Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Mary Beth Roth

Abstract

The purpose of this study was threefold: to explore and describe characteristics of a successful early college high school student and early college high school supports and barriers. Two focus groups, one with early college high school graduates and one with staff, shared their perspectives on student success characteristics, supports, and barriers. Using North Carolina Department of Public Instruction’s (2023a) Portrait of a Graduate, Maslow’s (1943) Theory of Motivation, and Goleman’s (1995) Theory of Emotional Intelligence, the study led to three significant findings. First, early college high school students must be driven and motivated with a concrete plan for their education and career trajectory. Second, relationships and engagement within the early college community were the biggest support for students, while a student’s still-developing maturity was the most significant barrier. Early college graduate and staff focus groups noted the barriers of student independence, maturity, and decision-making. Lastly, the implications from the theoretical frameworks may explain student needs and suggested frameworks such as the Collaborative for Academic, Social, and Emotional Learning (1997) framework and guide schools/districts to create preparation opportunities for targeted students to gain the characteristics and skills needed for success in the early college environment.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Download

Share

COinS