Understanding STAR Early College Schools: A Comprehensive Overview

Early College High Schools (ECHS) represent a significant innovation in the landscape of American secondary education. They are designed to provide students, particularly those from underserved backgrounds, with the opportunity to accelerate their academic careers and gain a head start on college. This article delves into the definition, objectives, and operational aspects of STAR Early College Schools, drawing on examples and data to provide a comprehensive understanding.

What is an Early College High School?

Early College High Schools (ECHS) are open-enrollment high schools that allow students, especially those least likely to attend college, to simultaneously pursue a high school diploma and up to 60 college credit hours or an associate degree. The Early College High School model is built upon innovative partnerships with colleges and universities, offering a structured pathway for students to access and succeed in higher education.

The Core Principles of the ECHS Blueprint

The ECHS Blueprint provides foundational principles and standards for innovative partnerships with colleges and universities. The ECHS Blueprint contains five benchmarks outlining the design elements that each ECHS campus must implement before serving students. Additionally, outcome-based measures in Access, Attainment, and Achievement provide guidance for ECHS program implementation and continuous improvement efforts.

As established in the ECHS Blueprints, these schools:

Provide students in grades 9 through 12 the opportunity to complete a course of study that combines high school and postsecondary courses at no cost to students.
Offer dual credit at no cost to students.
Provide rigorous instruction and accelerated courses.
Provide academic and wrap-around supports to help students succeed.
Increase college readiness.
Partner with institutions of higher education (IHEs) to implement the model.

The STAR Early College Initiative: A Detailed Look

The STAR Early College Initiative embodies a bold approach to education, predicated on the belief that academic rigor, combined with the opportunity to save time and money, profoundly motivates students to work hard and meet serious intellectual challenges. These schools blend high school and college in a rigorous yet supportive program, compressing the time it takes to complete a high school diploma and up to the first two years of college.

Target Students

The schools are designed so that low-income youth, first-generation college goers, English language learners, students of color, and other young people underrepresented in higher education can simultaneously earn a high school diploma and one to two years of transferable college credit-tuition free.

The Multiyear Transition Plan

The key to the design is a multiyear transition plan that gradually introduces students to college-going experiences and the demands of college coursework, while providing a wide variety of supports tailored to individual needs. The transition starts with low-risk, introductory activities in the ninth and tenth grades, which aims to build confidence in students’ ability to succeed in a college setting, and culminates in credit-bearing college courses in the eleventh and twelfth grades.

STAR Early College School: An Example

STAR Early College School offers its students a bold approach, based on the principle that academic rigor, combined with the opportunity to save time and money, is a powerful motivator for students to work hard and meet serious intellectual challenges.

A Case Study: Brooklyn College Academy and STAR

Brooklyn College Academy serves as an illustrative example of an early college model in action. Established in 1986 in collaboration with the City University of New York, the academy aims to strengthen student performance and expand horizons to include postsecondary educational opportunities and career goals.

STAR opened in 2003 in partnership with Brooklyn College and the Gateway lnstitute for Pre-College Education and is one of more than 75 early college high schools in the National Early College Initiative funded in part through the Woodrow Wilson Early College and Gates Education Foundations. STAR accepted its first sixth-grade class in fall 2007 and became a full-service early-college 6-12 program in 2009.

Key Features of STAR at Brooklyn College

Enrollment and Demographics: STAR currently enrolls 446 students who have achieved a 98% promotion rate and an attendance rate of 94%.
College Credit Opportunities: Starting in the ninth grade, students have the opportunity to accrue college credits, first through dual credited curses offered at Brooklyn College and culminating in junior- and senior-year experiences where students are enrolled in a variety of freshman college courses with Brooklyn College students.
College Credit Attainment: By the end of their senior year, STAR students will have earned 30 or more college credits.
Bridges to Computing: Bridges to Computing is a Brooklyn College high school program that introduces female and minority students to career paths open to students with an education in computer science. Eligible students must be in 11th grade and have an interest in computers.

