimacy and push for higher expectations.
Adopt strategies, instructional practices, support systems, and curriculum designs that are based on research and refined through school data analysis.
Top | Early College Model | Resources | Early College | School Initiatives | Home