Due to the Early College High School (ECHS) and P Tech Blueprints, these schools have five (5) benchmarks that they follow. These benchmarks include School Design, Partnerships, Target Population, Academic Infrastructure, and Student Support. The 6th benchmark describes work-based learning. The P Tech Blueprint added the blueprints that also have three measures they must adhere to for retention of their yearly designation. Those measures are Access, Achievement, and Attainment. Access has target numbers for at-risk and economically disadvantaged students; each school must have. In Achievement, each school must reach 50% of the required tasks. In Attainment, each school must also reach 50% of the targeted numbers. The purpose of this qualitative case study was to evaluate, understand, and determine educators' perspectives on how to best prepare and improve the success rate of the Texas Success Initiative Assessment (TSIA) and assist students in completing their respective pathways for an associate’s degree and high school diploma. It was also to answer the following Research Questions of this study: 1. How does Progress Monitoring ensure a successful Early College High School /PTech dual credit program? 2. How do faculty members perceive the Early College High School process for a successful program? 3. What comparisons are there between attaining an AS/AA and a High School diploma? 4. How do faculty members view the preparation for passing the Texas Success Initiative Assessment test? The 6-18 participant educators involved in this study all possessed the passion and knowledge for education, especially Early College High School and P Tech. They voluntarily shared their perceptions of the start-up of the Early College High School, including both positive and negative behaviors that impacted the success rate, college readiness, progress monitoring, TSIA preparation, and peer intervention. The results found in this case study shared the most effective ways to start up an ECHS, P Tech, and/or similar schools for school districts. Results provided principals, teachers, and other educators with valid and reliable insight into making and keeping those schools successful with research-based data. It also provided parents and community stakeholders with valuable information about schools in their neighborhoods.
| Date of Award | Jan 1 2025 |
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| Original language | English |
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| Supervisor | Karen Kill (Supervisor), Noel Gray (Advisor) & Kimberly Durham (Advisor) |
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