Brooklyn College Courses Available to STAR Students

Students must meet the eligibility requirements in order to be considered for placement. Courses:

ANTH 1100 Culture & Society: Examination of various forms of human cultural diversity and foundational cultural anthropology concepts, such as kinship, religion, gender, political and economic systems with hands-on fieldwork. Satisfies Inter-Cultural Competency (ICC) course for Pathways College Option purposes.
ANTH 1200 Human Origins: Human origins and adaptations. Introduction to evolutionary mechanisms and processes, genetics, classification, human anatomy and fossils. Reconstructing human behavior by surveying the lifestyles and ecology of our close primate relatives Satisfies Pathways Required Core Life and Physical Sciences requirement.
ANTH 1400 Digging the Past: Introduces the multidisciplinary nature of archaeology; origins of agriculture and the rise of early civilizations; practical experience in aspects of archaeological field methods and analytical techniques; examination of stone, ceramic, and metal artifacts; wood, seed, and pollen, human and non-human bone materials. Open to students with a minimum overall high school average of 80%
ANTH 3135 The American Urban Experience: Anthropological Perspectives. Study of the diversity of American urban life and modes of analyzing sociocultural scenes, communities, and urban institutions. Satisfies Pathways Flexible Core US Experience in Its Diversity requirement Satisfies Pathways Flexible Core US Experience in Its Diversity requirement.
ARTD 1010 Art: Its History and Meaning: Introduction to art, emphasizing visual literacy in an historical context. Major works of art and architecture, drawn from a wide range of world cultures and periods from ancient times to the present, will be explored. Satisfies Pathways Flexible Core Creative Expression requirement.
BUSN 2000 Business and Finance in the Contemporary World: Introduction to business and business organizations. Special emphasis on entrepreneurship. Survey of management, leadership, human resource management, operations management, quality control, marketing, economics, finance, personal finance, financial institutions, the securities markets, accounting, technology management, social responsibility, and international business
BUSN 2300 Personal Finance: Covers budgeting and cash-flow management, credit use, planning borrowing, taxes, managing major expenditures such as automobiles and housing, retirement planning and estate planning, higher education planning, property and liability insurance, health care planning, life insurance planning, and investments, (stocks, bonds, mutual funds, commodities) Interest to students who are undecided about their major and want to explore the different areas of business as well as for those who are not majoring in business and want a basic background in business principles.
BIOL 1001 General Biology 1: Systems, ecological and evolutionary biology. Integration of plant and animal form and function with biological concepts and theories of evolution, genetics, development, homeostasis, ecology-biodiversity, bioenergetics and bio-informatics. Satisfies Pathways Required Core Life and Physical Sciences. Prerequisite or Corequisite: Math 1006 or Chemistry 1100 or 1050 or 1040 or 1200
BIOL 1002 General Biology 2: Cellular and molecular biology. Specific molecular process occurring in and around cells of evolutionarily diverse organisms. Biological concepts and theories of evolution, genetics, development, homeostasis, ecology-biodiversity, bioenergetics and bio-informatics. Satisfies Pathways Required Core Life and Physical Sciences. Prerequisite: Biology 1001 with a grade of C- or higher.
BIOL 1010 Biology: The Study of Life: Biology in today’s world for non-science majors. Role of biology in people’s lives. Physical structure, properties, and principles that apply to all living things. Integration of biological science into daily events. The molecules found in living organisms. Cell structure, molecular biology and evolution. Satisfies Pathways Required Core Life and Physical Sciences requirement.
CHEM 1007 Chemistry in Modern Life: An Introduction for Non-Majors. Role of chemistry in contemporary life. Topics may include consumer products, foods, drugs, energy sources, and environmental problems. Recommended for non-science majors Satisfies Pathways Required Core Life and Physical Sciences requirement.
CHEM 1050 General Chemistry 1A. Introduction to the principles of chemistry with more introductory material than is covered in Chemistry *1100 [1]. Chemistry *1050 [1.1] and *2050 [1.2] constitute a two-term sequence intended for students who are not prepared for Chemistry *1100 [1]. Prerequisite: Math 1006 or Math 1021, or placement into Mathematics 1011, 1012, 1026, 1201, 1206, or any Mathematics course numbered 2000 or higher.
CHEM 2050 General Chemistry 1B. Continuation of Chemistry 1050 Not open to students who are enrolled in or who have completed Chemistry *1100 [1].)
CISC 1111 Basic Principles of Computer Programming with Science Application 1: Algorithms, programs, and computers. Writing, dubbing, and verifying programs. Data representation, Loops, functions and other control structures. Introduction to basic concepts of computer science. Programming applications selected from the areas of mathematics, physics, biology, and chemistry.(Open only to students in an Early College High School program.)
CISC 1112 Basic Principles of Computer Programming with Science Application 2. Algorithms, programs, and computers. Writing, debugging, and verifying programs. Arrays, pointers, and structures. Character strings. History of computer science. Binary and hexadecimal number systems. Programming applications selected from the areas of mathematics, physics, biology, and chemistry(Open only to students in an Early College High School program.)
CISC 1215 Introduction to Programming Using Python. The Python programming language. Algorithms, computers and programs. Writing, debugging, and testing programs. Loops and conditional control structures. Function definition and parameter passing. Strings, Lists, and Tuples. Sorting, searching and other basic algorithms. Input and output. Programming applications selected from various areas. Python tools. History and basic concepts of computer science
CISC 1400 Elementary Robotics: Broad introduction to robotics and elementary robot programming. Fundamentals of building, programming and troubleshooting simple, pre-fabricated robots. Elements of computer programming using a graphical interface. Applications of robots in a wide range of contexts Prerequisite: Core Curriculum 1311 [3.11] or Mathematics 1311 or permission of the chairperson.
