CIHS Design and Implementation Guide

October 2021 | page 1
North Carolina Cooperative Innovative High Schools
Design and Implementation Guide
with Promising Practices
The Cooperative Innovative High Schools (CIHS) Design and Implementation Guide is developed with input from CIHS
leaders across North Carolina. The purpose of this Design and Implementation Guide is to support a design approach
to the creation and continuous improvement of CIHS. This Design and Implementation Guide is a resource, aligned to
legislation, to support CIHS faculty and staff, as well as school district and college partners as they collaborate to develop
and sustain innovative structures, policies, and practices to ensure the continued success of CIHS students and schools.
This updated CIHS Design and Implementation Guide provides an overview of CIHS in NC, and of the foundational
Design Elements that optimize successful outcomes for CIHS students. The Design and Implementation Guide also
includes Promising Practices for each of the six CIHS Design Elements, shared by CIHS programs as examples of the
Design Elements in action. Additionally, the Guide incorporates related research with annotations, providing further
context for the CIHS Design Elements and Promising Practices.
OVERVIEW OF COOPERATIVE INNOVATIVE HIGH SCHOOLS
The North Carolina Department of Public Instruction
(NCDPI), in collaboration with the North Carolina
Community Colleges System, the University of North
Carolina System, and the North Carolina Independent
Colleges and Universities, established Cooperative
Innovative High Schools (CIHS) in 2004 in response to
legislation from the NC General Assembly. Originally
called the Learn and Earn Initiative, updated with the
Innovative Education Initiatives Act and most recently
as part of the Career and College Promise Program, this
legislation establishes guidelines for the creation and
operation of CIHS in North Carolina.
The Appropriations Act of 2011 established the Career and
College Promise (CCP) program. The purpose of CCP is
to offer structured opportunities for qualified high school
students to dually enroll in community college courses
that provide pathways leading to a certificate, diploma,
or degree, as well as providing entry-level job skills.
The three structured pathways include: 1. Cooperative
Innovative High School (CIHS) programs; 2. College
Transfer (CT) Pathways leading to the completion of an
associate degree or two years of transferable credit,
and 3. Career and Technical Education (CTE) Pathways
leading to a certificate, diploma, or industry recognized
credential aligned with a high school career cluster. The
full legislation governing CIHS is available on the NCDPI
CIHS webpage.
CIHS are innovative models determined locally based
on regional needs, including early college high schools,
STEM-themed high schools, and career academies. Some
schools offer both career and college programs of study.
All CIHS partner with an institution of higher education
(IHE) and most are located on the campus of their IHE
partner. CIHS are small schools, serving no more than
100 students per grade. CIHS programs focus on students
who would be the first in their families to graduate from
college, students who are at risk of dropping out of high
school, and students who would benefit from accelerated
academic instruction. CIHS programs provide innovative
public school opportunities for students and families.
North Carolina is a national leader in expanding this
innovative high school model, with 133 CIHS programs in
Fall 2021. 117 CIHS partner with community colleges, 11
with UNC institutions, and five with independent colleges
or universities. Most school districts in North Carolina
offer one or more CIHS. Students in CIHS outperform
state-wide averages in NC Math I, Biology, English II
and NC Math III. CIHS students receive better grades,
on average, than college age students in core academic
college courses. A growing number of students are
benefitting from new opportunities, leading to stronger
outcomes, with higher rates of academic achievement,
graduation and postsecondary enrollment and completion.
Together, these high schools and their college partners
are transforming teaching and learning for their students,
while also promoting the growth of innovative practices in
many schools and districts.

CIHS DESIGN ELEMENTS
The following CIHS Design Elements are structures and
practices that are integral to the implementation and
continued success of CIHS programs in North Carolina.
Sustained implementation of the structures and practices
arising from these Design Elements ensure CIHS
effectively serve target populations and all students,
developing the knowledge, skills and understandings,
self-advocacy, and persistence needed to succeed in
post-secondary education and careers. All CIHS staff
commit to the ongoing work of school self-assessment,
continuous improvement, and ongoing redesign to sustain
and enhance the CIHS Design Elements.
Future Ready Graduates: Ensures all students graduate
ready for college, careers, and life.
Collaborative Partnerships: Ensures the foundational
partnership between one school district and the partner
IHE and encourages community partnerships.
Innovative Instructional Practice: Ensures active
learning and intentional development of students’
academic readiness, persistence and self-advocacy, and
attainment of secondary and post-secondary outcomes.
Personalized Student Supports: Ensures all students
feel known and cared for and receive individualized
support for academic success and social and emotional
well-being.
Leadership and Professionalism: Ensures all staff are
valued and developed as leaders in their respective
roles and contribute to the ongoing success of all
students and the CIHS.
Innovative Design and Operations: Ensures successful
implementation of the other CIHS Design Elements
described in this Guide and enhances other high school
operations.
FUTURE READY GRADUATES
All CIHS staff members commit to ensuring every student
graduates prepared and credentialed to succeed in
post-secondary education and careers as an engaged
and productive citizen. All staff collaborate to design and
sustain a powerful school culture where the whole child
is nurtured, developed, challenged, and supported to
succeed in their chosen pathway of study.
• All students are supported to complete their chosen
pathway and to graduate with an associate degree,
two years of transferable credit, or a career-ready
certificate or diploma.
• All students on a College Transfer (CT) Pathway are
supported to graduate with the minimum admission
standards for the UNC System colleges and
universities.
• All students on a Career and Technical Education
(CTE) Pathway are supported to graduate with
a career certificate, diploma, or the associate of
applied science (AAS) degree.
• Formative and summative assessment data is used to
inform instruction, including student work samples,
on-going classroom assessments, achievement
tests, and college readiness assessments. Data from
graduates and graduating seniors is used to inform
school improvement.
• Every student receives intentional college and career
advising and is supported to become an advocate for
her or his own learning to achieve college and career
aspirations.
• Every student demonstrates college and career-
ready skills through authentic assessments, including
presentations to diverse audiences, projects mapped
to standards with local or global relevance, and
formal academic writing.
• Every student engages in research, college and
career exploration and, wherever possible, work-
based learning opportunities. These work-based
experiences include internships with business
partners to explore career opportunities and to gain
experience in career settings.
• Every student explores post-secondary pathways
and careers, such as visiting multiple IHEs to explore
college and university settings and engaging local
and regional employment opportunities.
• Every student and family are supported in college and
career planning, which includes college applications
and admissions, financial aid, scholarship
applications and employment opportunities aligned to
credentials.

