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Mandated Engagement: The Impact of Early College High Schools


by Julie A. Edmunds, John Willse, Nina Arshavsky & Andrew Dallas - 2013


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Cite This Article as: Teachers College Record Volume 115 Number 7, 2013, p. 1-31
https://www.tcrecord.org ID Number: 17044, Date Accessed: 7/27/2021 11:02:51 PM
 
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About the Author
  • Julie Edmunds
    University of North Carolina at Greensboro
    E-mail Author
    JULIE A. EDMUNDS is a Project Director at SERVE Center at the University of North Carolina at Greensboro where she studies high school reform efforts. She is leading an experimental study of the impact of early college high schools, early results of which have recently been published in the Journal of Research on Educational Effectiveness and the Peabody Journal of Education.
  • John Willse
    University of North Carolina at Greensboro
    E-mail Author
    JOHN WILLSE is Associate Professor of Educational Research Methodology at the University of North Carolina at Greensboro. His areas of expertise include educational measurement, practical applications of classical and modern test theory, outcomes assessment in higher education, and computer adaptive testing.
  • Nina Arshavsky
    University of North Carolina at Greensboro
    E-mail Author
    NINA ARSHAVSKY is a Senior Research Specialist at the SERVE Center at University of North Carolina at Greensboro. Her current research work examines the impacts of different high school reform models, including the early college model, with a special emphasis on implementation.
  • Andrew Dallas
    University of North Carolina at Greensboro
    E-mail Author
    ANDREW DALLAS is a doctoral student in the department of Educational Research Methodology at the University of North Carolina at Greensboro.
 
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