Achieving the New Normal final

®
A Subsidiary of
ACHIEVING THE NEW NORMAL
A Discussion of Strategies to Realize the Goal of “College for All”
By Deborah Howard
COLLEGE
FOR ALL

Achieving the New Normal2
Table of Contents
Achieving the New Normal 3
The Case for the New Normal 4
Strategies to Achieve College for All 6
Not Early College High School 6
Honors Courses 7
Advanced Placement Program 7
International Baccalaureate Program 8
Dual Enrollment 11
Dual Enrollment and Career and Technical Education (CTE) 14
Early College High Schools 14
The EDWorks Early College High School 16
Considerations for Achieving the New Normal 18

A Discussion of Strategies to Realize the Goal of “College for All” 3
Momentum is building for what economists Claudia Goldin and Lawrence Katz
have named the “third great educational transformation”i
in the
United States–a “new normal” that makes completion of the first two years of
college as ubiquitous for today’s youth as a high school diploma was for their
great grandparents.
Goldin and Katz show how the United States led the rest of the world to the
concept of elementary and secondary education for all, which, in turn,
established the United States as a global economic powerhouse and
dramatically closed the inequality gap in our society. Our nation is once again
at a crossroads, they posit, and the U.S. once again has a chance to take the
lead by making a community-college credential the baseline for all students.
This emphasis on the “college-credential-for-all-new normal” is the focus of
this publication. The United States has been moving toward the notion of
college credentials for 60 years. This publication discusses the range of
strategies currently employed to integrate high school and college, with the
goal of building the momentum for more students to complete a college
credential in a shorter amount of time and at a lower cost to students and
their families.
In the spirit of transparency, this document ultimately makes the case for
EDWorks Early College High Schools as the most effective way to ensure low
income, first-generation college-going, minority and “those students in the
middle” achieve the goal of college completion for all. In making that case, this
publication provides both the background knowledge and the language
leaders might use to make the case for implementing “the-college-credential-
for-all-new normal” in their state, district or local community.
Achieving the New Normal
A Discussion of Strategies to Realize the Goal of “College for All”
By Deborah Howard

The attainment of a college credential for all is critical
because there is a disconnect between the percentage
of Americans with a college credential and the
educational requirements of our workforce.
The United States needs college graduates.
The Center on Education and the Workforce projects
that in only five years, “65 percent of all jobs will require
postsecondary education and training, up from 28
percent in 1973.”
ii
This presents a serious challenge for
a workforce in which only “43 percent of U.S. adults
between the ages of 24 and 65 have a postsecondary
degree–ranking us 5th in the world, behind the Russian
Federation (53.5 percent), Canada (52.6 percent, Japan
(46.6 percent) and Israel (46.4 percent).”
iii
Even more challenging is the knowledge that “Blacks
earned 14 percent and Hispanics earned 13 percent of
all associate degrees awarded in 2009–10. In 2009–10,
Black students earned 10 percent and Hispanics earned
9 percent of all bachelor’s degrees conferred.”
iv
Unless these trends are changed, there will be an even
greater strain on the U.S. economy when, in 2043, the
majority population in this country will be people of
color.
v
As the report, Job Growth and Education
Requirements through 2020 explains, “over time, it is
progressively difficult to increase the supply of
workers with postsecondary education. Students from
lower socioeconomic backgrounds, minority students,
adult learners, and nontraditional students often face
practical obstacles to getting an education and are
harder to train using conventional teaching techniques.
The result is an increasing labor shortage caused by
the slowing pace of postsecondary attainment and the
quickening pace of educational demand.”
vi
One of the comprehensive reports on college
completion was published in December 2013 by the
National Student Clearinghouse Research Center.
vii
According to this report, of first-time degree-seeking
students who enrolled in college in 2007:
■■ 56.1% of students overall completed a degree or
certificate within six years.
viii
■■ 66% of students who took college courses while in
high school (dual enrollment students) completed a
degree – 12 points higher than the rate for students
who did not have dual enrollment experience.
ix
■■ 15.3% were still enrolled at the end of six years.
x
■■ 28.6% were not enrolled at the end of the six-year
study.
xi
The Case for the New Normal

Again, it is critical to note the United States became a global power when it focused on ensuring all young people had
access to elementary and secondary education. It should concern us as a nation, that higher education attainment is
limited among so many of our students from underrepresented populations. The essential question for our current
and future success as a society remains, “how can we close the inequity gap, ensuring a “college-credential-for-all new
normal?”
Unless these trends are changed, there will be
an even greater strain on the U.S. economy
when, in 2043, the majority population in this
country will be people of color.
Age matters. Within six years degrees were completed by:
■■ 59.7% of students who entered college when they were 20 or younger.
xii
■■ 40.8% for those who entered college between 20 and 24 years of age.
xiii
■■ 43.5% of students who entered college over age 24.
xiv
Perhaps the most important information from this report, when we’re talk-
ing about increasing the rate of college completion, is that “completion rates
varied considerably depending on enrollment intensity:”
xv
■■ 77.7 % of students who attended college exclusively on a full-time basis
graduated with a degree.
xvi
■■ 22% of students who attended college exclusively on a part-time basis
graduated with a degree.
xvii
■■ Only 11% of students who enrolled in school strictly on a part-time basis
were still persisting in college six years after they first enrolled.
xviii
The “economic and social benefits of postsecondary education are not evenly
distributed across U.S. population groups, i.e., among children and youth from
lower-income vs. middle- and upper-income families and from
underrepresented minority groups.
xix
Students who graduated from high
school enrolled in college at the following rates:
■■ 52% of those from lower-income families.
xx
■■ 65% of those from middle income families.
xxi
■■ 82% of students from the highest income categories.
xxii
The National Clearinghouse study both increases the urgency to expand the
base of adults with college degrees–and points the way to strategies that will
help achieve that goal.

