Transitory Voices: The Journey From Urban High Schools to an Early College Academy Program

Abstract

A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the meritocracy of the ECA program leaving many of their peers behind. Several expressed concerns about chaotic high school environments and neoliberal practices of didactic teaching in both settings. The challenge is to provide access to college for more students and transform neoliberal practices at all levels of schooling.

Keywords

race identity early college programs high school post-secondary education public higher education college access urban education low expectations neoliberalism

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