The Woodrow Wilson
Early College High School Initiative

Design Principles

Centrality of College Going Culture

Building student efficacy is core to being ready for college
High expectations are balanced with adequate and sufficient support
Support is shared across all staff
Continuous and ongoing scaffolding of the college experience introduces students to college expectations and the culture of college life, builds their self-efficacy and resilience, and creates a smoother transition to college
Support for the college admissions and financial aid process is personalized
Students’ sense of belonging to the partner college campus community is essential to building a college going culture, whether the school is located on or off the college campus

Teaching and Curriculum

Habits of mind integrate cognitive, emotional and social development. Early College rigor is progressive where teachers challenge students with increasing levels of independence and responsibility for their work
College readiness standards and assessments guide curriculum development and instructional practice
An effective academic program balances challenge with support, emphasizes student teamwork and collaborative learning, and engages students in project-based instruction and performance-based assessment
Overall academic program design, course design, and classroom teaching is flexible and adaptive
College and high school faculty work together to create a synergy of research, theory, and practice in the classroom
All students participate in a rigorous college prep and college curriculum

Governance

Governance of the school is a responsibility shared by the school, district/CMO, and college
CMO/District is ultimately responsible and liable for all aspects of the school, but college assumes some ownership: “our school, our students”
Earning the respect of both the college community and the school/district/CMO is essential for a university director (senior administrator or senior faculty member) who has decision-making authority
Shared governance bodies for curriculum, evaluation and student placement are created to address and integrate district/CMO, state, and college standards and policies
Full campus engagement is enhanced when college administrative bodies, including faculty senate, are involved in Early College course approval and monitoring
Significant engagement of college faculty is cultivated and remunerated through release time, stipends, tenure credit, and other relevant policies
College commits considerable financial support, especially for university director and ECHS liaison at school site
College is actively engaged in developing sustainable funding for ECHS