Strategies to Achieve College for All
Our nation’s high schools are currently pursuing several different strategies for achieving this national “college
completion” agenda: honors courses, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, and
Early College.
EDWorks created the “Early College Program Intensity Scale” shown below to help its communities more quickly grasp
the similarities and differences of the various college acceleration strategies at work across the country. Different
strategies work better for some student populations than others. Leaders seeking to expand the rate of college comple-
tion in their community may want to view the challenge through a rigorous, data-driven process that matches strate-
gies with local college attainment gaps. Each of the primary college acceleration strategies evident in U.S. high schools
today is outlined below.
Early College Program Intensity Scale
Moving from left to right and along the color spectrum from light to most intense
shading, the various forms of programs often labeled as early college increase in
the intensity of college experienced provided.
(IHE=Institution of Higher Education)
Range of Implementation
Honors
Honors courses
offered to students
who qualify
Advanced Place-
ment/ IB courses
allowing the
opportunity to test
for college credit
College credit
bearing courses
as part of the high
school schedule
College courses
offered during the
school year, includ-
ing summer on or
off campus site that
is designed for Early
College students
Full Model-
Developed col-
laboratively; fully
integrating students
in the college class-
room experience;
high touch college
Full Model-
Developed col-
laboratively; fully
integrating the col-
lege environment and
experience
High School
faculty
High School
faculty with Ad-
vanced Placement/
IB training
High School
faculty vetted by
standards of IHE
College faculty either
adjunct or traditional
College faculty on
the college campus,
the high school
campus or online
College faculty on
campus as part of the
college schedule
AP/IB Dual Enrollment
(Most Popular
Implementation)
Early College
in a Remote
Location
Early College
on a College
Campus
IHE Professor
Teaching Courses
Specifically for
Early College
Students
Not Early College High School
FACULTYDELIVERYSYSTEM

In many schools, honors courses refer to a college prepa-
ratory curriculum that engages students in a demanding
course of study. Honors courses generally move at a rapid
pace and require more rigorous demonstrations of con-
tent knowledge or skills than standard classes. Students
in honors courses learn how to study and how to manage
their time wisely. They learn practical research, note-tak-
ing skills, and writing skills. Honors courses are generally
designed locally at the district, or individual teacher level.
In many districts and schools, honors courses provide a
stepping stone between the regular curriculum and
nationally or internationally-designed programs like
Advanced Placement (AP) or International Baccalaureate
(IB). Such courses often receive weighted credit on a
student’s transcript, thus enhancing a student’s grade
point average.
A search of the literature does not yield data on the
impact of such honors courses on college completion;
However, a study by nationally recognized educational
leader Linda Darling-Hammond and others noted that at-
risk students derive great benefit from the type of study,
research, and writing skills required in honors courses.
xxiii
Similar findings appear in research about the effectiveness
of initiatives like AVID and GEAR UP.
xxiv
Honors courses are generally college-preparatory classes,
as opposed to college-level courses. In some cases, how-
ever, the term, “honors” program, may also refer to any
number of accelerated courses, such as AP and IB.
Advanced Placement Program
The College Board founded the Advanced Placement
(AP) program in 1955 to offer high-performing students
the opportunity to take college-level courses while still
in high school. AP’s influence expanded amidst calls for
more rigorous education after the Soviet Union launched
Sputnik, the world’s first satellite, in 1957. A study by the
Policy Evaluation and Research Center of the Educational
Testing Service concluded that 58 percent of public high
schools, serving 85 percent of all U.S. public high school
students, currently offer AP courses. Approximately
5 percent of students who attend those high schools
participate in AP courses.
xxv
There are more than 30 AP courses available in the arts,
English, history and social sciences, science, mathematics
and computer sciences, and world languages and culture.
AP courses are commonly offered for 11th and 12th
grade students, but can be offered in earlier grades for
well-prepared students. AP courses are taught on the high
school campus by high school teachers who participate
in training mandated by The College Board. AP courses
are taught using a College Board-approved curriculum.
Students have the opportunity to take exams each May
to display mastery of AP content. While not common, it
is possible for students who have not participated in the
AP curriculum to take the AP exam. Students earning a
score of three or higher (on a five-point scale) are eligible
to, although not assured to, receive college credit for that
class. Students, parents and community members often
point with pride to the number of AP courses offered in
their school, viewing AP as the “gold standard” of acceler-
ated high school courses. College admissions programs
have a tradition of giving added weight to student tran-
scripts including AP courses, viewing completion of the
rigorous AP curriculum as a sign of college readiness and
maturity.
Most higher education institutions that award credit for
AP test performance establish a list of approved courses
with the required passing score, the number of credit
hours awarded for that score and a description of how
that grade will be reflected on the student’s transcript
(i.e., “pass”).
Studies have shown mixed results about the power of AP as a
predictor of college success.
Honors Courses

