Clear Horizons Early College High School Program Evaluation · 2013. 1. 22. · Clear Horizons...

Clear Horizons Early College High School Program Evaluation

2007-08 to 2010-11

Office of Assessment and Evaluation Clear Creek Independent School District

Office of Assessment and Evaluation

Clear Horizons Early College High School Program Evaluation

Presented to Board of Trustees on November 14, 2011

Dr. Jennifer Morrow:

Signature Date

Mr. Robert Bayard:

Signature Date

Dr. Steven Ebell:

Signature Date

Dr. Gregory Smith:

Signature Date

2011-2012 Board of Trustees Program Evaluation Team Dee Scott, President Ken Baliker, Vice President Ann Hammond, Secretary Robert Davee, Member Charles Pond, Member Win Weber, Member Page Rander, Member Greg Smith, Ph.D., Superintendent

Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & Instruction Alex Torrez, Ph.D., Assistant Superintendent, Secondary Schools Jennifer Morrow, Ph.D., Principal, Clear Horizons Early College High School Robert Bayard, Director, Assessment and Evaluation Pat McKenna, Data Analyst, Assessment and Evaluation Kim Shelton, Data Analyst, Assessment and Evaluation

Clear Horizons Program Evaluation 2007-08 to 2010-11

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Background Information on Clear Horizons Early College High School

Clear Horizons Early College High School (CHECHS) was established in 2007-08 on the campus of San Jacinto College South as one of the first Texas Education Agency (TEA) designated Texas Early College High Schools (ECHS). CHECHS offers a unique opportunity for Clear Creek ISD students to work toward the completion of both a high school diploma and an Associate degree while in high school. For the 2010-11 school year, CHECHS earned all 12 Gold Performance Acknowledgements available for high schools from the Texas Education Agency. CHECHS is one of only 9 high schools to earn this distinction. TEA designated ECHSs are required to adhere to twenty-two ECHS design elements which are grouped into six categories: target population, P-16 partnership, curriculum and academic rigor, school design, support structures, and staffing. In following these design elements, Clear Horizons Early College High School serves up to 400 students, with no more than 100-125 students per grade level. All students enrolled at CHECHS participate in Pre-AP, AP, and college coursework with juniors and seniors at CHECHS taking primarily college courses. CHECHS recruitment focuses on at-risk and underrepresented students, as well as first-generation college goers. As an open-enrollment charter school, however, the actual selection of new students is conducted through a lottery from all students who apply. Currently, 75% of students enrolled at CHECHS fit into at least one of the following groups: at-risk, economically disadvantaged, an underrepresented race/ethnic group, limited English proficient, or neither parent having a Bachelor degree. The racial/ethnic and economically disadvantaged demographic makeup of current CHECHS students and for the four years of this study is shown below.

Clear Horizons ECHS Student Demographics

Year Program African

American Asian Hispanic White

Economically Disadvantaged

2007-08 CHECHS 8.7% 18.4% 21.7% 50.2% 15.0% District 8.9% 10.2% 19.5% 61.1% 17.5% Difference -0.2% 8.2% 2.2% -10.9% -2.5%

2008-09 CHECHS 7.8% 20.8% 20.4% 49.8% 22.3% District 9.3% 10.4% 20.4% 59.5% 22.0% Difference -1.5% 10.4% 0.0% -9.7% 0.3%

2009-10 CHECHS 5.5% 21.5% 24.0% 48.6% 25.2% District 9.2% 10.4% 21.3% 58.8% 22.7% Difference -3.7% 11.1% 2.7% -10.2% 2.5%

2010-11* CHECHS 5.3% 21.4% 23.0% 45.7% 21.1% District 9.6% 9.8% 25.1% 53.8% 25.3% Difference -4.3% 11.6% -2.1% -8.1% -4.2%

2011-12* CHECHS 5.3% 23.2% 26.6% 40.2% 29.0% District 8.3% 9.9% 26.0% 52.3% 28.0% Difference -3.0% 13.3% 0.6% -12.1% 1.0%

*PEIMS data Data Source: AEIS, Student Information System

For purposes of this study, participants include only students who enrolled at CHECHS as freshmen or sophomores in 2007-08 or later. The two exceptions to this are student demographics and the cost per student from the 2007-08 and 2008-09 AEIS reports. These two data elements include a small group of students who were part of the Project Excel pilot in 2006-07.