PROMISING PRACTICES
Charlotte Teacher Early College
Charlotte-Mecklenburg Schools
IHE Partner: University of North Carolina at Charlotte
• Provides work-based learning opportunities for future
NC teachers by:
x Partnering with a four-year college and its Lab
School to develop a local pipeline for preparation
of licensed teachers; and
x Developing students’ interest in and knowledge
of the teaching profession through real world
experiences.
Charlotte Teacher Early College is helping to grow the
next generation of NC teachers. Each fall students visit
classrooms across the Charlotte area as part of their
UNC Charlotte Foundations in Education and Diversity
in Schools course. Charlotte Teacher Early College
and Charlotte Mecklenburg Schools are developing
a partnership with their new local lab school at UNC
Charlotte, Niner University Elementary at Amay James.
This school will host Charlotte Teacher Early College
students on a regular basis to give each student real-
world experience in a school environment.
Edgecombe Early College
Edgecombe County Public Schools
IHE Partner: Edgecombe Community College
• Provides clear guidelines and expectations to ensure
that every graduating student completes the FAFSA
by:
x Requiring all graduating students and a parent or
guardian to attend a FAFSA presentation by the
College Foundation of North Carolina;
x Monitoring FAFSA completion status of each
graduating student using the North Carolina
State Education Assistance Authority FAFSA
dashboard; and
x Supporting each student and family during the
FAFSA process.
Staff at Edgecombe Early College make sure each
graduating student completes the FAFSA by November
15 every year. Each fall the counselor arranges a FAFSA
presentation by the College Foundation of North Carolina,
with required attendance by students and a parent or
guardian. Early FAFSA completion ensures that students
applying for college have maximum access to federal,
state, and school financial aid, which is an essential
support for first-generation college-going students. The
counselor monitors students’ FAFSA status using the
North Carolina State Education Assistance Authority
FAFSA dashboard, providing real-time support to ensure
every student and family has the support needed for
completion.
Lenoir Early College
Lenoir County Public Schools
IHE Partner: Lenoir Community College
• Prepares all Juniors for the ACT, leading to significant
increases in scores and college readiness by:
x Providing focused ACT preparation;
x Facilitating online ACT courses and practice
taking timed tests; and
x Providing a weekly advising period for all
students.
Teachers at Lenoir Early College are intentional about
preparing students for the ACT. English and math teachers
facilitate the ACT online courses for all Juniors. Students
practice taking timed tests for each subject throughout
a focused period of preparation, from October until the
ACT is given in February. All students attend a weekly
advising period, and this time for Juniors also supports
ACT preparation. These strategies are credited for a
significant increase in ACT scores, which is typically a
college readiness measure for colleges and universities.
Sandhoke Early College
Hoke County Schools
IHE Partner: Sandhills Community College
• Sustains a college-going mindset and readiness for
first-generation students by:
x Defining “college” broadly to include career-
ready credentials attained at Sandhills
Community College;
x Supporting academic readiness with local
electives that further develop knowledge and
skills in mathematics, English/language arts, and
ACT Test preparation; and
x Celebrating current and past student successes.
• Models college expectations in high school to
support success in college by:

x Developing curricula to match college academic
expectations; and
x Teaching soft skills and self-advocacy.
Staff at Sandhoke Early College work to sustain a college-
going culture. Prospective students and families learn
this CIHS is designed to help first-generation students be
successful in a college setting, including career-ready and
post-secondary options. They define “college” broadly,
to include career-ready credentials attained at Sandhills
Community College. All students learn important soft
skills, like how to email appropriately to ask a college
instructor for a meeting. High school teachers scaffold
college expectations. Staff post college letters when
students are accepted and lift up graduates who inspire
by their examples. Students take two local electives,
Essential Math and Advanced Inquiry, so they are well
prepared for college coursework. An additional elective,
Composition English, prepares students for the ACT.
These courses are pass/fail so they do not impact a
student’s GPA.
Southeast Area Technical High School
New Hanover County Schools
IHE Partner: Cape Fear Community College
• Provides a career-ready curriculum through focused
Career Academies that introduces students to
academic and technical subjects, with hands-on and
project-based learning.
• Aligns high school experiences from each of the four
focused Career Academies with local workforce
development by partnering to host annual Community
Showcases that provide hands-on learning
opportunities and highlight career opportunities.
Through hands-on and project-based learning, students
at Southeast Area Technical High School (SEA-Tech)
engage academic and technical subjects, with high school
options and dual enrollment with Cape Fear Community
College. This blending allows students to be prepared
to enter the workforce directly or to continue to other
post-secondary opportunities. There are four focused
Career Academies: Construction Trades, Health & Fitness,
Culinary & Hospitality Management, and Public Safety.
Each spring they host Community Showcases, where
local businesses, healthcare professionals, and law
enforcement organizations showcase tools of the trade
and promote local career opportunities.
COLLABORATIVE PARTNERSHIPS
Each CIHS is established and sustained through a
foundational partnership with one school district and
one IHE. A highly effective partnership is essential to the
success of CIHS students. School district and college
partners work collaboratively to support student learning
in this innovative learning environment. CIHS programs
also develop meaningful partnerships with business,
industry, and community partners, and collaborate with
other schools in their districts to promote innovation and
the success of all students.
• CIHS seek to optimize dual credit opportunities, while
ensuring personalized pathways for all students to
complete certificates, diplomas, degrees, or two
years of transferable credit.
• CIHS staff ensure consistent, effective
communication and collaboration with the IHE to
optimize opportunities and success for all students.
CIHS and IHE staff collaborate regularly to identify
poor attendance or performance, with timely
interventions and effective supports for students
who need additional support.
• The school district and the IHE approve and
implement a formal agreement or Memorandum
of Understanding (MOU) that articulates the roles,
responsibilities, governing structures, and policies
that ensure a true partnership and shared ownership
of the CIHS.
• The school district and the IHE support the CIHS by
reviewing the formal agreement or MOU annually and
revising policies or procedures that act as barriers to
innovation, student success, or sustainability of the
CIHS.
• CIHS provide vital choices to students and families
within the public school system. CIHS have the
flexibility to pilot innovative structures and strategies
and to share innovative practices with other schools
in their districts.
• CIHS develop and sustain effective community
partnerships to broaden learning opportunities and
to support student success. Partnerships such as the
following are encouraged:
x Business Advisory Councils offer a wealth of
community connections and opportunities,
such as participation in project-based learning,
input on student outcomes related to career-
ready skills and workforce development needs,