The awarding of credit may differ from institution to in-
stitution and even from department to department within
a single institution. For example, one university awards
three credit hours in EC211 Principles of Macroeconom-
ics for a score of three on the AP Macroeconomics test.
Another university in another state awards three credit
hours in ECON 100 Principles of Macroeconomics for a
score of four or five on the same exam. One institution
awards credit for a score of three on the AP Environmen-
tal Science test, while another university does not award
credit at any score for the same test, and so on.
While the College Board, many states and private orga-
nizations, like the National Math and Science Initiative,
have worked to expand the reach of AP courses beyond
the top 3 percent to 5 percent of students in a school,
statistics show major differences in participation among
various subgroups. ETS reported, “overall, a median of 2.4
percent of public high school students earned a grade of 3
or better on at least one AP exam ... A grade of 3 or higher
ranges from a median of 4 percent of Asian American
students, to 2.8 percent of White students, to 0.6 percent
of Hispanic students. The median percentage for African
American students is zero.”
xxvi
There is a fee for each AP exam, and some schools may
add to that fee to cover the cost of administering the test.
In many high schools, AP courses have smaller enroll-
ments than standard classes, thus potentially increasing
the per-pupil cost of those courses.
Studies have shown mixed results about the power of AP
as a predictor of college success. For instance, a study
published in the Southern Education Journal found “no
conclusive evidence that for the average student, AP ex-
perience has a causal impact on early college success.”
xxviii
A College Board study of “AP and Non-AP High School
Experiences,” however, found that, “the ‘AP course and
exam’ group significantly outperformed the ‘standard
high school courses’ group on all college outcomes in all
years.”
xxix
International Baccalaureate Program
The International Baccalaureate (IB) program was founded
in Geneva, Switzerland, in 1968,
xxx
during a time when
European nations were focused on expanding access to
high quality education. IB is perhaps best known for its
first initiative, the Diploma Programme, which is offered
for students who are 16 to 19 years of age.
xxvii

According to IB, as of November 2014, the
Diploma Programme is being offered in 2,627
schools in 140 countries.
xxxi
According to IB docu-
ments, “the IB Diploma Programme (DP) was
established to provide a challenging and compre-
hensive education that would enable students to
understand and manage the complexities of our
world and provide them with skills and attitudes
for taking responsible action for the future. Such
an education was rooted in the belief that people
who are equipped to make a more just and
peaceful world need an education that crosses
disciplinary, cultural, national, and geographical
boundaries.”
xxxii
The Diploma Programme is an all-encompassing
curriculum “made up [of] six subject groups and
the DP core, comprising theory of knowledge
(TOK), creativity, action, service (CAS) and the
extended essay. Through the DP core, students
reflect on the nature of knowledge, complete
independent research and undertake a project
that often involves community service.”
xxxiii
The IB
Diploma Programme offers courses in language
and literature, language acquisition, individuals
and societies, sciences, mathematics and the
arts. Courses are offered in “higher level” and
“standard level,” which differ in the scope of
materials covered. Courses are taught by high
school teachers on the high school campus. Each
student takes three or four higher level courses
and the remainder at the standard level.
xxxiv
Students who successfully complete the IB
curriculum are awarded an IB diploma.
“The IB Diploma Programme (DP) was
established to provide a challenging and
comprehensive education that would enable
students to understand and manage the
complexities of our world.”

Schools offering IB must complete an authorization
process (generally a two-to-three-year effort) and pay a
fee upon completion of their application. Schools pay an
annual “candidate fee” once they are approved as an “IB
World School.”
xxxv
Professional development is offered for
teachers by International Baccalaureate. Similar to AP, IB
programs are generally offered to a subset of high-per-
forming students in a school.
The IB Diploma Programme offers end-of-course ex-
ams, which may result in college credit. Tests are scored
in a range of one to seven. IB Diplomas are offered to
students who cumulatively receive a minimum score of
24 points and complete all program requirements. The
maximum cumulative score across all six subject areas is
45. According to IB research, over time, “pass rates have
remained consistent at around 80 percent, and the aver-
age score on the IB diploma has been 30 points. Less than
1 percent of students receiving the IB diploma obtain a
score of 45 points. Grade distributions on the IB assess-
ments vary by subject. Students who complete standard
level or higher level subjects are deemed well prepared
for success in that subject in university. Only 7 percent re-
ceive the top grade of a seven, and more than 50 percent
of all grades fall between four and five.”
xxxvi
A review of the literature found limited third-party stud-
ies of the impact of IB participation on college comple-
tion in the United States. A multi-year research initiative
conducted by the University of Chicago Consortium on
Chicago School Research, the Chicago Postsecondary
Transition project, provides deep insight into the impact
of IB with a series of studies that compares average
results in Chicago Public high schools to those of students
in Chicago’s selective enrollment schools and the 12
schools offering IB Middle Years Programme in 9th and
10th grades and the IB Diploma Programme in grades 11
and 12. This report is important for schools considering
IB because it finds that Chicago IB students, by and large,
reflect the demographic and academic distribution of CPS
students overall, rather than the more common selective
nature of IB programs in the U.S.
A summary of findings notes, “The effects of IBDP [IB
Diploma Programme] are dramatic. Not only are IBDP stu-
dents more likely to attend a four-year college, as well as
a more selective four-year college, but they are also more
likely to persist for two years in a four-year college. These
effects exist even when we control for selection by com-
paring IBDP students to similarly high-achieving students
who did not enroll in IBDP.”
xxxvii
In speaking with IBDP
students, researchers noted that students felt the follow-
ing program elements prepared them well for the rigors
of college: analytical writing skills, advanced mathematics
skills and preparations, academic behaviors and mindsets,
organization and time management and help-seeking.
xxxviii
This same study flagged two areas for further study and
attention: program retention and results of CPS IBDP
students compared to their international peers. On pro-
gram retention, the report notes “While these results are
impressive for students who complete the program, our
analysis indicates that only about 62 percent of students
who entered the IB Cohort in the 9th grade remained
in the IBDP in 11th grade.”
xxxix
Further, the study finds
“Chicago IBDP students have a vastly different experi-
ence with their exams [than their peers worldwide].
Between 2003 and 2008, about 20 percent of diploma
candidates in CPS received a diploma, significantly lower
than the overall average of all IBDP students. Moreover,
the average individual test score received on an exam for
CPS IBDP students is 3.5, a full point less than the IBDP
average as a whole.”
xl
Again, as they do with AP, colleges and universities
establish their own policies for awarding credit for IB
exams. A review of several systems found a variance in
policies. For example, one university offers eight hours
of college credit in BY 123/BY 124 Introduction Biology
I & II, for a score of 5 on the IB biology test. Another
university offers 4 hours of college credit in BSCI 100/
BSCI101A: Biology Today for a score of 6 or 7 on the
same exam. One university offers 3 hours of credit in
ECON 100: Principles of Macroeconomics and three
hours of credit in ECON 101: Principles of Microeco-
nomics for a score of 6 or 7 on the IB higher economics
exam. Another university offers three hours of general
elective credit for the same test.
IB began offering a Career-related Programme in 2012
to provide greater connections to real world learn-
ing and apprenticeships for students in career-related
courses.

