NY4ECP Data Snapshot : simplebooklet.com

The Promise Committing to New YorkEarning college credits in high school helps ease the financial strain of higher education and shortenthe time to degree, making it more attainable for families who may view tuition costs and deferredincomes as prohibitive. For students of color, the impact of these programs is especially profound.With students of color often underrepresented in higher education, early college pathways play acrucial role in bridging opportunity gaps and providing a clear pathway to degree completion andhigh-quality careers.New York has a robust diversity of programs focused on creating opportunities for high schoolstudents to take college courses. This is both a strength and a weakness. The aggregate outcomes areimpressive even as there is very limited understanding about the distinguishing features or impact ofeach of the program models nor the data systems and policies to ensure growth and qualityassurance. The New York Alliance for Early College Pathways (NY4ECP) aims to foster a statewide ecosystemof early college pathways - building on the existing systems and infrastructure that are currently inplace. NY4ECP believes when students gain college momentum, confidence, and earned creditswhile still in high school, they increase their odds of eventually graduating while also reducing thetime and cost of degree completion. Through the collective impact action of bringing together boththe field of practitioners and the many natural allies and partners for Early College Pathways, weaim to help foster the policies, knowledge, data systems and funding as well as the will across thestate to launch and operate high quality early college pathways.In the summer of 2024, NY4ECP set out to learn more about the constellation of early collegepathways and programs in New York. An analysis of practitioner interviews, surveys and publiclyavailable data tells a compelling story about the power of early college pathways as an acceleratorof success for students. Early college opportunities are valuable for all students, but they are especially transformative forhistorically marginalized groups. The evidence that college degrees substantially boost earningpotential is particularly compelling for students of color, first-generation college students, and thosefrom low-income backgrounds. In New York, where only 32% of high school graduates have an on timegraduation, early college pathways offer a promising solution to help students enroll in, persistthrough, and graduate from a four-year college. Exposure to rigorous academic environments throughthese programs builds the confidence and skills students need to succeed in higher education andbeyond. [1][2][1] https://newyork.edtrust.org/to-and-through-data[2] https://files.eric.ed.gov/fulltext/ED602451.pdf05

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Finding OneDefinitions of early college pathways are varied. 1The terms dual enrollment, early college, and P-TECH are often conflated, leading to confusionabout their distinct goals and potential outcomes. While all three programs offer high schoolstudents the opportunity to earn college credits, they differ in structure, intent, and targetaudience. Without clarity, it is difficult to accurately track each program’s individual impacts orassess which programs are most effective and available for students, particularly for students ofcolor and those from low-income backgrounds. Dual enrollment generally provides students with a few college courses, while early collegeprograms aim for students to earn as much as an associate degree, and P-TECH focuses onintegrating industry partnerships for career readiness. The overlap and confusion complicateefforts to define future investments in what truly works, limiting the ability to allocate resourceseffectively and equitably to programs that best serve marginalized students. The Alliance intendsto work to categorize all NY State offerings into one of these four categories.08