CISC 1600 Introduction to Multimedia Computing: Introduction to multimedia topics, including: web design, game design, animation, data visualization, simulation and robotics. Introduction to multimedia hardware and software, including game boxes. Human interface design and input using multimedia devices. Graphical and other forms of output to multimedia devices. Emphasis on design and creation of web pages with HTML and cascading style sheets; interactive, graphical web-based programs; simple computer games, movies and narratives. Computer-based sound editing. Introduction to agent-based programming for simulations and robotics. Uses of multimedia in industry. Hands-on exercises.
CLAS 1011 Vocabulary Building: The Greek and Latin Element in English: Intensive study of word derivation through systematic analysis of Latin and Greek elements in English.
EESC 1010 The Dynamic Earth: Introduction to Earth science; NYC-focused, thematic examples of interaction between Earth’s spheres, including plate tectonics; deep time; Earth materials and processes as resources and hazards; human interactions with the Earth system. Satisfies Pathways Flexible Core Scientific World requirement.
ENGL 1010 English Composition 1: Workshop in expository writing: strategies of, and practice in, analytical reading and writing about texts. Fundamentals of grammar and syntax. Frequent assignments in writing summaries, analyses, comparisons of texts, and such other expository forms as narration, description, and argumentation. Emphasis on writing as a process: invention, revision, editing. Prerequisite: Placement in the course on the basis of 480 or higher on the verbal SAT or 75 on the New York State Regents Examination in English, or a score of 56 on the CUNY CATW writing examination. Satisfies Pathways Required Core English composition requirement.
ENGL 1012 English Composition 11: Seminar in Expository Writing. Writing-intensive seminar focusing on a topic chosen by the instructor. Provides students with an opportunity to explore a particular subject in depth and further develop skills of critical thinking, research techniques, and clear expression necessary for academic writing. Prerequisite: Grade of C- or better in English 1010 [1] or placement in the course on the basis of transfer evaluation.
ENGL 2115 Advanced Exposition & Peer Tutoring: Intensive study of and practice in writing the principal rhetorical forms. Training in principles of peer tutoring and three hours of tutoring writing in the Learning Center or other appropriate setting. Prerequisite: A grade of A in English 1012 or the equivalent and department permission
ENGL 2301 Introduction to creative writing: Workshop in writing stories, poems, and short plays. Open to students who have completed English 1010
ENGL 3180 Literature and Cultural Diversity: Analysis of differing uses and evaluation of literature. Focus on standard texts (short stories, plays, novels, and poems) as well as representative works which emerge from the family and home communities of the students and/or different cultures and historical periods. Open to students who have successfully completed English 1010.
FIN 1803 Consumer and Personal Finance: This course prepares students to understand the fundamentals of managing personal finances and how the principles, concepts and application impact personal and work lives. Students will also consider higher education choices and career paths. Topics covered will include: goal setting, budgeting, banking and basic financial transactions, building, maintaining and repairing credit, credit report and scores, home ownership current regulations and practices governing consumer financial transactions including consumer protection laws, fair credit and collection, bankruptcy, banking services and products, insurance and investment, planning for education, retirement and basic investments.
FREN 1010 Basic Language Skills 1: The first in a three-semester introductory sequence for beginners and those who have had one year or less of high school study. Emphasis on basic social functions, simple conversation, readings, and writing. Introduction to the cultures where French is spoken(Not open to heritage speakers or to students who have completed French 1.5 or more than one year of high school French.
FREN 1020 Basic Language Skills II: Second in a three-semester introductory sequence. Continued emphasis on basic social functions, simple conversations, readings, and writing. Narration and description of past and future events. Increased understanding of the cultures where French is spoken. (Not open to heritage speakers or to students who have completed French *1310 [1.5].) Prerequisite: French *1010 [1], or two years of high school French, or permission of the chairperson.
GSCI 2050 Environmental Studies: An inquiry and data-based study of relationship between global and local environmental issues. The global environmental issues will be presented through a series of lectures while the local issues will be investigated through group projects. Prerequisite or corequisite: Mathematics *1401 [1.95].
HIST 3005 Shaping of the Modern World: A history of modernity since 1500: from Europe’s expansion and the emergence of the Atlantic world and global society. Early modern cultures and state structures. Effects of trade and colonialism and slavery. Enlightenment and revolution. Comparative industrialization and urbanization. Nationalism, internationalism, and urbanization. Nationalism, internationalism, and totalitarianism. Core World Cultures and Global Issues requirement. Course does not satisfy any distribution requirements for the B.A.
HNSC 1100 Personal and Community Health: Basic health concepts. Personal responsibility for health maintenance and improvement for individuals, families, and communities Satisfies Pathways Flexible Core Scientific World requirement.
HNSC 1200 Fundamentals of Nutrition: Fundamental principles of nutrition as they relate to optimum health of the individual and the family. Social, economic, and educational implications. Evaluation of various mass media relating to the field. This course does not satisfy the department requirement for students majoring in foods and nutrition. Satisfies Pathways Flexible Core Scientific World requirement.
ITAL 1010 Basic Language Skills 1: The first in a three-semester introductory sequence for beginners and those who have had one year or less of high school study. Emphasis on basic social functions, simple conversation, readings, and writing. Introduction to the cultures where Italian is spoken(Not open to heritage speakers or to students who have completed Italian 1.5 or more than one year of high school Italian.)
MATH 1011 Pre-calculus Mathematics: Preparation for calculus. Trigonometry. The concept of function, including, linear and quadratic functions, composition of…