internships for students, externships for teachers,
job shadowing, guest speakers, etc.
x Feeder middle schools offer proactive
communication and ongoing collaboration to
ensure early identification of target populations
and other students who would benefit most from
the CIHS experience.
x Community and faith-based organizations offer
great opportunities for recruitment, participation
in project-based learning, service-based learning,
etc.
PROMISING PRACTICES
Buncombe Early College
Buncombe County Schools
IHE Partner: Asheville-Buncombe Technical Community
College
• Sustains community partnerships by:
x Collaborating on a multi-year, real world project
to improve an undeveloped riverbank in Azalea
Park; and
x Establishing mentors for students from
community experts.
• Integrates community-based learning with daily
classroom instruction, engaging students to make
persuasive, data-based arguments while promoting
sustainable designs.
• Supports a graduate profile with community input to
define the skills and dispositions all students should
demonstrate upon graduation.
Buncombe Early College partners with a local
organization, RiverLink, to improve an undeveloped
riverbank area in Azalea Park in the City of Asheville.
Community experts serve as mentors, as students study
how to use sustainable design methods in public spaces
to increase healthy interactions between humans and
nature. Student teams work on a nature trail, a pollinator
garden, waste management, signage, and more. Students
test water temperature, pH, turbidity, dissolved oxygen,
and nutrient load in the Swannanoa River, comparing
results while listening to data interpretations by RiverLink
staff. The project integrates math, science, and English
classes. Students learn how to use statistical analysis
to process data and how to make persuasive arguments
in a scientific context. This project also supports
Buncombe Early College’s commitment to their Graduate
Profile, which was developed with community input. The
Graduate Profile defines the skills and dispositions all
graduates should demonstrate.
Mattamuskeet Early College
Hyde County Schools
IHE Partner: Beaufort Community College
• Expands career-ready pathways by:
x Enhancing the partnership with Beaufort
Community College to maximize student
opportunities; and
x Offering college courses at both the high school
and the college.
Mattamuskeet Early College offers Certified Nurse
Assistant certification through an expanded partnership
with Beaufort Community College. The school nurse
teaches one of the classes on the Mattamuskeet campus.
The counselor and a teacher assistant from the local
elementary school volunteer to transport the students
after school hours to and from the community college,
which is an hour away, using a district car. These
students will graduate with a certificate and can begin
work immediately after graduation from high school.

McDowell Academy for Innovation
McDowell County Schools
IHE Partner: McDowell Community College
• Ensures students graduate with real world experience
and career-ready skills by providing authentic learning
opportunities with industry partners.
• Develops career opportunities for graduates in local
communities through connections made during work-
based partnerships.
The McDowell Academy for Innovation provides authentic
learning opportunities that extend beyond the high school
campus, including service learning, job shadowing,
internships, and apprenticeships. Industry partners
providing these opportunities include Mission Hospital,
ERA Realty, ABB Manufacturing, the Animal Hospital,
and the McDowell County EMS. Students learn real world
skills and determine which college or career pathways
they want to follow. These opportunities connect students
with local businesses and help students find various
employment opportunities in the local economy.
Person Early College
Person County Schools
IHE Partner: Piedmont Community College
• Partners with the Friday Institute’s Project-Based
Inquiry (PBI) Global Service Learning Collaborative
to engage students in a multi-year, cross-curricular,
inquiry-based project: Global Water for South Sudan
by:
x Immersing students in the United Nations’
Sustainable Development Goals; and
x Incorporating service learning, with a pledge
walk to raise money to aid in the building of a well
in South Sudan.
Person Early College partners with the Friday Institute’s
Project-Based Inquiry (PBI) Global Service Learning
Collaborative to engage students in an inquiry-based
project: Global Water for South Sudan. All 9th grade
teachers contribute to a six-week project tied to weekly
learning goals and work with the PBI Global Team to plan
and facilitate these unique learning experiences. Students
complete a service aspect with a pledge walk, simulating
the walk for water for people in South Sudan, as described
in the project book study: The Long Walk to Water, by
Linda Sue Park. The pledge walk raises money to help
build a well for closer water access in South Sudan.
Wake Early College of Health and Sciences
Wake County Schools
IHE Partner: Wake Technical Community College
• Partners with Wake Technical Community College
and local health partner, WakeMed Health
and Hospitals, to provide work-based learning
opportunities for students.
• Builds students’ professional resumes and digital
portfolios through authentic learning experiences.
Activities beyond the classroom richly enhance the
experience for students at the Wake Early College of
Health and Sciences. In partnership with WakeMed
Health and Hospitals, the Career Development Coordinator
organizes work-based learning opportunities for students
exploring health care careers, including job shadowing
with doctors, nurses, and other health care professionals.
Students include these experiences in their professional
resumes and digital portfolios, and many graduate with
career-ready credentials, often securing employment in
health care careers after graduating from high school.

INNOVATIVE INSTRUCTIONAL PRACTICE
All CIHS staff commit to ensuring every student is actively
engaged, challenged, and supported, in all classes,
every day, to succeed in rigorous coursework and
graduate having completed the post-secondary outcomes
described above. All staff members commit to deep
inquiry and consistent collaboration to design, facilitate,
assess, and redesign learning activities that ensure
successful student outcomes.
• Daily instruction is characterized by student-
centered, active learning, including collaborative
group work, low stakes writing, student to student
discourse, and intentional questioning.
• CIHS teachers embed rigor and relevance, with
scaffolds and supports in every class as a daily
practice, so all students can access rigorous
coursework with success.
• Instruction is planned using big ideas or essential
questions, mapped to standards and to college
and career-ready student outcomes, to ensure all
students master essential knowledge and skills
and apply that learning to improve their lives, their
communities, and their planet.
• Daily instruction features deep dialogue, with
exploration and application of understanding.
• Teachers differentiate and personalize instruction,
developing student voice and choice, and leverage
strong relationships to promote persistence, self-
reliance, and self-advocacy.
• Teachers collaborate to design project-based,
inquiry-based, and community-based experiential
learning, with cross-curricular learning opportunities
for all students.
• Staff develop and maintain a resource bank of
effective lessons, units of study, and authentic
assessments.
• Staff collaborate to develop common rubrics and
intentional, personalized feedback so that students
understand criteria for success and how to improve.
• Teachers make informed decisions about whether,
when, and how to use technology to optimize student
learning.
• Curriculum, instruction, and assessment ensure
all students develop critical thinking and problem
solving skills.
• Students and staff use a design approach to connect
academic content to complex global, national, and
local issues, and to create authentic, relevant student
work.
PROMISING PRACTICES
Ashe Early College
Ashe County Schools
IHE Partner: Wilkes Community College
• Collaborates with community partners to implement
a multi-year project-based learning experience for
students.

