Academic Success and College Readiness: A Study of Predominantly Hispanic Students in South Texas High Schools

Abstract

The purpose of this study was to determine if there was a significant difference between Early College High School students, ECHS students within a traditional high school, and traditional public high school students in south Texas as pertaining to college readiness. End of Course tests scores for English classes in grades nine and ten were tested. The population comprised of students from a 98% Hispanic and low socio-economic education region. In the state of Texas, EOC scores determine college readiness. Results revealed the ECHS stand-alone model had a significant difference in English EOC scores among the three models.