Early college high school leadership: a closer look

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Diane Sheppard Hill (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Ulrich Reitzug

Abstract: The Early College High School Initiative (ECHSI) was a bold experiment with the goal of providing greater access to higher education for traditionally underrepresented groups of students. Since 2002, the early college high school (ECHS) concept has resulted in the creation or restructuring of more than 280 schools nationwide. Students who attend ECHS have the opportunity to earn a diploma and a college degree during the four or five years that they attend high school. The schools are typically located on the campus of a college or university. North Carolina’s first ECHS programs opened in 2004. Today, there are 83 ECHS programs in North Carolina, more than any other state. Early college high schools are among the state’s top performing schools, with above average graduation rates and high levels of student success in high school and college courses. While there is a growing body of research related to the Early College High School Initiative, much of the existing literature pertains to the school design and implementation process, the evaluation and success of Early College High School programs, the perceptions of students and teachers, and the unique culture of these schools. Few studies have focused on the leadership of the Early College High School. The purpose of this study was to examine the leadership practices of early college high school principals. Five principals from five different Early College High Schools were included in this multi-site case study. In addition, each principal selected one of his/her colleagues who was also included in the study. The goal of my research was to understand how the early college high school principal balances the various demands of the position while serving as the only administrator in his/her school. In addition, I sought to identify the practices, strategies and behaviors the principals used which they and/or their colleagues believed to positively impact the graduation rate and/or student achievement at the school. The results of this study found that Early College High School principals were student-centered leaders who demonstrated several characteristics of servant leadership. They worked collaboratively with teachers and others to monitor and support students. These principals had high expectations, focused on building relationships, empowered teachers to take on leadership roles, and communicated a clear vision for their schools.

Additional Information

Language: English
Date: 2017
Early college, High school, Leadership, Principal
High school principals $z United States
Educational leadership $z United States
Articulation (Education) $z United States
Education, Secondary $z United States
Education, Higher $z United States

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