At My School, Early College Is for All Students. It Should Be at Your School, Too

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One of the ninth graders at my school, Veritas Prep Charter School in Springfield, Massachusetts, was struggling. She was constantly starting fights in the hallway and wasn’t attending class regularly. She had all the indicators of a potential high school dropout. How we responded to her needs is not likely what you might expect.

She was guided to enroll in early college classes. 

Early college or dual enrollment courses are growing in popularity. According to the Community College Research Center, the number of students taking early college classes nearly doubled between 2011 and 2021. And for students in my home state, enrolling in these courses doubles the odds that they will start college immediately after graduating from high school and then persist for a second year.  

However, this opportunity is not unfolding equally. A recent report showed that in Massachusetts, 64% of students taking dual enrollment classes are white, while just 10% are Black and 14% are Hispanic. Eighty percent are from high- or middle-income neighborhoods, while just 20% are from high-poverty areas.

How can schools close those gaps and allow more students to benefit? By embracing the idea that with the right support, everyone can succeed in them.

There are many essential elements to setting up a successful early college program.

First, make all students sign up. When these programs are limited to just some students, it creates a deficit mindset that others aren’t college material. In the early college program started in 2022 at my high school, all students are required to try at least one college class, some as early as ninth grade. This sends the message that all students can reach their full potential in a college environment. 

Second, have committed higher education partners whose professors are open to teaching high school students. At my school, all early college classes are headed by professors. Some come to Veritas to teach their courses, while for other classes, students travel to local colleges.

Third, make sure the classes will earn students college credit. These courses must have the necessary rigor so students will earn credits that will travel with them no matter when or where they choose to use them. Right now, 41% of juniors at my school are on track to graduate in 2026 with both a high school diploma and an associate degree, which will give them an invaluable head start academically. And 80% of them have earned credits that will be accepted at any community college, state college or state university in the Commonwealth of Massachusetts. This will save them both time and money. 

Fourth, provide extra support. Besides the professor, there should be an additional teacher in the class who understands the material and can show the students how to manage their time and ask for help when they need it. This extra guidance should happen both during the class and in companion classes held on off days, when the professor isn’t present. Such companion courses help students learn essential study skills and raise their awareness of the support that will be available to them when they reach college. Since first-generation college students are often reluctant to take the initiative to engage with faculty members, working with these extra teachers can increase their comfort level, setting them up for success. 

Beyond awarding credits, early college classes change the way students view themselves. Most of our early college courses have a 100% pass rate, and the students say their confidence has increased because they know they can handle challenging material. They also report having increased awareness of the value of a college degree, opening up the possibilities to pursue new fields of study and careers.

Students have said early college classes have made them less scared about the prospect of going to college. They are comfortable calling their teacher “professor” and they know what a syllabus is. The classes have helped them build habits of success like time management and self-advocacy. Upperclassmen taking courses at the community college now know how to navigate a campus and are better able to picture themselves attending college full time. They have access to college-level labs and equipment that are more sophisticated than a typical high school can afford; have experienced the benefits of visiting a professor during office hours; and are versed in how to leverage administrative resources if they need extra accommodations.

They also learn from their mistakes. For example, a few students were surprised by how much a final paper impacted their grade in their Principles of Marketing course. They revised their work and won’t make that error again.

The students’ success validated the high expectations set for them and proved that the support offered paid off, giving each one a strong educational pathway, wherever it may lead.   The five most powerful words any student can utter are, “I am a college student.” That ninth grader is now in 11^th grade. Since starting her first Early College class 18 months ago, she has not started one fight, has near-perfect attendance and has passed all her high school and early college classes. Helping her and other students ​​reach her potential will set them up for a brighter future.

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