• Integrates project-based learning across content
areas, allowing students to plan, design, and
construct an outdoor learning environment.
• Fosters ownership of learning by giving students
voice and choice in the design of their school.
Students at Ashe Early College are creating an outdoor
classroom on Wilkes Community College, Ashe Campus,
at the base of Mount Jefferson. Working with a Park
Ranger, students learn the native plants and animals and
the history of the mountain. In addition to the classroom,
students are expanding a walking trail and building an all-
access bridge across a creek. The local electric company
supports building a shelter and securing electricity for a
projection screen. The math teacher and students work
with a retired Arts Council Director to create quilt squares
using math angles and terms. A large, favorite quilt hangs
in the outdoor space. Learning extends to Biology, Earth
Science, English and history classes, enhancing critical
thinking and problem solving, communication skills,
creativity, and imagination.
Bladen Early College
Bladen County Schools
IHE Partner: Bladen Community College
• Implements project-based learning to inform school
design by tasking students to reimagine the physical
layout of campus.
• Embeds the project throughout core curriculum
classes to strengthen cross curricular connections.
• Develops authentic audiences for student work and
community involvement.
Bladen Early College uses a Freshman Seminar to help
students make the transition from middle school. An
authentic project in this class, extending to all core
classes, empowers students to reimagine the physical
layout of their school. In math, students use formulas to
calculate square footage and the various costs associated
with their designs. In science, students study “green”
solutions to the carbon footprint in their designs. Students
in English classes prepare oral and visual reports. In
social studies, students study the development of cities.
Students visit the Hunt Library at North Carolina State
University and various other schools to gather ideas
and present their work to a group of judges from the
community. Students are creating new spaces on the
campus of Bladen Early College as their designs become
reality.
Haywood Early College
Haywood County Schools
IHE Partner: Haywood Community College
• Collaborates with college staff to pair high school
and college math and science courses.
• Insures support for college coursework from high
school teachers.
• Creates science-based math labs to allow students
an engaging, interest based, hands-on approach to
learning mathematics.
Staff at Haywood Early College collaborate with college
partners to pair high school and college math and science
courses and labs. College Math 171 is paired through
a high school Math Lab with high school NC Math III.
College Biology 111 is paired with a high school Biology
lab. These pairings reinforce learning and ensure high
school teachers provide support for student success in
college coursework. The high school NC Math II teacher
also creates science-based math labs where students
form research teams to facilitate the data collecting and
lab work and use their data to create math equations.

Randolph Early College
Randolph County School System
IHE Partner: Randolph Community College
• Teaches math in a personalized way to support
mastery by:
x Blending innovative instructional practices; and
x Designing ways for students to explore and
discover math.
Randolph Early College personalizes math instruction,
teaching as if it were a foreign language film. Teachers
upload videos in Canvas introducing topics, explaining
the math behind the problems while working through
them. Teachers include subtitles in the videos, defining
terms or adding additional information. Students complete
blank notes as they watch independently to front-load
content. Individualized videos are sent through email to
answer questions and clarify misconceptions. Exploration
activities help students “discover” the math through
the online course. After discovery, students work to
demonstrate mastery of each concept before progressing
to the next. Student input shows they connect with this
approach.
Rowan Early College
Rowan-Salisbury Schools
IHE Partner: Rowan-Cabarrus Community College
• Cultivates a supportive teacher community as a
foundational component to increasing student
engagement by:
x Structuring group work to ensure collaborative
learning;
x Immersing students in low stakes writing to
develop literacy skills; and
x Scaffolding rigorous coursework so all students
can be successful.
Teachers at Rowan ECHS support each other to implement
student engagement strategies – ensuring students read,
think, talk, and write in each class, every day. Strategies
include structured group work, classroom talk, scaffolding
rigor, and low stakes writing. Students develop the
literacy, persistence, and self-agency they need to be
successful in college work. These high engagement
strategies also support students’ social and emotional
needs. Staff engage professional development to ensure
these strategies reach all students.
PERSONALIZED STUDENT SUPPORTS
All CIHS staff commit to ensuring that every student
is known, respected, and cared for by the adults in the
school. Every student is supported to develop their full
potential through a variety of intentional ways. Staff
leverage strong personal relationships with students to
build their curiosity, persistence, and intrinsic motivation,
as well as their support of each other, to succeed in
rigorous coursework, innovative opportunities, and in
college and careers.
• Every student has a personalized four or five-
year plan that is reviewed and updated to ensure
completion of an associate degree, career
credentials or two years of transferable credit.
• CIHS provide effective orientation/transition events,
parent nights, conferences, and other opportunities
to promote active participation of students’ families
and other community members.
• CIHS provide an advisory or seminar course or
program with an established curriculum to develop
college and career-ready skills and knowledge.
• CIHS provide structured and intentional academic
and affective supports for every student, in and
outside of class.
• Teacher advisors meet regularly with students
to assess progress, identify needs, and provide
personalized supports.
• CIHS ensure consistent, ongoing communication with
students and families about student progress toward
completion of personalized four or five-year plans.
Staff ensure timely, collaborative interventions when
students struggle.
• CIHS ensure intentional development of all students’
self-advocacy skills, especially in designing
their personal pathways, navigating the college
environment, and taking advantage of all available
supports and opportunities.
• CIHS provide a wide range of opportunities for
students to develop self-expression, leadership
and social skills, including student-led clubs,
intramural teams, service, and other extracurricular
opportunities.

PROMISING PRACTICES
Challenger Early College
Catawba County Schools
IHE Partner: Catawba Valley Community College
• Provides a personal adult advocate for every student.
• Empowers student ownership of learning by:
x Establishing student-led conferences at the end
of each semester;
x Supporting students to create digital portfolios
with work samples from all classes; and
x Structuring time for students to demonstrate
academic growth.
Student-Led Conferences at Challenger Early College
are a pillar of student engagement and are scheduled
at the end of each semester as a culminating event.
Each student works with a staff member who serves
as a Personal Adult Advocate (PAA). Upon arrival in
professional attire, students introduce their parent or
guardian to the PAA, who joins the conference to support
the student and interact with their guest. Students create
a virtual portfolio and provide work samples from all
high school and college classes, as well as reflections
from clubs and extracurricular activities. Students
are encouraged not to display their best grades, but
rather assignments that demonstrate growth over time.
Challenger Early College offers face to face and remote
options for Student-Led Conferences to ensure access.
Gaston Early College
Gaston County Schools
IHE Partner: Gaston College
• Strengthens student supports using a design
approach to student communication and family
engagement by:
x Keeping students and parents connected using
the Remind App;
x Creating How-To Guides to help families navigate
Canvas and PowerSchool; and
x Enhancing outreach with weekly newsletters and
social media blasts.
Gaston Early College designs their approach to student
communication and family engagement. All staff and
students use the Remind app extensively, sharing class
codes with parents and guardians. Gaston Early College
has been recognized by Remind as having the highest
level of engagement possible through the platform.
Staff create numerous how-to guide videos to help
parents navigate Canvas and PowerSchool. They push
out several social media blasts each semester aimed at
students, parents, and guardians. Teachers create weekly
newsletters with hyperlinks and details of upcoming
work, leaving no stone unturned in helping families stay
informed and engaged.

