Early College High Schools: History, Policy, and Culture

Early College High Schools have a long-standing history as schools that combat structural inequity and help traditionally disadvantaged students receive higher education. Early College High School policy requires these institutions to target at-risk and economically disadvantaged students. These schools require consistent evaluation to encourage the most up-to-date educational practices to help students. In about a decade, Early College High Schools have been able to improve student academic outcomes and increase rates of college-going students in their districts. Despite the positive changes that these structural blueprint items have caused, Early College High Schools could better empower Latinx students to use their cultural strengths. Using the theoretical frameworks of Critical Theory and Feminism, I critically analyze the history and creation of Early College High Schools. I examine sources ranging from empirical research, government policy and reports, and critical writings. I hope to add to the body of knowledge on the experiences of Latinx students within Early College High Schools for the benefit of both education scholars and ECHS students. I hope to advocate for more culturally sustaining curricula within these schools. By allowing students to learn about structural inequities that affect them and teaching students how to use their cultural strengths to their advantage, ECHSs can not only improve individual student outcomes - they can create students that are change-making forces, themselves.