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DualEnrollmentDualEnrollmentEquityPathways(DEEP)EarlyCollegeP-TECHFour Categories of Early College OfferingsClear distinctions between these pathways are critical for shaping data-driven decisions and ensuring thatinvestments yield the greatest educational and economic benefits for underserved communities.Structure Focus TargetAudienceExamples InPracticeHigh school studentstake individualcollege courses.Courses may beoffered at the highschool, online, or at acollege campus.Community collegespartner with middleand high schools tomotivate andprepare underservedstudents to pursue apostsecondarydegree in a field ofinterest directly afterhigh school. Focus is ontransferrable corecredits.Up to six-yearprogram thatcombines highschool, college, andwork-based learningthat leads to strongcareer preparation.Students earn both ahigh school diplomaand an associatedegree.Strong partnershipswith industry andcommunity collegesProvide studentswith the opportunityto earn some collegecredits while still inhigh school. Shift from “programof privilege” to“strategicprioritization” ofunderserved andunderrepresentedstudents andcommunities. Help students rise upto college level work,earn a significantnumber of collegecredits or anassociate degree byhigh schoolgraduation,increasing thelikelihood of collegegoing and successand reducing thetime and cost ofobtaining a collegedegree.Prepare students forSTEM careers byproviding bothacademic andtechnical trainingleading to industry-validated credentialsEnsure studentsgraduate with theskills and industrycertifications neededfor direct entry intohigh-demand fields.Broad Rangeincluding thoselooking to get a headstart on college,primarily serving oneor two courses to“college ready”studentsA form of DualEnrollment moretargeted tohistoricallyunderserved thatinvolves moreguidance andsupport and morecourses on apathway sequence. Prioritizes studentsunderrepresented inhigher education,such as students ofcolor, low-incomestudents, and first-generation college. Varying levels ofenrollment screensacross the schools.Focus on studentsunderrepresented inSTEM fields, such asstudents of color,first-generationstudents, and thosefrom low-incomebackgroundsCUNY College Now SUNYCUNY College Now Future Ready NYCP-Tech High Schools[3] https://bhsec.bard.edu/wp-content/uploads/2021/01/NY_WHITEPAPER_FINAL-.pdf[4] https://files.eric.ed.gov/fulltext/ED602451.pdf[5] In the 2024-25 school year, thirteen new PTECH programs are opening in New YorkStructured programwhere students earnboth a high schooldiploma andbetween 12 and 60college credits andas much as anassociate degree.Courses areintegrated with thehigh school schedule.Significant addedguidance andsupport[3]Bard Early CollegeMiddle College EarlyCollegeSmart Scholars EarlyCollege High SchoolProgramCUNY Early CollegeHigh School[4][5]09

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Finding TwoGraduation outcomes of Early College and P-TECHschools are encouraging when compared to other highschools.210The graduation rate across the board for all students, Black students, Latine students, andeconomically disadvantaged students is higher at these schools than at other high schools in the state. 0 20 40 60 80 100Early College/PTECHAll Other High School Students77% 16%50% 38%93%88%Figure 2: Graduation rates and percentage of graduates receiving local diplomas, Regents diplomas and Advanced Regentsdiplomas at Early College /P-TECH schools and all other high schools in the state. (Source: NYSED Graduation Rate Database, SY2022-2023)Local Diplomas Regents DiplomasGroups with <1% are notrepresented on the graph.GraduationRateShare of Graduates by Diploma Type Achieved, 2022-2023 Advanced Regents Diplomas

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At Early College and P-TECH schools in New York, the percentage of students earning local diplomasis notably lower, with virtually no students receiving one. While the rate of students achievingadvanced Regents diplomas is also lower compared to other high schools, the percentage ofstudents earning a standard Regents diploma is higher across all groups—Black students, Latinestudents, economically disadvantaged students, and the overall student population—than at other highschools in the state.[6][6] Bard High School Early College students do not earn an Advanced Regentsdiploma, due to the accelerated high school curriculum completed in the ninth andtenth grade years.11Table 2: Breakdown of graduation rates and diploma type achieved for Black, Latine and economically disadvantaged students inEarly College/P-TECH schools and all other high schools. (Source: NYSED Graduation Rate Database, SY 2022-2023) Student Group Diploma TypeEarly CollegeP-Tech High SchoolsAll Other High SchoolsBlackStudentsLatineStudentsEconomically DisadvantagedStudentsGraduation RateGraduation RateGraduation RateLocal DiplomaRegents DiplomaAdvanced Regents DiplomaLocal DiplomaRegents DiplomaAdvanced Regents DiplomaLocal DiplomaRegents DiplomaAdvanced Regents Diploma85% 75%89% 79%89% 81%0% 1%71% 60%14% 15%0% 1%74% 56%14% 23%0% 1%75% 57%14% 24%Graduation Outcomes by Diploma Type AchievedEarly College/P-Tech Schools vs. Other High Schools

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74%of Black students attending college of either typefollowing ECP participation compared to 56% ofBlack students statewideFinding Three3Postsecondary enrollment rates in four-year programsare higher for Early College/P-TECH schools than forother high schools in the state.Postsecondary enrollment rates at the sample of Early College and P-TECH schools are promisingcompared to other high schools in New York. Graduates overall, including Black, Latine, andeconomically disadvantaged students, enroll in four-year postsecondary programs—whether atin-state or out-of-state public and private institutions—at a higher rate within 16 months of highschool graduation than their peers at other schools across the state.12of economically disadvantaged studentsattending college of either type compared to62% of economically disadvantaged studentsstatewide70%