Robeson Early College
Public Schools of Robeson County
IHE Partner: Robeson Community College
• Develops student leadership through extra-curricular
opportunities.
• Fosters a mindset of civic responsibility and service.
• Promotes an interest in STEM through extra-
curricular clubs.
Students at Robeson Early College are required to join at
least two extra-curricular clubs as part of their overall
student-development programming. Examples include
Robotics club, math club, Christian club, Go Green club,
Science Olympiad, Native American Student Association,
Drama club, and the College Student Government
Association. These clubs are active in the community:
the Math and Christian clubs visit nursing homes
near campus, learning local history while talking with
residents. The Robotics club visits middle schools, talking
with students to increase interest in STEM subjects and
careers. The NASA club volunteers tutoring elementary
students.
Rockingham Early College
Rockingham County Schools
IHE Partner: Rockingham Community College
• Conducts weekly Calibration Around Student
Achievement staff meetings to ensure teachers
review, reflect, and respond to ongoing student data
by:
x Analyzing data to improve student supports; and
x Supporting college success through targeted high
school interventions.
• Implements virtual office hours for students who
need extra support.
Staff at Rockingham Early College meet each week in
Calibration Around Student Achievement meetings to
analyze student data and enhance student supports. Each
student participates in a student-centered conference,
which informs data collection. Seminar teachers require
students to submit progress reports from college
classes and connect struggling students with subject
area teachers during virtual office hours. Early College
teachers work with students to support successful
completion of assignments in college courses.
Rutherford Early College
Rutherford County Schools
IHE Partner: Isothermal Community College
• Implements an enhanced model of Multi-Tiered
System of Supports for CIHS students by:
x Developing multiple strategies to better recognize
when students struggle;
x Employing distance learning advisors; and
x Creating I SEE U Groups for Tier 1 Students.
Rutherford Early College enhances their Multi-Tiered
System of Supports (MTSS) to improve identification of
students needing support. The distance learning advisor
meets with all students weekly to check progress in
high school and college coursework and submits weekly
reports that are fed into the MTSS process. Staff meet bi-
weekly to analyze data, plan intervention strategies, and
maintain a data tracking system. Students most in need
are assigned to an I SEE U group, limited to five students
per teacher. These highly structured group sessions
ensure students understand coursework, assignments,
and due dates, and that they are engaging college support
services. Teachers document what students and staff
are responsible for and track progress over time. This
enhanced system of student support has greatly reduced
the number of students who fail a high school or college
course.

Sampson Early College
Sampson County Schools
IHE Partner: Sampson Community College
• Supports the development of the whole child by:
x Fostering a community of collaboration between
all school staff;
x Enhancing communications with students and
families; and
x Making home visits to ensure students’ basic
needs are met.
Sampson Early College staff collaborate to support the
“whole child” of all students and each other. Together
they support the social and emotional needs of all
students, with special emphasis on students identified
as at-risk. The counselor works closely with the social
worker to provide support for those with excessive
absences. Teachers, the counselor, college liaison, and
administrators call parents or guardians regularly to make
sure students are well, feel cared for, and are provided
supports for completion of learning. They use the Remind
App, and schedule home visits to stay in close contact
with students and families.
LEADERSHIP AND PROFESSIONALISM
All staff commit to a shared responsibility for the
success of every student and professionally lead in areas
appropriate to their roles and expertise. Embedded and
ongoing staff development sustains a supportive and
professional school culture that promotes inquiry and the
ongoing design work of innovative secondary education.
• Principals support all staff to implement innovative
instructional practices. Principals are regularly
present in classrooms to experience and participate
in classroom culture and to monitor and support
instructional practices.
• All teachers are leaders in their classrooms and
co-leaders of a collaborative school culture
that practices inquiry and a design approach
to continuous improvement. Teacher input
informs instructional decisions, as well as school
improvement goals and measures.
• All staff celebrate the diversity of staff and student
background, expertise, and experience.
• Common planning times for teachers support
collaborative, innovative practices.
• CIHS support innovative instruction by implementing
instructional rounds. Instructional rounds are non-
evaluative teacher to teacher classroom visits and
feedback, aligned to host teachers’ student learning
questions.
• All staff collaborate in an ongoing design process of
continual school improvement, including analysis of
data and student outcomes, shared decision making
about priorities to develop and sustain innovative
design and practice, and ongoing assessment of
implementation.
• All staff collaborate to make informed decisions
about professional development to support school
improvement priorities.
PROMISING PRACTICES
Caldwell Early College
Caldwell County Schools
IHE Partner: Caldwell Community College
• Implements the Instructional Rounds Model of
Professional Development by:
x Structuring ongoing school-wide staff
collaboration to engage all students;

x Embedding ongoing professional development;
and
x Providing non-evaluative teacher to teacher
feedback to improve instruction.
Caldwell Early College sustains Innovative Instructional
Practice through school-wide instructional rounds. Each
teacher hosts colleagues as observers in their classroom.
All rounds consist of a pre-round, classroom observation,
and a post-round reflection. During the pre-round, the
host teacher shares the learning objectives and lesson
plan and identifies specific feedback they would like
to receive. Observers focus on student behaviors with
guiding student learning questions, interact with students,
and take notes on only those questions the host teacher
shares. During the post-round, the host teacher reflects
on the lesson, noting what went well. Observers provide
feedback to help the teacher reflect further on their
practice and encourage the teacher to consider positive
ways to change, modify, or improve practice, in a non-
evaluative and peer coaching manner. All staff participate
in one of six Leadership Cadres aligned to the CIHS Design
Elements. Instructional rounds are coordinated by the
Leadership and Professionalism cadre.
Foothills CIHS Network
AgriScience Early College, Alexander Early College, Ashe
Early College, Caldwell Early College, Challenger Early
College, Cleveland Early College, Gaston Early College,
Surry Early College, Wilkes Early College, and Yadkin
Early College:
• Sustains a collaborative community of regional CIHS.
• Hosts study visits for shared learning and growth.
• Provides role-alike groups for principals, teachers,
counselors, and college liaisons.
CIHS Principals in the Piedmont-Triad, Northwest and
Southwest regions are committed to keeping the CIHS
Design Elements at the forefront of their work. They
formed a regional network to sustain innovation and to
help onboard new leaders and staff. The Foothills CIHS
Network includes 10 CIHS and provides a structure for
ongoing collaborative practices, through face to face and
virtual settings. Leaders in the Foothills CIHS Network
organize study visits to each other’s schools, inviting
feedback from guests on specific school improvement
goals. Teachers offer feedback to peers about student
engagement strategies, which all these schools work
to implement. Counselors and college liaisons meet to
support each other in their essential roles. These leaders
support each other to ensure the full implementation of
the CIHS Design Elements.
Innovation Early College
Pitt County Schools
IHE Partner: East Carolina University
• Designs and implements a unique school-wide
Instructional Framework by:
x Developing the framework through staff
collaboration to ensure buy in and ownership;
x Integrating human-centered design thinking
across the curriculum; and
x Requiring all students to participate in community
service.
Staff at the Innovation Early College design their own
Instructional Framework. All teachers implement core
strategies, using project-based learning to ensure student
engagement and authentic learning. Each project aligns
to one of the United Nations’ Sustainable Development
Goals. Using a human-centered design process, students
learn empathy as a first step in developing a design. Each
project requires students to understand the perspective
of others and to pose solutions to real community
challenges. Students track progress toward goal
completion, with fellow students serving as accountability
partners. Student voice and choice is emphasized,
with student surveys for each class at the end of each
semester. Students complete 100 hours of community
service, often aligned to a class project.
Wayne School of Engineering
Wayne County Public Schools
IHE Partner: Wayne Community College
• Facilitates structured staff collaboration to focus on
increasing student engagement, expanding rigor, and
providing supports for improved learning outcomes
by:
x Developing a schedule that allows teachers to
meet daily; and
x Embedding ongoing professional development.
The Wayne School of Engineering brings all staff to school
well before students arrive to create purposeful time each
day for structured professional collaboration. The school
day for teachers is from 9:15 am to 4:45 pm. Students are

