Our Design

The Middle College National Consortium’s work is built upon four Design Principles. These pillars of practice are derived from years of experience and continue to evolve to meet the needs of an ever-changing educational landscape.

Using these Design Principles, MCNC schools bridge the high school and college experience for underserved youth, leading to increased access to and success in college. 

For more than three decades, MCNC has successfully pioneered innovative programs that serve School Districts Community Colleges Universities Public High Schools Charter High Schools and their unique students.

The MCNC Design Principles:

Schools providing a college experience for high school students are more successful when they commit to in-depth work within these four key areas.

Contact us to learn about Design Principle Implementation
01

College-Focused Academic Program

An individualized, formal academic education plan, including high school and college courses, guides each MCNC student.

03

Dynamic School-College Partnerships

Locating Middle/Early College Schools on or very close to the partner college campus is integral to student motivation and success.

02

Comprehensive Student Support

Schools implement wraparound, innovative, and flexible structures and mechanisms to support students academically, emotionally, and socially.

04

Culture of Continuous Improvement

For Middle/Early College Schools, data informs decisions regarding pedagogy and school structures and systems. Partnered institutions participate in joint improvement, planning, learning opportunities, and/or professional development.

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Melissa Madigan

Melissa Madigan has almost 20 years of experience in California public schools as well as experience serving on two non-profit boards. She brings a wealth of knowledge and passion for dual enrollment as a promising and attainable educational pathway for all students.

Currently, she is the Executive Director of DualWorks (formerly CCEMC), and is focused on helping this organization attain its goals, including diversity, equity, inclusion, and accessibility (DEIA) programming and outcomes.

As a former teacher and principal of Ghidotti ECHS in Nevada County, Melissa not only led Ghidotti to state and national recognition as a National Blue Ribbon Exemplary High Performing School and was nominated as a TH Bell Excellence in School Leadership nominee but also created a climate of excellence, inclusivity, and community presence. Melissa says she has seen first-hand the enormous impact dual enrollment opportunities have on students, their families, and their community. It is a life-changing process.