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All Students Black Latine Economically Disadvantaged010203040506070All Students Black Latine Economically Disadvantaged0510152025Post Secondary Enrollment by School Type 2022-2023Post Secondary Enrollment in 4-Year Programs Post Secondary Enrollment in 2-Year Program% Students Enrolled % Students Enrolled 61% 61%53%39%48%37%57%42%12%18%13%17%14%23%13%20%Figure 1: Postsecondary enrollment rates in four-year and two-year programs by Early College/P-TECHschools compared to all other high schools (Source: NYSED Report Card Database, SY 2022-2023)13Early College/P-Tech Schools All Other High Schools Early College/P-Tech Schools All Other High Schools

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Finding Four4An examination of “To and Through” data, which tracks students who graduated from New Yorkhigh schools, received TAP (Tuition Assistance Program) funding, and attended a New Yorkcollege or university is illuminating. The dataset includes an "early college" indicator that identifiesstudents with less than half-time enrollment in college while they were still in high school—essentially, students dually enrolled in college courses. College persistence, on-time graduation and degreeattainment is more likely for students who wereenrolled in college courses while in high school.While the data does not indicate the specific program they belonged to, an analysis of six years ofdata for students who began college in Fall 2017 revealed promising trends.[7] https://newyork.edtrust.org/to-and-through-data[7]14

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Students are more likely to graduate "On Time." Students who took college courses while still in high school were more likely to graduate"on time" from both two-year and four-year degree programs compared to those who didnot. Among students pursuing a bachelor's degree, 31% of those who enrolled in collegecourses in high school graduated within four years, compared to only 23% of their peerswithout that early college experience. For students pursuing an associate degree, thedifference was smaller but still notable, with 7% graduating within two years compared to5% of their peers who had not taken college coursework in high school.Students are more likely to persist in college.Students who enrolled in college courses during high school demonstrated higherpersistence in their college programs. Of these students, 94% continued into the springsemester of their first year, compared to 90% of their peers who did not take collegecoursework in high school. This is an incredibly promising trend as it continued into thesecond year of college, with 84% of students who took college courses in high schoolpersisting, compared to 76% of their peers who did not have that early exposure.Students are more likely to receive a degree.Over a six-year period, 51% of students who took college courses while in high schoolcompleted a bachelor's degree, compared to just 40% of those who did not enroll incollege coursework during high school. The gains were smaller for students pursuing anassociate degree, with 16% of those who took college courses in high school graduatingwithin six years, compared to 15% of their peers who did not have that early collegeexperience.Promising Trends15

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To better assess the strengths and needs of existing early college programs and improve outcomes,data transparency and disaggregation are essential, particularly in collaboration with key institutionssuch as CUNY, SUNY, NYSED, BOCES, LEAs, other institutions and agencies. Collecting anddisaggregating data by demographics—such as race, ethnicity, socioeconomic status, and first-generation college status—will help these institutions identify disparities in access, retention, andsuccess across their programs. Tracking longitudinal data, from program entry through collegecompletion and into the workforce, can provide insights into long-term impacts on academic successand career outcomes, especially for historically underserved populations. Both CUNY and SUNY, asmajor public education systems, play a critical role in reporting and sharing accurate data across theircampuses, while Bard and other early college leaders contribute innovative models for supportingtraditionally marginalized students. NYSED’s role in ensuring transparency and consistency across all early college programs is also vital tobuilding a statewide understanding of program strengths and needs. Establishing feedback loops withthese institutions, as well as other stakeholders, strengthens collaboration, fosters data-driven decision-making, and helps advocate for resources and targeted interventions that enhance program quality.Ultimately, a focus on data transparency and disaggregation is key to driving equity and improvingoutcomes in New York’s early college pathways.How can we better assess the strengths and needs of existing early college programsto deepen understanding and improve outcomes?NY4ECP AsksPositions and Further ResearchTo what extent are early college pathways integrated with local colleges andindustries, and how effectively do they meet the needs of all students, particularlythose from underrepresented backgrounds and rural areas?In New York, early college pathways are integrated with local colleges, primarily through partnershipswith institutions like CUNY, SUNY, and Bard Early Colleges, but the level of integration with industriesvaries by region. CUNY and SUNY play pivotal roles in providing access to college-level coursework forhigh school students, allowing them to earn college credits and, in some cases, complete associatedegrees by the time they finish high school. However, integration with local industries is less consistent.While some programs, particularly those in urban centers like New York City, have established strong 16The promising findings provide important foundational learnings about the field of early collegepathways in New York. The findings present an opportunity to ask better questions about howearly college pathways in New York can be fortified, improved and expanded.