at school from 10:30 am until 4:30 pm. Each morning of the
week is designated for specific professional development.
Monday mornings are for Lesson Tuning. Teachers share
lesson plans with colleagues across the curriculum to
gather feedback on student engagement strategies,
rigor, scaffolding etc. Tuesday mornings are dedicated to
departmental planning. Wednesday mornings find staff
analyzing student data, supporting students who struggle,
and developing enrichment opportunities. Thursday
mornings are for professional development and school
improvement. Friday mornings are a time for reflections
and celebrations.
INNOVATIVE DESIGN AND OPERATIONS
CIHS are designed to partner with an IHE to blend
secondary and post-secondary experiences in innovative
ways. CIHS enable students to obtain a high school
diploma and work towards an associate degree program,
master a certificate or career-ready pathway, or earn
up to two years of college credit within five years.
CIHS leaders and staff commit to a design process of
continuous improvement to ensure the ongoing successful
implementation of the other CIHS Design Elements
described in this Guide.
• CIHS target for recruitment and admission any or all
of the identified target populations:
x Students who would be the first in their families
to graduate from college;
x Student at risk of dropping out of high school; and
x Students who would benefit from accelerated
academic instruction.
• CIHS recognize that students from populations
traditionally underrepresented in higher education
are often students who would benefit from
accelerated academic instruction, especially
in an innovative school with a strong culture of
personalized student supports.
• CIHS serve no more than 100 students per grade
level. All are encouraged to serve as many students
as possible up to 100 students per grade.
• CIHS are approved to operate by the State Board of
Education and the applicable governing board of their
IHE, and the NC General Assembly. Approved CIHS
applications are renewed every five years.
• CIHS are designed to offer students opportunities
beyond those available to traditional high school
students through Career and College Promise,
including expanded opportunities for dual enrollment
and a college-bound campus and culture.
• Effective community outreach and communications
with all stakeholders ensure successful recruitment
of target population students.
• Student selection and admissions processes ensure
target populations are served and do not create
barriers to their enrollment.
• The school calendar and schedule are designed
to ensure flexibility that optimize outcomes for all
students and to maximize partnership opportunities
with the IHE and other partners, including
opportunities for work-based and community-based
learning.
• School and college staff meet regularly to support the
success of every student.
• Facilities, staffing, resources, and technology
are sufficient to ensure the successful design and
implementation of the CIHS model, aligned to the
Design Elements described in this Guide.
• CIHS submit an annual report to NCDPI with details
of student target populations, grade levels offered,
programs of service, student enrollment, school
effectiveness measures, and success stories.

PROMISING PRACTICES
The Academy at Smith
Guilford County Schools
IHE Partner: Guilford Technical Community College
• Increases student and family engagement and access
to information by:
x Offering a Virtual Curriculum Fair;
x Providing a blended course registration process
for students and families;
x Explaining course offerings through departmental
videos; and
x Sharing Career and Technical Education pathway
opportunities.
The Academy at Smith hosts a Virtual Curriculum Fair to
support enhanced student and family engagement. Each
department creates a series of videos, with teachers
explaining the courses, including career-ready pathway
options, which students and families can access at their
own pace. The principal and teachers show students how
to use a padlet and send Virtual Curriculum Fair videos to
all parents. The counselor keeps track of students going
through the registration process, ensuring all engage with
success.
Agriculture and Science Early College
Iredell-Statesville Schools
IHE Partner: Mitchell Community College
• Implements an exercise and recreation regimen to
improve learning and memory, and help build positive
teacher/student relationships by:
x Creating a daily schedule that includes
recreational time;
x Providing exercise opportunities for all students;
and
x Facilitating opportunities for teachers and
students to interact in a non-academic
environment.
The Agriculture and Science Early College incorporates
25 minutes of recreation and exercise into the regular
school day. Staff supervise this unstructured time
outside. Students are strongly encouraged to walk for
a few minutes, even if it is a little cool or damp. Many
come prepared to go outside and play regardless of the
weather. Activities include volleyball, passing a football,
hitting tennis balls, and throwing frisbees. There is much
research and anecdotal evidence that physical activity
helps improve learning and memory. Staff report that
this recreational time helps keep students from getting
sleepy after lunch. This time is a great opportunity for
students to make friends, and for staff to build supportive
relationships with students.
Middle College High School
Durham Public Schools
IHE Partner: Durham Technical Community College
• Implements a school-wide collaborative effort to
improve the social and emotional needs of students
by:
x Structuring time to intentionally address the
needs of the whole student;
x Nurturing students’ feelings of safety and trust;
and
x Communicating school-wide behavioral
expectations.
The Middle College at Durham Technical Community
College hosts Wellness Wednesdays to address the social
and emotional needs of students and to promote college
and career readiness. The Wellness Team facilitates data
analysis, monitoring student attendance and engagement.
Staff administer a needs assessment and communicate