Dual Enrollment
Dual enrollment, as the name suggests, is simply a broad term used to refer to agreements between K-12 and higher
education systems that allow high school students to enroll in college classes before they receive their high school
diploma. There are several different approaches to dual enrollment.
Researchers worked with a panel of high school, postsecondary, and policy personnel working in the field of dual en-
rollment to craft the following definitions:
■■ Dual enrollment: Students are concurrently enrolled (and taking college-level classes) in high school and college
(sometimes referred to in state statute as “concurrent” or “joint enrollment”).
xli
■■ Dual credit: Students receive both high school and college credit for a college-level class successfully completed.
■■ Articulated credit: Articulated credit programs align secondary and postsecondary courses in order to allow
students who successfully complete selected high school courses to become eligible to apply for credit in the
corresponding college course in the future (also referred to as “credit-in-escrow”).
xlii
“Dual enrollment, as the name suggests, is simply a broad
term used to refer to agreements between K-12 and higher
education systems that allow high school students to enroll in
college classes before they receive their high school diploma.”

Both dual enrollment and dual credit courses generate a college transcript for participating students.
For the purposes of this paper, the term, “dual enrollment” is used to refer broadly to refer to “dual enrollment” and
“dual credit,” as described above.
There are some who speak of dual enrollment in the 1950’s, but dual enrollment really began to gain acceptance in the
1970s. Research studies on the impact of dual enrollment on college access and attainment all point to a rapid rise in
their implementation in recent years. Dual enrollment, as a practice, exists in all 50 states; however, “47 states and the
District of Columbia currently have statutes and/or regulations governing one or more common statewide dual enroll-
ment policies.”
xliii
This represents a 20 percent increase in states with dual enrollment policies over the past decade. A
2012 study reported 71 percent of U.S. high schools offer courses for dual credit.”
xliv
A 2014 study estimated that 82
percent of high schools had students enrolled in dual enrollment coursework.
xlv
The expansion of dual enrollment initia-
tives parallels the increased emphasis on rigorous college- and career-ready standards and the rising cost of postsec-
ondary education.
While a small number of policies allow students to begin taking dual enrollment courses as early as the 7th or 8th
grade, analyses of dual enrollment practice on the ground show it is most widely used by well-prepared students in
11th or 12th grade. Costs to students and parents for participation in dual enrollment courses vary. Students may be
asked to pay a portion of the tuition and fees for a college course while the district pays for books. In some instances,
students pay for books and fees while the full cost of tuition is paid directly to the higher education institution by the
K-12 system. In some districts and schools, students and parents pay college fees while the district pays a reduced
tuition rate. In still other arrangements, the higher education institution waives all tuition and fees for dual enrollment
courses. Some state policies dictate that high school students participating in dual enrollment courses must do so at no
cost to the student and his/her family.
Several common formats for offering dual enrollment participation emerged through a review of research and practice
in the field:
1. High school students attend classes on the college campus integrated into the broader college student
population.
2. High school teachers with master’s degrees in their fields of study are approved by the higher education
institution as adjunct professors. High school students take college courses taught by high school
teachers/adjunct college instructors on the high school campus, with college course syllabi.
3. High school students take online college courses, sometimes in a classroom with a proctor or sometimes on
their own, either during or outside of school hours.
4. High school students attend cohort classes on the college campus designed to serve high school students only.
5. Professors from the higher education institution teach college courses on the high school campus.
6. Professors from the higher education institution team teach with high school teachers on the high school
campus.
Each format for offering dual enrollment offers both advantages and disadvantages.
By taking college courses on the college campus as “just another member of a college class,” students gain full im-
mersion in the college-going culture and have an authentic college-going experience. They have access to all college
resources, such as tutors, writing labs, libraries, technology, etc. Students gain firsthand knowledge and experience
with the rigor of college-level courses. High school students interact with a broad range of ages in today’s college
classrooms. Many of these traditional students approach their classes with a seriousness and maturity that improves
the high school students’ learning and approach to the opportunity. Student surveys show that college professors
themselves can impact student performance because students believe college professors focus more on learning and