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As we collaborate with the state and stakeholders to develop a policy and fundingframework, what priorities will have the greatest impact on improving access to andsuccess in college for historically underrepresented groups?New York needs and would benefit from a robust enabling policy and sustainable funding system.As we collaborate with the state and stakeholders to develop a policy and funding framework, the mostimpactful priorities for improving access to and success in college for historically underrepresentedgroups include increasing data transparency, expanding targeted supports, and fostering strongercollege and industry partnerships. For example, expanding funding for academic and non-academicsupports—such as tutoring, advising, and mental health services—will help underrepresented studentspersist through early college programs and into higher education. Also, fostering deeper partnershipsbetween colleges, industries, and K-12 schools is essential. Strengthening connections to local industriescan create clear career pathways and increase opportunities for internships and real-world learningexperiences, which are particularly beneficial for underrepresented students. Finally the recent report bythe Community College Research Center at Columbia University highlights the critical need to broadenour understanding of the intersection of early college and dual enrollment in serving the students ofNew York.While all of these actions could be good for any early college pathway, it is difficult to understand howto prioritize these broad needs without a better understanding of how students and practitionersexperience each of these pathways on the ground. 17ties with industries—offering internships, work-based learning opportunities, and career pathways—many programs in rural or underserved areas are challenged to build these connections.Programs serving low-income students, students of color, and first-generation college students havedemonstrated positive outcomes in terms of college enrollment and persistence. However, access tothese pathways is often uneven, with fewer opportunities available in under-resourced districts.Additionally, the degree to which these programs are tailored to the needs of students with disabilitiesor English language learners varies, leading to opportunity gaps.

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The ClosingA Case for SupportEarly college pathways and programs in New York show promise in addressing educational inequitiesand expanding college access. And there remain many questions about the overall impact, efficiencyand effectiveness of such programs and the broader field of dual enrollment. Key questions remainaround long-term outcomes, such as how many and which subgroups of students who participate inearly college and dual enrollment programs actually go on to complete four-year degrees and securehigh-quality jobs. Additionally, there are concerns about the consistency and scalability of theseprograms across diverse districts in the state - especially rural areas throughout the state. 18

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Data NoteAll data utilized for the Early College/P-TECH program analysis are from publicly available datasources for the 2022-2023 school year on the NYSED data website, linked here. Of the sample ofprograms originally selected for the landscape analysis, 29 unique schools were identified andmatchable to NYSED publicly available data.The matching was done in place of program-level data,which NYSED captures in SIRS for NYSED P-TECH, Smart Scholars Early College HS, and SmartTransfers Early College HS, but has not publicly released. Data on postsecondary enrollment andgraduation outcomes are specific to high school students, students enrolled in grades 9-12, or theClass of 2023, students who completed 4 years of high school by August 2023. All percentagescalculated in this analysis originated from counts in the respective databases. EdTrust - New York’s “To and Through” tool uses deidentified student-level data provided by theHigher Education Services Corporation (HESC) that includes: Institutional enrollment—including, but not limited to, institutional sector, enrollment begin andend date; andGraduation/certificate completion—including, but not limited to, institutional sector, date ofgraduation/ certification, and title of degree/credential earned.“Early College” enrollment —including, whether or not a student was enrolled in college coursesless than half-time while still in high school, prior to the Fall of 2017. All data findings in the tool are based on unpublished anonymized student-level data for 2016-2017first-time Tuition Assistance Program (TAP) recipients age 19 or younger as of July 1 for theacademic year, who reported either never attending college or attending some college in high school(collectively referred to as TAP recipients) provided by the New York State Higher EducationServices Corporation (HESC) in coordination with the National Student Clearinghouse (NSC). For the“early college” analysis, the “early college” indicator was used to differentiate between students inthe dataset for the retention, persistence and “on-time” graduation calculations.19

NY4ECP Data Snapshot

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