behavior expectations to all students and families. They
create a schedule of Wellness Wednesday activities
that include greeting every student by name, student to
student interactions, practicing mindfulness, building
a community of safety and trust, studying trauma and
sensitivity, and engaging the Multi-Tiered System of
Supports.
Pitt Early College
Pitt County Schools
IHE Partner: Pitt Community College
• Creates a Special Projects Fund to ensure students’
and families’ basic needs are met by:
x Optimizing school resources from donated funds;
and
x Building community partnerships.
• Alleviates barriers to learning by:
x Providing financial assistance to students’
families;
x Nurturing students’ social and emotional well-
being; and
x Developing connections between school and
home.
In order to better meet the whole child needs of their
students, Pitt Early College maintains a Special Projects
Fund that relies solely on donations from businesses and
individuals. At the Principal’s discretion, this money is
used to pay electric bills when the lights get cut off, to pay
rent or a mortgage, to buy mattresses or beds for students
who do not have one, to pay a service company to make
needed repairs, or to provide for other student needs.
These efforts help lessen the physical and emotional
stressors so students can focus on their education.
Wake STEM Early College
Wake County Schools
IHE Partner: North Carolina State University
• Invests in building personal connections between the
principal and students.
• Promotes student ownership in the ongoing design,
improvement, and operation of their school.
The principal at Wake STEM Early College gets to know
his students in an innovative way: Talk to Me Tuesdays.
Talk to Me Tuesdays is an open 45 minutes each Tuesday
when students meet with the principal to share thoughts
and ideas, questions, and concerns, all focused on
enhancing students’ experiences at the early college.
Students give feedback on school improvement initiatives
that are underway, improving implementation in real time.
Talk to Me Tuesdays led to the creation of a Principal’s
Advisory Committee, which gives students voice and
choice in the ongoing design and operation of their school.
Related Research with Annotations
Alllen, A., & Roberts, J. K. (2017). Evaluating
implementation of the early college model through
a theory of change. International Journal of
Educational Reform, 26(3), 250-257. https://doi.
org/10.1177/105678791702600306
The researchers identified collaboration and strong
communication with college partners and community
organizations as a way to reduce barriers and promote
student success within Ohio’s Early College initiative.
Additionally, they emphasized the importance of ongoing
teacher professional development, the establishment
of a college-going culture throughout the school, and
the importance of buy-in from students, parents, and
teachers.

Allen, T. O. (2016). Managing expectations and striving
to succeed: A portrait of a Latino male student’s
experience in an early college high school. Journal
of Applied Research in the Community College, 23(2),
93-105. https://www.ingentaconnect.com/content/
montezuma/jarcc/2016/00000023/00000002/art00007
This article explored the academic and social experiences
of a Latino male student in an early college in Texas. With
very limited scholarly work focusing on this demographic
group, this study attempted to identify specific reasons
for attrition of Latino males within the K-16 educational
pipeline.
Ari, O., Fisher-Ari, T., Killacky, J., & Angel, R. (2017). “This
is my family outside of my family”: Care-based relating
in a model early college high school. Education Policy
Analysis Archives, 25(61), 61. https://epaa.asu.edu/ojs/
article/view/2726
This study used a phenomenological qualitative research
design, which is a sociological approach to understanding
how individuals “make meaning” from their everyday
lives and social interactions through shared experiences.
Through this approach, a notable theme that emerged was
the use of strong personal relationships and personalized
support systems when students are faced with personal
and academic challenges. The importance of these
supports was noted by both students and teachers.
Barnett, E. A. (2018). Differentiated dual enrollment and
other collegiate experiences: Lessons from the STEM
Early College Expansion Partnership. https://www.
jff.org/resources/differentiated-dual-enrollment-and-
other-collegiate-experiences/
This guide applies lessons learned from the early college
high school model to traditional high schools to broadly
increase access to dual enrollment. This resource
introduces a matrix framework that demonstrates a
different way to think about differentiation within schools,
considering a student’s prior academic record (most
advanced academically, mid-range, or least advanced
students) and the context in which students’ interests are
focused (either to a general education or career-focused
context).
Barnett, E., Bucceri, K., Hindo, C., & Kim, J. E. (2013).
Ten key decisions in creating early colleges: Design
options based on research. https://academiccommons.
columbia.edu/doi/10.7916/D8BR8RKG
This guide explores ten key design decisions when
creating and evaluating the success of an early college.
These questions are founded in the five core principles of
the Early College High School Initiative (ECHSI) originally
funded by the Bill and Melinda Gates Foundation.
Berger, A., Adelman, N., & Cole, S. (2010). The early
college high school initiative: An overview of five
evaluation years. Peabody Journal of Education, 85(3),
333-347. https://doi.org/10.1080/0161956X.2010.491697
This article reviewed the history of the Early College
High School Initiative and the five nationally recognized
core principles, summarizing key findings from annual
evaluation reports of the American Institutes for Research
(AIR) and SRI International (SRI).
Bettinger, E., Long, B., Oreopoulos, P., & Sanbonmatsu,
L. (2012). The role of application assistance and
information in college decisions: Results from
the H&R Block FAFSA experiment. The Quarterly
Journal of Economics, 127(3), 1205-1242. https://
oreopoulos.faculty.economics.utoronto.ca/wp-
content/uploads/2020/05/bettinger-et-al-the-role-of-
application-assistance-and-information-in-college-
decisions-qje-2012.pdf
This study found significant, positive impacts on the
timeliness of FAFSA application submission, increases
in the award of need-based grants, and an increased

likelihood of college attendance and persistence when
students were provided structured, personalized
assistance throughout the FAFSA aid process.
Bryan, J. (2005). Fostering educational resilience and
achievement in urban schools through school-
family-community partnerships. Professional School
Counseling, 8(3), 219-227. http://graingered.pbworks.
com/f/Resilience-+School+%26+Family+Partnerships.
pdf
This article is not focused on early college high school
students but highlights the need for partnerships and
relationship building in an urban setting. It specifically
emphasizes the importance of community organizations
when students are overcoming systemic barriers to
academic success. The article also notes the importance
of continued professional development for teachers and
creating a family-centered environment.
Edmunds, J. A., Arshavsky, N., Lewis, K., Thrift, B., Unlu,
F., & Furey, J. (2017). Preparing students for college:
Lessons learned from the early college. NASSP
Bulletin, 101(2), 117-141. https://files.eric.ed.gov/
fulltext/EJ1145050.pdf
This article is part of a large-scale, longitudinal study
funded by three consecutive grants from the Institute
of Education Sciences (IES) on the impacts of 19 early
colleges in North Carolina utilizing a lottery-based
experimental design. This article investigated the:
1. Impact on college readiness;
2. Perceptions of readiness; and
3. Supports for college readiness.
The study demonstrates the importance of enhanced
academic preparation for college, with specific focus on
academic behaviors and attitudes, utilizing a variety of
strategies from seminars, to AVID classes, to tutoring
sessions. The study highlights the importance of
purposeful instruction within early colleges, especially
for students who come from homes with limited
postsecondary education experience.
Edmunds, J. A., Unlu, F., Furey, J., Glennie, E., &
Arshavsky, N. (2020). What happens when you
combine high school and college? The impact
of the early college model on postsecondary
performance and completion. Educational Evaluation
and Policy Analysis, 42(2), 257-278. https://doi.
org/10.3102/0162373720912249
This research also builds on the above mentioned
large-scale, longitudinal study in North Carolina via a
quantitative analysis of attainment of postsecondary
credentials, postsecondary performance, and quantified
impacts between underrepresented minority groups
and students who would be the first in their families to
graduate from college. When researchers looked at the
“treated” cohort of students 6 years after the end of their
Grade 12 year, they found that early college students were
11.3% more likely to attain a postsecondary credential
than their peers. While impacts on all subgroups were
significantly positive, these impacts were greater for
non- underrepresented minority and non-first-generation
college-goers.
Edmunds, J. A. (2016). Early college puts youth on a
college track. Phi Delta Kappan, 97(5), 38-42. https://
libres.uncg.edu/ir/uncg/f/J_Edmunds_Early_2016.pdf
This policy brief tells the story of “Jamal,” an African-
American male student, who encountered many obstacles
prior to enrolling in an early college in North Carolina.
This story demonstrates the impact that the early college
environment has on student engagement when coupled
with personalized student support and innovative design
and operations.
Mollet, A. L., Stier, M. J., Linley, J. L., & Locke, L. A. (2020).
“I didn’t become a professor to teach high school”:
Examining college educators’ perceptions of culture
in early college high schools. Equity & Excellence in
Education, 53(1-2), 229-243. https://doi.org/10.1080/106
65684.2020.1755387