less on rules, giving them more responsibility for their own
learning.
xlvi
But this strategy is not without challenges. Students are
often on their own to get to and from classes and figure
out how to access resources on the college campus. High
school students are often reluctant to ask for help, so they
may not reach out for assistance if they are struggling. If
there is no formal agreement and regular communication
among the high school, college and student/parent, col-
leges do not share student grades with high schools. High
schools may not know if students are struggling. Students
often choose courses at random. Courses may or may not
be transferrable for credit within their degree pathway,
thus failing to reduce time to degree completion. Finally,
due to the rigid and complex nature of the high school
schedule and calendar, it is often difficult to take a mix of
high school and college courses.
An increasing number of high schools favor the option of having members of their own staff approved to offer col-
lege courses to their high school students on the high school campus. Students take college courses in the familiar
high school environment with teachers who understand the needs of high school students and will know if students
are struggling. Because they take place on the high school campus, courses can be adapted to meet the needs of the
high school schedule and the K-12 calendar. There is some evidence that offering courses on the high school campus
in a “0-period” before the regular school day starts has a negative impact on course attendance and completion; of-
fering the course after school impacts students’ ability to participate in other activities like sports or marching band.
While students have full access to high school resources using this strategy, they rarely have ready access to – or even
understand that they have access to – resources from the higher education institution. Because the course is offered in
the familiar high school setting, it is easy for students and parents to forget this is a college course that will become a
permanent part of their college transcript. Students may not approach the work with the seriousness they would apply
on a college campus. In addition, high school teachers accustomed to working with high school students may stretch
deadlines or unintentionally adjust rigor to meet student needs. A growing number of colleges question the rigor and
validity of such courses, based on their experiences with students who took courses on the high school campus and are
unprepared for college classes when they arrive on the college campus.
“Hybrid” strategies have mixed results. Students who take a college course on a college campus as a large cohort of
high school peers, either during the school year, or in a summer semester, often don’t have an authentic college experi-
ence, despite the location. College professors who teach high school students on the high school campus certainly
convey high college expectations and rigor, but the experience lacks the authenticity of being on a college campus.
In addition, college professors teaching on a college campus are in a difficult position – students do not have regular
access to supports on the college campus and the college professors are not familiar enough with high school teachers
and systems to connect students with supports on the high school campus, if needed. The strategy of teaming col-
lege professors and high school teachers on the high school campus solves that challenge but still doesn’t provide the
experience of immersion on the college campus. Sites who employ this strategy often struggle to maintain long-term fi-
nancial sustainability of this approach. Finally, students who take college courses online may interact electronically with
a wide range of students but often do not have access to the supports available on the college campus. Because they
are on their own or simply take classes in the high school building, without the assistance of a teacher, online students
tend to have difficulty accessing support from either system – K-12 or higher education.

There is a growing body of research that suggests when schools work through the challenges outlined above, dual
enrollment is a strong strategy for closing the gap between the current number of U.S. adults who have a college cre-
dential and the number the nation is projected to need in five years – particularly for students who are the first in their
families to attend college, for students who come from low-income families, and for minority students currently under-
represented in the ranks of college graduates.
Dual enrollment participation increases students’ acquiring a high school diploma, enrolling in college full-time, persist-
ing in college, accruing credits and attaining a bachelor’s degree.
xlvii
The most recent reports confirm that students who
complete college courses while in high school have a reduced time to degree for both bachelor’s and associate degrees
when compared to students who do not have college experience in high school.
xlviii
However, researchers note that a
single dual enrollment course (three hours or less) does not have an impact on college completion. College completion
is improved by the intensity of the dual enrollment experience. As one study said, “‘academic momentum’ has become
an important issue in helping students graduate and do so on time.”
xlix
Academic momentum is defined as credit
accumulation. The magic number of credits that represent sufficient academic momentum to spur a student to degree
completion ranges from 20 to 30 college credits.
l
Dual Enrollment and Career and Technical Education (CTE)
Many communities are now looking at restructuring Career and Technical Education courses to help fill workforce gaps.
Specifically, they are looking at gains to be made by creating dual enrollment initiatives with a career and technical
focus. A study from the Education Commission of the States summarizes the research,noting: graduation rates among
CTE dual enrollment students were higher than their peers who were not in dual enrollment classes, even after control-
ling for test scores; dually enrolled CTE students were more likely than their peers to enroll in a four-year institution;
and CTE dual enrollment course completers were more likely to enroll in college full-time.
li
This last item is important,
as a wide range of studies point to the importance of full-time enrollment to degree completion.
There are also financial savings to communities who integrate high school CTE with courses at the community college.
CTE courses often require expansive and expensive equipment. Integrating the education and skills training for CTE
means communities will not need to duplicate costs for establishing and upgrading these programs.
Early College High Schools
Early College High Schools (ECHS) are an intense, comprehensive dual enrollment approach to accelerating college ac-
cess and completion for students. Taking lessons learned from the research on accelerating college access, completion
and success, ECHS “encourage the development of academic resiliency, knowledge of strategies for college success,
and academic leadership skills.”
lii
The Bill & Melinda Gates Foundation launched the Early College High School Initiative in the early 2000s, with the
assistance of 13 nonprofit intermediary organizations, including EDWorks’ parent organization KnowledgeWorks, and
Jobs for the Future.
The focus of ECHS is to develop “college-going aspirations” in their students and a “college-going culture” in the school.
The initiative is based upon a “theory of change:” by changing the structure of the high school years, compressing the
number of years to a college degree, and removing financial and other barriers to college, early college high schools
have the potential to improve high school and college graduation rates and better prepare traditionally underserved

