an innovative approach with proven results
For over 50 years, Middle and Early Colleges have worked to make a college-going attitude the norm for our nation’s most underserved students. MCNC brings together practitioners from all over the country to learn from each other and build on best-practices.
Practitioner-Led
MCNC's work is based first and foremost on the input and expertise of educators in the field.
Ever-Evolving
MCNC uses data on our students and their college course-taking to formulate and continuously improve the supports offered in our schools.
Expanding Access
MCNC strives to broaden the future opportunities of more students by expanding access to college classes through robust Early Colleges, Middle Colleges, and Dual Enrollment Programs.
The Early College Initiative
The Early College High School Initiative, established in 2002 and initially funded by the Bill and Melinda Gates Foundation, was the first nationwide effort aimed at increasing college access for traditionally underserved students through the creation of Early College High Schools. As part of the initiative, MCNC was selected as one of the inaugural sets of nonprofit, intermediary organizations to create and implement Early College schools. Building on its existing network of member Middle College High Schools, MCNC oversaw and managed the redesign and new development of 20 Early College High Schools across the country and continues to champion and advise on the creation of new Early College schools and programs.
Over the years, Early College Initiative evaluation studies and research conducted by the American Institutes of Research (AIR) have found that:
- Early College students earned an average of 23 college credits upon graduating from high school, and 88% enrolled in college in the immediate fall (AIR, 2009).
- Early College students were more likely to enroll in college and earn a college degree than their non-Early College peers (AIR, 2014).
- Although Early Colleges may cost about $3,800 more per student, the estimated return on investment was about $33,709 per student (AIR, 2019).
Read the full AIR study.
MCNC Early College Data Project
A “culture of continuous improvement” is one of MCNC’s core design principles. Since MCNC began its involvement in the Early College High School Initiative, data collection and analysis for both external communication and internal learning have been central to informing and improving our practices. To effectively support the development of Middle/Early Colleges that were redesigned or newly created through the Early College Initiative, MCNC partnered with the National Center for Restructuring Education, Schools, and Teaching (NCREST) at Teachers College, Columbia University. This collaboration implemented a continuous improvement approach to data collection and usage, forming the foundation of the MCNC Data Project.
Between 2004-2017, MCNC, in partnership with NCREST, collaborated annually with 15-20 MCNC Early College High Schools to strengthen data capacity and foster learning among school leadership teams. The project established a foundational data-driven mindset that continues to guide our work today. It also provided valuable insights into Early College designs and features, college course-taking patterns and outcomes, and student perspectives on their Early College experience.
Highlights from the MCNC Data Project indicate that:
- MCNC students earn a significant number of transferable college credits upon graduating from high school.
- MCNC students demonstrate strong success in their college courses.
- Upon high school graduation, the majority of college credits earned are in the Social Science, English, Math, and Science subject areas.
- Graduating students report high levels of college readiness and preparation.
STEM Early College Expansion Partnership
In 2014, MCNC partnered with Jobs for the Future (JFF) and the National Center for Restructuring Education, Schools and Teaching (NCREST) at Teachers College, Columbia University to create high school-to-college STEM pathways. The work from the STEM Early College Expansion Partnership underscored the importance of STEM readiness and contributed to the evolution of MCNC’s work, broadening our focus to include career and technical education pathways as a vital component of Early College – a focus that continues to grow today.
This initiative aimed to enhance STEM instruction and increase college course-taking opportunities for high school students in Michigan and Bridgeport, Connecticut. Supported by a five-year U.S. Department of Education Investing in Innovation (i3) grant, MCNC collaborated with its affiliate member organization, the Michigan Early Middle College Association (MEMCA), to expand STEM readiness and Early College opportunities in four districts in Michigan.
Key findings from the STEM Early College Expansion Partnership evaluation regarding MCNC’s work in Michigan, conducted by the SERVE Center at the University of North Carolina at Greensboro, include:
- STEM Early College Expansion Partnership Michigan schools outpaced comparison schools in expanding access to college credit courses.
- STEM Partnership Michigan students were more likely to earn college credit through dual enrollment than through Advanced Placement courses.
- STEM Partnership Michigan schools implemented notable improvements in fostering a college-going culture and enhancing instructional practices.
Read more about SERVE’s evaluation of the STEM Early College Expansion Partnership.
College in the High School Alliance
In 2017, MCNC joined forces with Bard College, Jobs For the Future (JFF), National Alliance of Concurrent Enrollment Partnerships (NACEP), and KnowledgeWorks to advocate for policies that advance effective dual enrollment, concurrent enrollment, and Early College High Schools. Through this alliance and ongoing collaboration with organizational leaders, MCNC continues to champion the importance of Early Colleges and the critical, comprehensive supports necessary to ensure the success of all students, particularly those historically underrepresented in higher education.
Post-Covid: Social and Emotional Learning and Equity
In 2020, the COVID-19 pandemic provided MCNC with an opportunity to deepen its focus on “Comprehensive Student Supports,” one of its core design principles, in response to the evolving educational landscape. While student supports and equity have always been central to the MCNC school design, the challenges brought on by the pandemic compelled MCNC and our member schools to deepen and strengthen our practice in these areas. We began to dedicate our annual winter and summer conference keynote and plenary sessions to social and emotional learning (SEL), engagement strategies and the critical importance of equity.
Post-pandemic conference session titles include:
- Finding Ways to Support Student Engagement After The Trauma of COVID
- Social and Emotional Support for Students and Adults | Social Justice As a Way to Engage Students
- Teamwork as Dreamwork: Helping Students (and Instructors) Navigate SEL in Teams— and in Life
- The Archeology of Self, Racial Literacy & Equity in Education | SEL and Equity
- The Beauty of Embracing Every Hue: Racial Literacy & Radical Love in Education
- Unlocking HEART Potential: Integrating SEL for Academic Success
Equity through Early College Student Supports
In 2023, MCNC, in collaboration with the National Center for Restructuring Education, Schools and Teaching (NCREST) at Teachers College, Columbia University and with funding from the College in High School Alliance (CHSA) released a resource report aimed at dual enrollment and Early College programs seeking to strengthen supports and improve equity. The report highlights comprehensive student supports implemented by MCNC schools that serve traditionally underserved students and help them to graduate high school with successful college coursework outcomes. The support practices offer valuable insights for other Early Colleges and dual enrollment programs striving to expand equitable access and improve student success.
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