This exploratory study investigated the discrepancies
between the values and beliefs embedded within the early
college high school model and the professional identity of
higher education professionals. Utilizing the cultural prism
of early college high schools, the study reports findings
based on the discrepancies between the perceptions of:
1. Adopting either the K-12 or higher education cultural
norms or blending the two;
2. Values embedded within the purpose and goals of
higher education with regards to course rigor; and
3. Beliefs and assumptions with respect to pedagogy
for early college students.
Ongaga, K. O. (2010). Students’ learning experiences
in an early college high school. Peabody Journal of
Education, 85(3), 375-388. https://www.tandfonline.
com/doi/abs/10.1080/0161956X.2010.491708
This study examined students’ learning experiences and
the interaction between relationships and rigor within an
early college environment. Ongaga reports three broad
themes that emerged from the data:
1. Family influence;
2. Caring relationships (teacher-student relationships,
peer relationships, and student-parent
relationships); and
3. Challenges within early colleges (rigor and creating
an early college culture).
Rangel, V. S., & Coulson, H. L. (2017). Educational
Resilience: How students navigate the challenges
of attending an early college high school. https://
www.researchgate.net/publication/320911080_
Educational_Resilience_How_students_navigate_
the_challenges_of_attending_an_early_college_
high_school
This paper reviews the history of an Early College High
School Initiative and then presents three key themes that
emerged during semi-structured focus groups:
1. The benefits of attending early college high schools,
including relationships and college preparation;
2. The challenges of attending early college high
schools, from adapting to a competitive culture, to
the rigorous academic environment, to the impact on
students’ lifestyles; and
3. The factors that influence successful completion,
from seeking support from teachers and peers, to
self-determination and motivation, to the importance
of learning time management and mastering coping
mechanisms.
Warr, M., & West, R. E. (2020). Bridging academic
disciplines with interdisciplinary project-based
learning: challenges and opportunities. The
Interdisciplinary Journal of Problem-Based Learning,
14(1) https://eric.ed.gov/?id=EJ1257972
This article examines the implementation of an
interdisciplinary project-based learning design studio
course within a college setting. While not specifically
focused on early college high school students, the study
highlights the benefits of the project-based inquiry
approach to learning. Most notably, researchers reported
that students highlighted the flexibility of courses:
“...students designed their own learning experience
and independently managed their work. Students were
motivated by the nature of the problem to be solved, not
by course grades (p.8).”
Zinth, J., & Barnett, E. A. (2018). Rethinking dual
enrollment to reach more students. https://
vtechworks.lib.vt.edu/bitstream/handle/10919/90860/
RethinkingDualEnrollmentStudents.pdf?sequence=1
This policy brief details approaches to broaden dual
enrollment access to engage more students, highlighting
alternate eligibility criteria to identify and recruit
middle-achieving students, such as regular high school

attendance, course-taking patterns, and student self-
recommendation/application to participate.
ADDITIONAL RESOURCES
Azim, S., & Sandra, W. (2019). Dual enrollment:
Participation and characteristics. National Center
for Education Statistics. https://nces.ed.gov/
pubs2019/2019176.pdf
Edmunds, J. A., Bernstein, L., Glennie, E., Willse, J.,
Arshavsky, N., Unlu, F., Bartz, D., Silberman, T.,
Scales, W. D., & Dallas, A. (2010). Preparing students
for college: The implementation and impact of the
early college high school model. Peabody Journal of
Education, 85(3), 348-364. https://libres.uncg.edu/ir/
uncg/f/J_Edmunds_Preparing_2010.pdf
Edmunds, J. A., Willse, J., Arshavsky, N., & Dallas, A.
(2013). Mandated engagement: The impact of early
college high schools. Teachers College Record, 115(7),
1-31. https://www.myfuturenc.org/wp-content/
uploads/2018/05/SERVE-impact-of-early-college-high-
schools-Edmunds-2013.pdf
Kemple, J. J., & Willner, C. J. (2008). Career academies:
Long-term impacts on labor market outcomes,
educational attainment, and transitions to adulthood
(pp. 4-5). New York, NY: MDRC. https://clear.dol.gov/
sites/default/files/CAKemple2008.pdf
Mehl, G., Wyner, J., & Barnett, E. (2020). The dual
enrollment playbook: a guide to equitable acceleration
for students. https://highered.aspeninstitute.org/dual-
enrollment/
Miller, T., Kosiewicz, H., Tanenbaum, C., Atchison,
D., Knight, D., Ratway, B., ... & Shields, J. (2018).
Dual-credit education programs in Texas: Phase II.
Washington, DC: American Institutes for Research.
https://reportcenter.highered.texas.gov/sites/docid/
cache/file/7948092F-9E38-5367-BB0342A3500BF89B.
pdf
For more information about Cooperative Innovative High
Schools, contact the Division of Advanced Learning and
Gifted Education at NCDPI: cihs@dpi.nc.gov.
Whiteville
Weldon
City
Clinton
Chapel
Hill
Mount
Airy
Elkin
Hickory
Asheville
Roanoke
Rapids
Lexington
Asheboro
Mooresville
Kannapolis
Thomasville
Winston
Salem
Newton-
Conover
NC Cooperative Innovative High Schools
WESTERN
NORTHWEST
PIEDMONT-TRIAD NORTH
CENTRAL NORTHEAST
SOUTHEAST
SANDHILLS
SOUTHWEST
CIHS School in the LEA
Number of CIHS Schools in the LEA
KEY
1
1
1
1
1
3
1
1
2
2
1
6
1
1
1
2
3
1
2
4
1
1
2
2
1
1
1
11
1
1
1
1
1
1
2
3
2
1
1
1
1
1
1 2
3
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
5
1
2
2
1
1
2
1
1
2
AS OF AUGUST 2021
Northeast Regional School 1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1

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