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Program Evaluation Questions

The following questions were determined by the Program Evaluation team to evaluate CHECHS:

1. What percent of the freshmen enrolled at Clear Horizons Early College High School remain continuously enrolled at Clear Horizons Early College High School through graduation?

2. What percent of the students graduating from Clear Horizons Early College High School earn at least 60 hours of college credit?

3. How do the TAKS Commended rates for Clear Horizons Early College High School students on

each TAKS test compare to the TAKS Commended rates for the district (All students, African American, Hispanic, White, and Economically Disadvantaged)?

4. How do the AP Exam passing rates for Clear Horizons Early College High School students

compare to the AP Exam passing rates for the district, state, and global? Passing is defined by a score of 3 or higher with a minimum of 10 test takers.

5. How do the average ACT and SAT scores for Clear Horizons Early College High School students

compare to the average ACT and SAT scores for the district, state, and nation?

6. How do the San Jacinto College grade point averages (GPA) of Clear Horizons Early College High School graduates earning an Associate degree compare to the GPAs of other San Jacinto College graduates (non-Clear Horizons Early College High School) earning an Associate degree?

7. What is the average cost per student at CHECHS?


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An analysis of freshman enrolling at CHECHS who remained at CHECHS through graduation was conducted. For this analysis, the only cohort of freshman beginning at CHECHS that has completed the 12th grade is the 2007-08 cohort. In 2007-08, 116 freshmen enrolled at CHECHS. Of the students remaining continuously enrolled in CCISD each year, 81% remained enrolled at CHECHS through 2008-09, 77% through 2009-10, and 73% through 2010-11. In 2008-09, 96 freshmen enrolled at CHECHS. Of the students remaining continuously enrolled in CCISD each year, 87% remained enrolled at CHECHS through 2009-10, 86% through 2010-11, and 83% are currently enrolled. In 2009-10, 103 freshmen enrolled at CHECHS. Of the students remaining continuously enrolled in CCISD each year, 87% remained enrolled at CHECHS through 2010-11, and 82% are currently enrolled. In 2010-11, 118 freshmen enrolled at CHECHS. Of the original 118 students remaining in CCISD each year, 88% are currently enrolled in 10th grade at CHECHS.

Data Source: CCISD Student Information System

0%

25%

50%

75%

100%

100%81% 77% 73%

2007-08 Freshman Cohort Remaining at CHECHS

2007-08 2008-09 2009-10 2010-11

0%

25%

50%

75%

100%

100%87% 86% 83%


2008-09 2009-10 2010-11 2011-12


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While the percentage of students remaining at CHECHS each year has improved since 2008-09, further investigation into why students leave CHECHS may help focus efforts to improve student retention in the program. One known factor affecting student retention is the requirement for students to meet San Jacinto College (SJC) requirements for enrollment in core content area courses. As this is not a requirement for freshmen entering CHECHS, the current open-enrollment policy, in which new students are selected by lottery, does not address the ability of a student to participate in AP level or college coursework. If a student does not meet SJC’s grade point average requirement for continued enrollment, or does not meet SJC’s requirements for enrollment in a course that is being used to meet high school graduation requirements, the student may have to return to their home high school campus.

Data Source: CCISD Student Information System

0%

25%

50%

75%

100%

100%87% 82%


2009-10 2010-11 2011-12 2012-13

0%

25%

50%

75%

100%

100%88%


2010-11 2011-12 2012-13 2013-14


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2. What percent of the students graduating from Clear Horizons Early College High School earn at least 60 hours of college credit?

Clear Horizons ECHS College Credits Earned

College Credits Earned 2009-10 2010-11 Average College Credits 65.42 68.87 % Earning ≥ 60 Credits 70% 90% % Earning ≥ 45 Credits 92% 100%

Data Source: CHECHS Administration, San Jacinto College

Clear Horizons ECHS Associate Degrees Earned

Associate Degrees Earned 2009-10 2010-11 Associate of Art 20 40% 49 64% Associate of Science 12 24% 15 19% None 18 36% 13 17%