students for family-supporting careers.”
liv
There are some 280 ECHS established across the country, serving more than 80,000 students.
lv
ECHS offer:
■■ The opportunity for students to earn up to 60 hours of college credit during high school.
■■ College work that starts based on performance—as soon as students are able.
■■ Seamless transition of students from secondary to post-secondary status.
■■ A well-articulated course of study that integrates high school course-taking with the first two years of higher
education.
■■ Combined secondary and postsecondary funding streams.
■■ Location on or near a college campus.
■■ Teachers of high school-level courses who are highly qualified and effective with the targeted ECHS student
population.
■■ Developmental coursework to accelerate learning for under-prepared students.
■■ Academic and social-emotional supports that ensure student success.
■■ Deep, rich relationship between the high school and the higher education partner(s), characterized by a Memo-
randum of Understanding detailing roles and responsibilities, commitments, funding and supports.
Generally, ECHS are small schools. They may be located on or near a college campus, as a free-standing school or as a
school-within-a-school.
ECHS use a variety of models for providing college courses to high school students, including: 1) high school teach-
ers with adjunct status teach the courses at the high school; 2) college faculty teach high school students at the high
school; 3) college faculty teach a group of high school students on a college campus; and 4) high school students, either
individually or in small groups, attend traditional college courses.
The most recent third-party study of ECHS results, published in 2013 by the American Institutes for Research, con-
cludes, “ECHS students had a greater opportunity than their peers to enroll in and graduate from college. They also
appeared to be on a different academic trajectory, with ECHS students earning college degrees at higher rates than
comparison students. In addition, ECHS appeared to mitigate the traditional educational attainment gaps between
advantaged and disadvantaged students. ECHS students were benefitting from their ECHS experience beyond high
school.”
lvii
Further, 86 percent of ECHS students graduated from high school, compared to 81 percent of comparison
students; 81 percent of ECHS students enrolled in college immediately following high school, compared to 72 percent
of comparison students; and one year after high school, 21 percent of ECHS students completed a college degree,
versus 1 percent of the comparison population.
lviii
The EDWorks Early College High School
This paper has focused a great deal of attention to multiple strategies for attaining college-for-all. The space devoted to
other strategies in the “EDWorks Early College Program Intensity Scale” was deliberate. EDWorks is a learning organi-
zation that has studied the most powerful elements of initiatives on the “Intensity Scale” and the broader range of ef-
fective workforce development strategies and used that research to craft what it believes is the most powerful strategy
for moving the greatest number of students toward the new normal.

EDWorks Early College High Schools are a proven college access and success model that gives all students the oppor-
tunity to get the education they need. EDWorks, a subsidiary of KnowledgeWorks, has more than 10 years of experi-
ence designing, implementing and supporting innovative schools across the nation. Importantly, EDWorks’ track record
of success extends to urban and suburban schools, start-up and existing schools, struggling and successful schools.
EDWorks ECHS bring the promise of college completion to all students. Students at Early College High Schools typi-
cally begin earning college credit the first day of their freshman year of high school, with no added cost to the student.
Each student has a personalized learning plan, as well as a system of supports in place to help him or her succeed.
Because of the research commissioned by KnowledgeWorks and an analysis of results at its 35 ECHS,
EDWorks designs its ECHS to ensure students earn a minimum of 24 hours of college credit during their four-year high
school career. “[W]hen a student successfully accumulates 25 to 30 college credits, the likelihood of completing an AA
or BA degree grows to over 50 percent … Even if every student does not earn an AA degree upon graduation, they are
more likely to earn an AA or a BA degree more efficiently because of the number of college credits earned.”lix
EDWorks ECHS focus on integrating students into college classes on a college campus, ensuring that coursework main-
tains the necessary rigor to provide students with an authentic college-going experience. This experience demystifies
the college-going experience for first-generation college goers and eases the transition to a four-year college after they
graduate from their EDWorks school.
Early College High School vs. Dual Enrollment
Cost of Credit
to Students
Number of Credits
School/Program
Structure
Target Poulation
Student Support
College Connection
Local Workforce
Connection
Free
25-60 hours of transferable credits
Autonomous small school with all students
taking college courses when ready,
academic and social supports from high
school and college faculty; classes are
sequenced between high school/college;
students engaged in a formal system of tutoring and
advising to achieve high standards and expectaions
Low income; first generation;
underrepresented in higher education
Supports integrated into academic program;
college support services available;
scaffolding is necessary; students are a part
of a learning community
High school or near college campus; partnership
codified in MOU - high school and college have
joint responsibility for students; college liaison
works between high school and college
Stackable certificate and degree pathways aligned
with local workforce needs fully integrated into the
unique four-year pathway for each Eearly Collge
Variable: regular per credit cost,
discounted, or free
CTE offered in some programs
Credits vary
Students arrange classes as
available no designated course
sequences; classes are taught as
high school teachers are avail-
able to teach; high school faculty
are vetted by college to teach
college-level courses
Any student meeting eligibility
requirements; usually only in
11th and 12th grades
Supports not in high school; students
may access college support services;
students are isolated learners
College does not have responsibility
for work with high school students;
high school has no access to
students’ college work
EDWorks Early College Dual Enrollment

