Date of Award
Spring 5-16-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Education (PhD)
Department
Education
First Advisor/Committee Member
Dr. Kristine Gritter
Second Advisor/Committee Member
Dr. Julie Antilla
Third Advisor/Committee Member
Dr. Nyaradzo Mvududu
Keywords
Early College High School, Middle College High School, student attrition, concurrent enrollment, dual enrollment, organizational systems, student retention, community college partnerships
Abstract
Early and Middle College High Schools (EMCHS) expand college access for
underrepresented students by integrating high school and college coursework within
community college settings. Despite strong reported outcomes, some EMCHS face
substantial student attrition. Limited research examines how EMCHS organizational
structures influence student persistence. This mixed methods outcome and process
evaluation seeks to address this research gap. Quantitative analysis (paired samples-t-
tests) examined statewide enrollment data (2017-2025) to determine whether significant
differences exist between Year 1 and Year 4 cohort enrollment. Qualitative analysis was
conducted through a deductive discourse analysis of Western Association of Schools and
Colleges (WASC) Self-Study reports from three EMCHS sites representing rural,
suburban, and urban contexts. Data were coded using Bryk’s Five Essential Features of
Effective Schools to identify organizational practices associated with student retention.
Findings indicate that attrition varies across schools, but student persistence is
consistently supported by multi-layered systems including academic monitoring,
coordinated counseling, integrated academic and social-emotional supports, and strong
partner college relationships. Results suggest that retention depends not on individual
programs, but on the alignment of systems integrating secondary and postsecondary
supports. These findings underscore the need for intentional organizational design to
strengthen persistence and equity in concurrent enrollment settings.
Recommended Citation
Martin-Gill, Brooke N., "Success by Design? A Combined Outcome and Process Program Evaluation of California’s Early and Middle College High Schools" (2026). Education Dissertations. 101.
https://digitalcommons.spu.edu/soe_etd/101
Included in
Community College Education Administration Commons, Community College Leadership Commons, Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education Administration Commons, Other Education Commons, Secondary Education Commons