College Readiness in the Early College High School Model

As local, state, and federal educational leaders concentrate on enhancing academic and college preparedness, Early College High Schools (ECHS) are recognized as an innovative educational model. The purpose of this intensive research study at a central Texas community college district was to examine the college readiness of ECHS students from the perspective of the college's teaching faculty. While there is ample outcome-based research on the college readiness of ECHS students, there is limited research on college faculty dual credit teaching experiences. Grounded in the CCCRM, this qualitative content analysis (QCA) study employed semi-structured focus groups and individual interviews to examine faculty perceptions of the essential academic skills and behaviors required for ECHS students to succeed in college-level courses. The analysis revealed that faculty regard ECHS students as enthusiastic and collaborative, but have academic and skill deficits in time management, reading, writing, research, and academic and behavioral maturity that influence success in college courses. The findings of this study are supported by current literature regarding college readiness and may provide insights that could influence educational strategies and policy decisions aimed at improving college readiness initiatives.