EDWorks strongly believes in the need to create a culture of higher expectations–an environment where school lead-
ers have high expectations for students and students have high expectations for themselves. The EDWorks ECHS
approach seeks to accelerate students’ success in college by:
■■ Using the “power of the place” (full integration with a two- or four-year institution) to motivate students to model
successful college behavior and grasp higher expectations.
■■ Creating a seamless transition between high school and college.
■■ Motivating students to pursue higher education beyond high school by removing the mystery of higher educa-
tion.
■■ Guiding and supporting students throughout their integrated high school and college experiences.
■■ Creating innovative strategies to better serve the intellectual and developmental needs of underrepresented
young people.
■■ Providing a scaffolded system including “stackable certificates”– industry credentials, an associate degree and/or
the first two years of a bachelor’s degree.
■■ Working with local economic development leaders to align a four-year learning plan for students focused on
ensuring students find well-paying jobs in the community when they receive that credential.
Strong private-public partnerships that span pre-kindergarten through higher education are the bedrock of EDWorks
ECHS. These partnerships are able to support EDWorks ECHS in a number of specific ways:
■■ Satisfying high school course requirements through dual credit or mastery.
■■ Completing the college core and elective courses to earn 60 hours of college credit (or an associate degree).
■■ College and career exploration.
■■ Internships and externships.
■■ Hands on, real world learning.
■■ Service learning and community involvement.
■■ Personal responsibility and growth.
EDWorks ECHS have strong results for students. The overwhelming majority of the students in our EDWorks ECHS
would be considered “turnaround school” students–a full 87 percent of students in our schools come from low income
families, versus 58 percent of students in other ECHS across the nation. Even with backgrounds that are known to
create roadblocks to education attainment:

■■ 97% graduate from high school, compared to 78% of students in the districts where the ECHS are located.
■■ More than 90% score proficient or above in mathematics and reading on their first attempt to pass the high stakes
Ohio Graduation Test. This is nearly 10 points above the state average, more than 25 points above their corre-
sponding districts in mathematics, more than five points above the state average and some 20 points above their
district averages in reading.
■■ 79% earn at least one year of college credit while in high school.
■■ Students earn an average of 40 hours of college credit before graduating from high school.
■■ One in three earns an associate degree or two years of college credit while in high school.
■■ 95% continue in higher education.
■■ 87% persist to a four-year degree.
■■ When the early college is partnered with a four-year institution of higher education, nearly 70% of students pur-
sue their four-year degree at that
institutions of higher education.
EDWorks ECHS are unique from other Early College designs in their:
■■ Intense focus on 24-25 hours of college credit minimum.
■■ Deliberate integration of stackable certificate and career and degree pathways that reflect local economic devel-
opment foci in the design of the four-year learning plan.
■■ Collaboration with a wide range of district, higher education and community resources to provide necessary
wrap-around supports for students to be successful in high school, higher education and citizenship.

Considerations for Achieving the New Normal
Education is inextricably intertwined with business, economics, politics, and, ultimately, our way of life. For the past
60 years, the ongoing “conversation” between educators, business leaders, scientists, technology pioneers, political
leaders, and society at large has fueled educational policy and practice, leading to today’s focus on attaining the “new
normal.”
Movement toward “college for all” dates back to the 1940s and 1950s with the post-World War II legislation known
popularly as the “GI Bill.”
lx
A new urgency for acceleration gripped the nation two years later when, in 1957, the Soviets
sent Sputnik into orbit.
lxi
The United States’ movement toward a “third great educational transformation” resurged dur-
ing the presidency of Ronald Reagan with the National Commission on Excellence’s publication of A Nation at Risk.
lxii
The call for educational transformation in the US picked up steam in 2005 when the governors and industry ramped up
the call to expand Science, Technology, Engineering, and Mathematics (STEM) education and professions. The Ameri-
can Recovery and Reinvestment Act cited a wide range of data in 2009 making the case for education as the key to
U.S prosperity and leadership.
lxiii
In his 2014 State of the Union Address, President Obama called for innovation in high
school education. In January 2015, drawing on a program designed and launched by the State of Tennessee, President
Obama announced a plan to realize the “new normal.” Called “America’s College Promise,” the program seeks to “make
two years of community college free to responsible students who are willing to work for it.”
lxiv
Data has long confirmed the premium that a college credential brings to lifetime earnings. The value of the credential
increases with the data showing that people with a college degree are more likely to be employed and remain
employed.
Average
7.6%
Average
$797
2.5% $ 1,551
$ 1,665
$ 1,263
$ 1,053
$ 768
$ 719
$ 638
$ 451
2.4%
3.6%
4.9%
6.8%
8.7%
9.4%
14.1%
Figure 4: Education Pays
Source: Bureau of Labor Statistics (2012)
Ph.D.
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate Degree
Some College, No Degree
High School Diploma
Less than
High School Diploma
2011
Median Weekly Earnings
2011
Unemployment Rate

