Early College Opportunities

Although Mililani High School has participated in the Running Start program for quite some time, we decided to implement an Early College Program that allows students to participate in College-level classes on campus.  MHS began their Early College Program in the Fall of 2015 and will continue to offer a fourth cohort for the Spring of 2018.  

Running Start
Running start is available to students in grades 9-12.  High School students take college-level courses at a University of Hawai'i campus along with college students.

Jump Start
Available to 12th grade students at select high schools who take college courses towards a career/technical education program at select University of Hawai'i campuses.

Early College
Available to students in grades 9-12.  Students take college-level courses at their high school campus along with other high school students.  Students are able to earn dual credit (both high school and college credit) for most of these courses.

Early College is a program that allows high school students to enroll in college classes and earn both high school and college credit.  For the 2017-2018 school year, Mililani High School will continue to offer ENG 100 with an emphasis on Career and Technical Education.  The class will be held during the school day at Mililani High School and taught by a Mililani High School teacher who is also a Leeward Community College Lecturer.  In addition to the CTE ENG 100, we will also be offering Intro to College Math, which could qualify students to enroll in Math 100 during the Spring semester.  Intro to College English will be added for the first time during school year 2017-2018.  The Intro to College English course is a year-long course that could qualify students for enrollment in ENG 100 at the college level.  This Intro College English course is not a dual credit course (students will earn 1 high school english credit), but is meant to prepare and qualify students for ENG 100 upon enrollment at a college/university.  MHS will also offer a Spring ENG 100 course (regular ENG 100; not CTE ENG 100) for Spring 2018.  

The decision to begin college early is an important one.  It is important to consider each student's maturity level in making choices about educational options.  Although a student may be academically prepared for college level coursework, he/she may find the demands of college extremely overwhelming.  Student success requires motivated individuals who work independently, take initiative, have good study skills, and are able to responsibly complete assignments on time throughout the semester.

Parents and students should give careful consideration to the appropriateness of the Early College Program before enrolling.  Students should always keep in mind that they are starting a permanent college transcript when they take any college class.  High School and college advisors are available to discuss the many options available for early college access.  

Final registration into the Early College class is based on 1) class availability and enrollment capacity, 2) priority registration status [Consistent with most universities and colleges, seniors are granted priority registration status, in addition to Early College students who need to meet high school graduation requirements through completion of a dual credit, Early College class], 3) Placement cutoff scores and course prerequisites, and 4) returning student status.  

ENG 100 Composition (3 college credits, 1 english credit):  Provides practice in producing substantial compositions at the college transfer level for courses across the curriculum.  Engaging in research activities, students evaluate and integrate sources into their compositions.  Engaging in research activities, students evaluate and integrate sources into their compositions.  Following a recursive writing process, they analyze the rhetorical, conceptual, and stylistic demands of writing for various purposes and audiences.  Students apply the principles of expository writing and produce compositions that have clear ideas, adequate support, logical organization, and correct sentence structure.  Students become proficient language users, independent learners, and thoughtful members of an academic community.  Prerequisite:  Appropriate writing test score or ENG 22 with a grade of C or higher; and completion of ENG 21 with a grade of C or higher, or appropriate reading placement test score; or approval from the Language Arts Division.  Rec Preparation:  Experience in using computers for writing.  

Introduction to College Mathematics (1 high school elective credit that can be used towards Math requirements):  Introduction to College Mathematics will focus upon topics from the Algebra, Functions, Geometry, and Statistics domains of the Common Core State Standards with an emphasis on mathematical modeling and quantitative reasoning.  Students will extend their understanding of high school mathematics concepts and apply that understanding in real-world problem solving situations and in purely mathematical contexts.  This course is classified as a Basic Elective; it will fulfill one of the 3 mathematics credits required for the high school diploma.  This course will also fulfill the 4th year mathematics credit that is required for the Honors designation for the high school diploma.  For specific information regarding course requirements, please click on the Intro to Math link.  Earning a grade of B or better will qualify students to take MATH 100 during the Spring semester. 

Expository Reading and Writing (1 high school English credit):  Introduction to College English will emphasize focused reading, writing, speaking and listening , and research work based on the ELA Common Core State Standards.  This course will develop students' college and career readiness by building skills in critical reading, academic writing, speaking and listening, research and inquiry, and language use as defined by the CCSS-ELA for high school.  The goal is to prepare college-bound seniors for the literacy demands of higher education.  Students will learn to evaluate the credibility of information, critique others' opinions, and construct their own opinions based on evidence.  By the end of the course, students will be able to use strategies for critical reading, argumentative writing, and independent thinking while reading complex texts and responding to them in discussion and writing.  Students will develop college and career ready skills and organization to be successful in college and beyond.  The course will also develop essential habits of mind necessary for students success in college, including independence, productive persistence, and metacognition.  For students who score in Level 2 on the Smarter Balanced 11th grade assessment, this Expository Reading and Writing course will offer an opportunity (with a B or better course grade) to place into college-credit courses when entering college directly from high school.  

MUSIC 108 (3 college credits):  In this introductory course which requires no music background, basic concepts of music as an expressive art form in Western culture are explored, including the acculturation of Western music in Hawaii.  Students assume roles of active listener, performer, and composer.  Basic music literacy is developed through regular reading, writing, listening and music-making assignments.  This class is currently on hold and may be offered in SY 18-19.

Impact of Dual Credit Programs

National Data suggest that high school students with dual credits demonstrate the following characteristics:

  • More likely to meet college-readiness benchmarks
  • More likely to enter college, and enter shortly after high school graduation
  • Higher persistence rate into second year of college
  • Higher four- and six-year college completion rates
  • Shorter average time to bachelor's degree completion for those completing in six years or less
In Hawaii, dual credit students also demonstrate similar characteristics:
  • Higher college enrollment rates
  • More likely to enroll in college in the fall term immediately following high school graduation
  • More likely to enroll at a 4-year institution
  • Higher persistence rate into second year of college