Data Source: CHECHS Administration, San Jacinto College

One of the program design elements of TEA’s Early College High School designation is the goal of all students completing 60 hours of college credit prior to high school graduation. An analysis of the hours of college credit earned by students graduating from CHECHS was conducted for the two cohorts of students who graduated from CHECHS. For the graduating class of 2009-10, the average number of hours earned was 65.20 with 66% of the students earning at least 60 hours of college credit. It is important to note that the 2009-10 graduating class first enrolled at CHECHS during their 10th grade year, therefore they had one year less to accumulate 60 hours of college credit. For the graduating class of 2010-11, the average number of hours earned was 68.87 with 90% of the students earning at least 60 hours of college credit. In addition to the hours of college credit earned, the number of Associate degrees earned was also analyzed. For the graduating class of 2009-10, 64% of students earned an Associate degree prior to high school graduation. For the graduating class of 2010-11, 83% of students earned an Associate degree prior to high school graduation.


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3. How do the TAKS Commended rates for Clear Horizons Early College High School students on each TAKS test compare to the TAKS Commended rates for the district (All students, African American, Hispanic, White, and Economically Disadvantaged)?

*Blanks indicate fewer than 5 students tested Data Source: Texas Education Agency

With the exception of White students in 2007-08 and African American students in 2010-11, CHECHS 9th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Reading tests for each year of the study.

CCISD CHECHS CCISD CHECHS CCISD CHECHS CCISD CHECHS CCISD CHECHS

All Students African American Hispanic WhiteEconomically

Disadvantaged

2007-2008 49% 50% 36% 42% 33% 41% 53% 50% 27% 38%

2008-2009 31% 62% 22% 22% 44% 33% 61% 20% 74%

2009-2010 34% 57% 19% 83% 22% 48% 39% 58% 20% 54%

2010-2011 45% 70% 32% 20% 34% 84% 49% 66% 28% 67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Grade 9 Reading TAKS Commended

*


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With the exception of All Students and White students in 2007-08 and African American students in 2010-11, CHECHS 9th grade students outperformed the district on the percentage of students achieving Commended scores on the TAKS Mathematics tests for each year of the study.



Disadvantaged

2007-2008 40% 35% 20% 25% 22% 27% 44% 35% 20% 21%

2008-2009 43% 81% 22% 31% 83% 46% 79% 26% 79%

2009-2010 40% 71% 17% 50% 24% 58% 45% 73% 21% 70%

2010-2011 44% 60% 21% 20% 29% 56% 49% 69% 23% 52%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Grade 9 Mathematics TAKS Commended

*


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For all years of the study, CHECHS 9th grade students outperformed the district on the percentage of students achieving Commended scores on all TAKS tests.



Disadvantaged

2007-2008 31% 63% 14% 44% 16% 48% 34% 71% 11% 46%

2008-2009 22% 54% 12% 13% 39% 23% 52% 12% 58%

2009-2010 22% 47% 7% 50% 10% 36% 26% 50% 11% 52%

2010-2011 30% 50% 12% 20% 19% 52% 35% 51% 14% 38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Grade 9 All TAKS Tests Commended

*


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With the exception of three areas in 2007-08, CHECHS 10th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS ELA tests for each year of the study.



Disadvantaged

2007-2008 28% 27% 16% 18% 17% 18% 29% 28% 14% 13%

2008-2009 31% 52% 20% 75% 20% 33% 33% 48% 18% 50%

2009-2010 25% 37% 14% 17% 28% 27% 38% 13% 35%

2010-2011 25% 43% 13% 40% 17% 38% 28% 39% 14% 55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Grade 10 ELA TAKS Commended

*


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With the exception of four areas in 2007-08, CHECHS 10th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Mathematics tests for each year of the study.



Disadvantaged

2007-2008 25% 19% 8% 11% 13% 10% 27% 21% 13% 11%

2008-2009 29% 51% 14% 50% 13% 33% 31% 54% 11% 50%

2009-2010 31% 70% 13% 19% 56% 32% 68% 16% 60%

2010-2011 30% 49% 10% 60% 16% 38% 33% 42% 13% 38%

0%

10%

20%

30%

40%

50%

60%

70%

80%


*


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With the exception of All students and White students in 2007-08, CHECHS 10th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Social Studies tests for each year of the study.



