Early College Blueprint Benchmarks

Click here to view The Early College High School Blueprint

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. 

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Benchmark 1: School Design

The Early College High School (ECHS) shall establish school structures and policies, regularly convene leadership teams and ensure adequate staff capacity for the successful implementation and sustainability of the ECHS program. 

Artifacts:

• ECHS/IHE leadership meeting agendas

• School board and board of regents’ presentations

• Description of each member and role in committee

• Document(s) outlining the strategic priorities for the current academic year and/or long-term priorities of the ECHS partnership

Benchmark 2: Partnerships

The Early College High School (ECHS) must have a current, signed memorandum of understanding (MOU) or interlocal agreement (ILA) with each Institution of Higher Education (IHE) that outlines key issues related to the planning, implementation, and sustainability of the ECHS program. Stakeholders shall review the MOU or ILA annually. The agreement shall include the components described in the design elements below.  

Artifacts:

• Final, signed, and executed MOU/ILA or similar agreement

Benchmark 3: Target Population

The Early College High School (ECHS) shall target and enroll historically underserved students. The campus must enable students who are at-risk of dropping out or those who wish to accelerate completion of high school to combine high school courses and college-level courses. Enrollment decisions shall not be based on state assessment scores, discipline history, teacher recommendations, parent or student essays, minimum grade point average (GPA), or other criteria that create barriers for student enrollment.  

Artifacts:

• Written lottery procedures (district-level or campus-level) 

• Written admission policy, and enrollment application 

• Written recruitment plan, including a timeline of recruitment and enrollment events, and recruitment materials for distribution at feeder middle schools and other appropriate locations in the community 

• Brochures and marketing in Spanish, English, and/or other relevant language(s) 

• Written communication plan for targeting identified audiences (e.g., parents, community members, school boards, higher education personnel, etc.) 

Benchmark 4: Academic Infrastructure

The Early College High School (ECHS) must provide a rigorous course of study that allows students the opportunity to earn a high school diploma and enable a student to combine high school courses and college-level courses with the goal of earning an associate degree or up to 60 semester credit hours toward a baccalaureate degree.  

Artifacts:

• Crosswalk aligning high school and college courses, grades 9 through 12, which enables a student to earn an associate degree or 60 college credit hours toward a baccalaureate degree

• Associate of Arts

• Associate of Science

• Vistas ECHS Schedule   

• Calendar of TSI Dates 

• Aggregate reports of TSI exam performance 

• Testing Calendar 

Benchmark 5: Student Support

The Early College High School (ECHS) must provide wrap-around strategies and services involving multiple stakeholders to strengthen academic, technical, and individual support for students to be successful in their ECHS program. 

Artifacts:

• Tutoring and Bridge Program Schedules 

• Bridge Program Curriculum  

• Calendar of family outreach events

• Advisory/Study Skills Curriculum

• Schedule of advising events