This mixed-methods evaluation examined how Early College programs influence students’ postsecondary and career readiness within two networked models supported by the Center of Excellence in Leadership of Learning (CELL): the Rural Early College Network (RECN) and the Urban College Acceleration Network (UCAN). Guided by Patton’s utilization-focused evaluation framework, the study addressed four research questions: How do RECN and UCAN support high schools in implementing postsecondary and career readiness programs? What patterns of student outcomes are associated with participation in RECN and UCAN, including graduation, postsecondary enrollment, credential attainment, and workforce entry? Which postsecondary and career readiness program components within RECN and UCAN are most strongly associated with student preparation for postsecondary education and Early College pathways? What strategies can district leaders, school leaders, and postsecondary partners use to strengthen Early College implementation, and what implications do these findings have for policy and practice across rural and urban contexts? The purpose of the study was to evaluate how RECN and UCAN support equitable access and influence student outcomes across rural and urban settings. Data were collected through document analysis, external evaluations, state datasets, surveys, and stakeholder interviews. Findings indicated networked supports strengthen program access and participation, whereas variation in advising alignment and local capacity influences consistency and student progression. Recommendations include strengthening system coherence, aligning pathway and advising structures, and advancing policy measures focused on student progression and credential completion.
","abstract_html":"<p>This mixed-methods evaluation examined how Early College programs influence students’ postsecondary and career readiness within two networked models supported by the Center of Excellence in Leadership of Learning (CELL): the Rural Early College Network (RECN) and the Urban College Acceleration Network (UCAN). Guided by Patton’s utilization-focused evaluation framework, the study addressed four research questions: How do RECN and UCAN support high schools in implementing postsecondary and career readiness programs? What patterns of student outcomes are associated with participation in RECN and UCAN, including graduation, postsecondary enrollment, credential attainment, and workforce entry? Which postsecondary and career readiness program components within RECN and UCAN are most strongly associated with student preparation for postsecondary education and Early College pathways? What strategies can district leaders, school leaders, and postsecondary partners use to strengthen Early College implementation, and what implications do these findings have for policy and practice across rural and urban contexts? The purpose of the study was to evaluate how RECN and UCAN support equitable access and influence student outcomes across rural and urban settings. Data were collected through document analysis, external evaluations, state datasets, surveys, and stakeholder interviews. Findings indicated networked supports strengthen program access and participation, whereas variation in advising alignment and local capacity influences consistency and student progression. Recommendations include strengthening system coherence, aligning pathway and advising structures, and advancing policy measures focused on student progression and credential completion.</p>","abstract_has_math":false,"creators":["Herrod, Brandi"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Minor","Dr. Dominic M. Manola","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-06-01T07:00:00Z","date_published":"2026-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Postsecondary Readiness","Career Readiness","Student Sucess","Early College","Career Technical Education","Dual Enrollment","Other Education","Secondary Education","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/1004","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Minor","Dr. Dominic M. 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Guided by Patton’s utilization-focused evaluation framework, the study addressed four research questions: How do RECN and UCAN support high schools in implementing postsecondary and career readiness programs? What patterns of student outcomes are associated with participation in RECN and UCAN, including graduation, postsecondary enrollment, credential attainment, and workforce entry? Which postsecondary and career readiness program components within RECN and UCAN are most strongly associated with student preparation for postsecondary education and Early College pathways? What strategies can district leaders, school leaders, and postsecondary partners use to strengthen Early College implementation, and what implications do these findings have for policy and practice across rural and urban contexts? The purpose of the study was to evaluate how RECN and UCAN support equitable access and influence student outcomes across rural and urban settings. Data were collected through document analysis, external evaluations, state datasets, surveys, and stakeholder interviews. Findings indicated networked supports strengthen program access and participation, whereas variation in advising alignment and local capacity influences consistency and student progression. Recommendations include strengthening system coherence, aligning pathway and advising structures, and advancing policy measures focused on student progression and credential completion.
"]},{"key":"dc:title","label":"Title","values":["Postsecondary and Career Readiness: How Early College Programs Impact Student Success"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Minor","Dr. Dominic M. Manola","Dr. Harrington Gibson"],"dc:creator":["Herrod, Brandi"],"dc:date.available":["2026-07-15T07:00:00Z"],"dc:description.abstract":["This mixed-methods evaluation examined how Early College programs influence students’ postsecondary and career readiness within two networked models supported by the Center of Excellence in Leadership of Learning (CELL): the Rural Early College Network (RECN) and the Urban College Acceleration Network (UCAN). Guided by Patton’s utilization-focused evaluation framework, the study addressed four research questions: How do RECN and UCAN support high schools in implementing postsecondary and career readiness programs? What patterns of student outcomes are associated with participation in RECN and UCAN, including graduation, postsecondary enrollment, credential attainment, and workforce entry? Which postsecondary and career readiness program components within RECN and UCAN are most strongly associated with student preparation for postsecondary education and Early College pathways? What strategies can district leaders, school leaders, and postsecondary partners use to strengthen Early College implementation, and what implications do these findings have for policy and practice across rural and urban contexts? The purpose of the study was to evaluate how RECN and UCAN support equitable access and influence student outcomes across rural and urban settings. Data were collected through document analysis, external evaluations, state datasets, surveys, and stakeholder interviews. Findings indicated networked supports strengthen program access and participation, whereas variation in advising alignment and local capacity influences consistency and student progression. Recommendations include strengthening system coherence, aligning pathway and advising structures, and advancing policy measures focused on student progression and credential completion.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/1004"],"dc:subject":["Postsecondary Readiness","Career Readiness","Student Sucess","Early College","Career Technical Education","Dual Enrollment","Other Education","Secondary Education","Vocational Education"],"dc:title":["Postsecondary and Career Readiness: How Early College Programs Impact Student Success"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}