Outcomes and Impact

The effectiveness of Early College High Schools is evident in the outcomes of their graduates. Data from the Class of 2023 ECHS program graduates reveal impressive achievements:

College Credit Attainment: 79% of ECHS graduates earned college-level credit.
Associate Degree Completion: 39% of ECHS graduates earned an associate degree.

These outcomes underscore the potential of ECHS to significantly impact students' educational trajectories and future opportunities.

The Role of Career Pathways

Career Pathways enable participating students to gain exposure, experience, skills sets, and career-aligned post-secondary credits and credentials while in high school.

Challenges and Considerations

Despite the successes of ECHS, challenges remain in ensuring equitable access and outcomes for all students. These include:

Maintaining Program Integrity: Ensuring that ECHS programs adhere to the established benchmarks and standards.
Providing Adequate Support: Offering comprehensive academic and wrap-around supports to help students succeed.
Addressing Systemic Barriers: Overcoming systemic barriers that disproportionately affect students from high-poverty neighborhoods and rural communities.

ECHS Designation Process

Under the authority of Texas Education Code (TEC) §29.908(b) and Texas Administrative Code (TAC) §102.1091, the TEA developed a designation process for Early College High Schools. The designation process ensures that districts and colleges operating ECHS campuses maintain the integrity of the model, which was researched and designed to target and serve students who might not otherwise attend college.

Launching an ECHS Program

To launch a ECHS program, a district must submit a Planning Year Application to be eligible to open a new ECHS campus, become a member of the TEA's official planning year cohort, and begin serving students the following academic year. The ECHS Planning Year Application is open throughout the fall semester. Eligible Districts are notified of their status in the Spring to provide 12-18 months of ECHS planning. Over the course of the planning year, the ECHS Leadership Team will receive technical assistance to meet ECHS Blueprint requirements via an assigned technical assistance coach. By the end of the planning year, all design elements contained in the five Benchmarks should be embedded into school structures.

Implementing a Provisional ECHS Program

After meeting the design elements of the ECHS Blueprint, the ECHS is ready to serve students and may apply for Provisional Designation. New ECHS programs remain Provisional for five years. During this time, the TEA will provide technical assistance to the ECHS to promote implementation of the ECHS model with fidelity. Each year, the TEA will provide provisional ECHS programs with OBM data for informational purposes so that the ECHS can respond to challenges and be ready to meet Designated ECHS OBM Criteria.

Meeting and Maintaining ECHS Designation Standards

In the fifth year of operation, the ECHS must apply for Designation status and must meet the state's Designated OBM criteria. TEA requires Designation renewal annually for each ECHS Campus. A campus Is eligible for the Designated with Distinction status if the campus has been operating for seven or more years and meets Designated and Distinction OBMs.

ECHS Laws and Rules

The following laws and rules related to ECHS programs are available below:

General Appropriations Act, Article III, Rider 48, 89th Texas Legislature 2025
Texas Education Code (TEC) §29.908
Texas Administrative Code (TAC) §102.1091. College and Career Readiness School Models . Chapter 102. Educational Programs Subchapter GG.

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