This brief was developed using Microsoft Copilot and edited by Charlotte Sutcliffe, Duke undergraduate research assistant; for full text and references see
Edmunds, J. A., Unlu, F., Phillips, B., Glennie, E. J., & Mulhern, C. (2024). The impact of early colleges on postsecondary performance and completion. Retrieved from https://doi-org.proxy.lib.duke.edu/10.1177/23328584241290772
Background:
Early colleges are innovative high school models that allow students to simultaneously earn a high school diploma and up to two years of college credit or an associate degree. These schools, often located on college campuses, are designed to support students - particularly those from underrepresented or economically disadvantaged backgrounds - by integrating rigorous academics, college readiness, and personalized support. This study builds on a 17-year trial in North Carolina, expanding previous research by analyzing long-term postsecondary outcomes for 4,073 students who applied to 19 early colleges between 2005 and 2011.
Findings:
The study found that early college students were 23% more likely to earn postsecondary credentials, especially associate degrees, than control students. Importantly, this did not come at the expense of bachelor’s degree attainment, which also had significant positive impacts, particularly among first-generation and economically disadvantaged students. Early college students earned their bachelor’s degrees approximately half a year faster than their peers.
In terms of academic performance, early college students took more advanced courses in 4-year institutions and earned a higher proportion of upper-level credits. However, there were no significant differences in GPA by the time of degree completion, suggesting that early college students were equally prepared academically. The model did not significantly affect double-majoring or major-switching behavior, although early college students declared majors slightly earlier and switched less often.
Takeaways:
Early colleges effectively increase postsecondary credential attainment, particularly associate degrees, without compromising academic rigor or preparation. The model accelerates time to degree and enhances access to advanced coursework, especially benefiting students from historically underserved backgrounds. Concerns that early colleges might negatively affect students by compressing their educational experience are not supported by the data. These findings suggest that expanding early college models or incorporating their principles into traditional high schools could be a powerful strategy to improve college access, performance, and completion for a broad range of students.