When the National Clearinghouse data are coupled with jobs and earning reports, “No longer can we consider the
problems and needs of low-income students simply a matter of fairness … Their success or failure in the public schools
will determine the entire body of human capital and educational potential that the nation will possess in the future.
Without improving the educational support that the nation provides its low-income students – students with the larg-
est needs and usually with the least support – the trends of the last decade will be a prologue for a nation not at risk,
but a nation in decline.
lxv
Goldin and Katz help us remember our profound impact on global educational practices through a succinct history
of education in the country. “In the nineteenth century the United States pioneered free and accessible elementary
education for most of its citizens. In the early-to-mid twentieth century it extended its lead with the high school move-
ment, when other nations had just discovered mass elementary education. In the immediate post-World War II era,
higher education became a middle-class entitlement in America. A further capstone to the U.S. lead in education in the
immediate postwar years was that its universities became the finest in the world. By the 1950s, the United States had
achieved preeminence in education at all levels and its triumphant lead would remain undisturbed for several decades.
lxvi
The twentieth century was the century when education became the dominant factor determining the wealth of na-
tions and it was the century when America was first to discover that notion. It was the century when America began to
lead the world economically and it was the century during which America remained at the top.”
lxvii
America needs college graduates today, just as we once needed a population with elementary and secondary prepara-
tion. Importantly, we need all students – including those traditionally underrepresented in higher education – to attain
postsecondary credentials.
Choosing the Right College Completion Strategy
EDWorks urges you to begin conversations today about how your community will achieve the new normal. Consider
using the information in this publication to choose the strategy or strategies that will have the greatest impact for your
students and community.
1. How many adults in your community currently have a college degree?
2. How many of your high school students complete college? In what timeframe? What are their demographics?
3. Does your community have college completion gaps?
4. How deeply to K-12 and higher ed work together?
5. Which programs are already working for your students? How do you know?
6. Should you expand existing programs or launch new ones? Why?
7. What are the workforce needs of your community?
8. What strategy or strategies will you choose and why?
The evidence is compelling and growing. Dual enrollment holds great promise for closing the gap between adults with
college credentials and the economy’s demands for a highly skilled workforce. Dual credit, combined with CTE may be
even more effective. Early College High Schools, with their intensive approach to dual enrollment and student sup-
ports, provide a proven approach to increase the college completion rate for students underrepresented in higher
education. EDWorks Early College offers students and communities yet another tool – a scalable strategy to close the
college attainment gap, plus a scalable model for increasing the local skilled workforce.
“The virtues of education once served us well. America educated its masses, grew economically, and reduced
inequality.”
lxviii
If we set the conditions, history will repeat itself. Achieving the college-credential-for-all new normal will
launch the next era of American global leadership in a connected world economy.

EDWorks, a subsidiary of KnowledgeWorks, offers innovative school designs that have been field tested at high schools
in more than 50 districts across eight states. By working closely with schools and communities, EDWorks empowers
first-generation college-goers and traditionally underserved students to graduate from high school better prepared
for college. Their innovative designs have raised performance expectations for 50,000 students, while more than
3,000 teachers have sharpened their skills through their professional development models. EDWorks is a partner with
schools, customizing programs through their EDWorks Early College model and they have successfully enacted high
school improvement at the state, district, and school levels.
As Chief Innovation Officer of EDWorks, a subsidiary of KnowledgeWorks, Deborah
Howard leads research and development work, concentrating on product design
and innovation, evaluation and quality control. She blends her unique knowledge
and experience in the field of education, non-profit and corporate sectors to help
transform public education. Deborah was a primary architect of KnowledgeWorks’
Ohio High School Transformation Initiative and the Ohio Early College Network.
Before joining KnowledgeWorks Foundation, she was Executive Director of the
Cleveland Education Fund (CEF), a technical assistance and grant-making body,
which focused its efforts in school library development; K-16 networking of math-
ematics and science educators and corporate partners; and teacher professional
development in literacy, mathematics, science and technology. Deborah has served
on the Superintendent’s Cabinet in North East Independent School District, San
Antonio, Texas. Her early career included work in higher education, economic development, chamber of commerce
management, advertising and communications.
About EDWorks
About the Author
One West Fourth Street
Cincinnati, OH 45202
www.knowledgeworks.org
®
A subsidiary of

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lxiii http://www.benefits.va.gov/gibill/history.asp and http://www.recovery.gov/arra/About/Pages/The_Act.aspx
lxiv http://www.whitehouse.gov/the-press-office/2015/01/09/remarks-president-americas-college-promise
lxv (2012, December) The Economics of Higher Education, Department of the Treasury with the Department of Education.
lxvi Suitts, S., A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools, (2015, January), Southern Education
Foundation, p. 4
lxvii Goldin,C., & Katz, L. (2008). The Race Between Education and Technology. The Belknap Press of Harvard University Press, p. 324.
lxviii Ibid, p. 34.

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