Events
Early Colleges: Creating Pathways for Access to Higher Education | Virtual Q&A Panel
Date
August 16, 2023 01:00pm - 02:00pm
Location
United States
Various challenges can stand in the way of a high school student pursuing postsecondary education. Discover early colleges—a proven solution to help students overcome academic, cultural, and financial barriers and create pathways to continue their education after graduation.
In this Q&A Panel Elizabeth Glennie, Julie Edmunds, and Nina Arshavsky, will discuss how early colleges can improve college readiness and make pursuing postsecondary education a possibility for all students.
Panelists will share insights from their book, Early Colleges as a Model for Schooling: Creating New Pathways for Access to Higher Education, which is informed by findings from a 17-year study on the impacts of the early college model in North Carolina.
During this panel, attendees will:
- gain an understanding of how the early college model can improve education outcomes and create postsecondary success;
- discover how to address the current and changing needs of students and communities;
- discuss the future of early colleges in North Carolina and across the United States.
Meet the Panelists
Elizabeth Glennie, PhD, Senior Research Education Analyst, RTI International
Dr. Elizabeth Glennie designs and leads studies that examine the implementation and impact of U.S. educational policies on schools, teachers, and students. Many of her projects focus on factors influencing success in secondary school and access to postsecondary education for disadvantaged students. These studies have involved analyzing large national databases and data collected by states and specific intervention programs. Dr. Glennie has studied early college high schools, STEM schools, and other new models and strategies that have proliferated in North Carolina and across the country.
Julie Edmunds, PhD, Director, Early College Research Center, SERVE at the University of North Carolina at Greensboro
Dr. Julie Edmunds is Director of the Early College Research Center, where she leads a team of researchers investigating early college and related topics. Her research includes a 17-year experimental study of the impact of early colleges on high school, postsecondary, and workforce outcomes, a five-year statewide study of the impact of North Carolina’s dual enrollment program, and evaluations of four large-scale efforts around the country to implement early colleges in comprehensive high schools. She, along with Dr. Glennie, and Dr. Arshavsky, is an author of Early Colleges as a Model for Schooling: Creating New Pathways for Access to Higher Education, published by Harvard Education Press.
Nina Arshavsky, PhD, Senior Research Specialist, SERVE Center at the University of North Carolina at Greensboro
Nina Arshavsky is a Senior Research Specialist at the Early College Research Center/SERVE Center at UNC-Greensboro. Dr. Arshavsky’s research and evaluation projects focus on STEM and early college model, which she has been studying for over 15 years. Dr. Arshavsky’s work has spanned from mathematics education to high school reform, including research, curriculum development, and professional development. She co-authored a few mathematics curricula and resource materials for students and their teachers; designed and delivered teacher professional development in mathematics content, pedagogy, and use of technology in the math classroom. Her early college work included eleven research and evaluation projects.
Frank McKay
Meet the Moderator
Frank McKay, EdD, Education Consultant, RTI International
Frank McKay leads RTI’s strategy for the development and support of educator peer learning networks. Dr. McKay is especially interested in practices and policies that promote equity, positive school culture, and authentic learning that empowers students and educators to enact meaningful change in their communities. He currently leads RTI’s Early College Network (ECN) which provides regional and statewide networking activities for principals, teachers, school counselors, and college liaisons in new and mature early college high schools with the goal of increasing post-secondary attainment for students traditionally underrepresented in higher education.
