From Hope to
Nancy Hoffman
and Michael Webb
In 3rd grade, William was assigned to a special education resource room, but by the end of his third year of high school he had completed College English 101
and 102 at California State University.
By his fourth year of high school, he
had already been accepted at the
University of California, Riverside, a
number of other Cal State campuses,
and several private colleges. He hoped
to earn a degree in communications and
electrical engineering so that he could
lead a team of colleagues to “design
you something that is going to be
revolutionary.”
This young man was not the excep-
tion in his high school of underprepared
students, but a member of a cohort of
students who moved steadily toward
college entrance with college credits
under their belts. His story is emblem-
atic of the many successes of early
college programs.
© SOMOS/VEER/GET TY IMAGES
Among those concerned with high
school reform, early college is emerging
as an effective strategy for improving the
outcomes for high school students.
Early college schools are demonstrating
the truth of the original premise underlying the Early College High Schools
Initiative launched by several private
foundations and nonprofit associations
in 2002. Challenge, not remediation,
coupled with substantial supports and
free college courses in high school, can
result in college success for students