Disadvantaged

2007-2008 48% 46% 27% 27% 31% 33% 53% 52% 27% 29%

2008-2009 59% 80% 40% 63% 42% 56% 65% 88% 37% 88%

2009-2010 60% 82% 41% 48% 89% 64% 84% 42% 80%

2010-2011 63% 78% 40% 100% 52% 72% 68% 76% 40% 76%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 10 Social Studies TAKS Commended

*


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With the exception of All students, White students, and Economically Disadvantaged students in 2007-08, CHECHS 10th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Science tests for each year of the study.



Disadvantaged

2007-2008 27% 22% 8% 8% 15% 16% 30% 26% 12% 9%

2008-2009 29% 31% 12% 25% 14% 17% 33% 37% 12% 25%

2009-2010 35% 54% 16% 22% 39% 39% 56% 17% 55%

2010-2011 33% 43% 15% 60% 18% 38% 39% 39% 13% 31%

0%

10%

20%

30%

40%

50%

60%

70%

Grade 10 Science TAKS Commended

*


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With the exception of African American and Hispanic students in 2007-08 and African American students in 2008-09, CHECHS 10th grade students outperformed the district on the percentage of students achieving Commended scores on all TAKS tests for each year of the study.



Disadvantaged

2007-2008 11% 15% 3% 0% 2% 0% 11% 21% 3% 13%

2008-2009 12% 13% 5% 0% 5% 6% 13% 17% 3% 13%

2009-2010 12% 22% 4% 6% 17% 13% 23% 5% 20%

2010-2011 12% 21% 4% 40% 4% 15% 13% 12% 5% 24%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


*


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CHECHS 11th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS ELA tests for each year of the study.


All StudentsAfrican

AmericanHispanic White


2008-2009 47% 76% 31% 34% 64% 50% 80% 29% 73%

2009-2010 50% 77% 35% 75% 33% 67% 55% 80% 26% 64%

2010-2011 37% 58% 26% 27% 56% 39% 56% 20% 61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Grade 11 ELA TAKS Commended

*

*


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CHECHS 11th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Mathematics tests for each year of the study.


All StudentsAfrican



2008-2009 45% 83% 22% 29% 77% 48% 85% 29% 80%

2009-2010 44% 78% 20% 88% 25% 53% 49% 84% 23% 73%

2010-2011 42% 73% 19% 33% 72% 44% 69% 27% 72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


*

*


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CHECHS 11th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Social Studies tests for each year of the study.


All StudentsAfrican



2008-2009 66% 83% 49% 51% 77% 71% 84% 47% 71%

2009-2010 72% 88% 47% 50% 58% 87% 78% 96% 52% 82%

2010-2011 75% 86% 62% 66% 78% 80% 86% 57% 89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 11 Social Studies TAKS Commended

*

*


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CHECHS 11th grade students outperformed the district average on the percentage of students achieving Commended scores on TAKS Science tests for each year of the study.


All StudentsAfrican



2008-2009 35% 61% 17% 17% 50% 39% 74% 19% 40%

2009-2010 34% 43% 16% 38% 17% 27% 39% 45% 15% 45%

2010-2011 48% 68% 21% 37% 56% 53% 72% 28% 72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Grade 11 Science TAKS Commended

*

*


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CHECHS 11th grade students outperformed the district on the percentage of students achieving Commended scores on TAKS ELA, Mathematics, Social Studies, Science, and all tests for each year of the study.



Disadvantaged

2008-2009 21% 47% 6% 9% 36% 24% 55% 7% 27%

2009-2010 22% 37% 8% 38% 10% 20% 25% 41% 8% 36%

2010-2011 22% 32% 9% 13% 17% 24% 28% 10% 39%

0%

10%

20%

30%

40%

50%

60%


*

*


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4. How do the AP Exam passing rates for Clear Horizons Early College High School students compare to the AP Exam passing rates for the district, state, and global? Passing is defined by a score of 3 or higher with a minimum of 10 test takers.

Clear Horizons ECHS AP Exam Results

Exam 2007-08 2008-09 2009-10 2010-11

Mean Score

≥ 3 Enrollees

Tested Mean Score

≥ 3 Enrollees

Tested Mean Score

≥ 3 Enrollees

Tested Mean Score

≥ 3 Enrollees

Tested Human Geography

CHECHS 2.67 57% 66.7% 2.11 36% 61.5% 2.61 52% 44.3%

District 3.14 70% 74.0% 3.14 70% 79.7% 3.28 72% 79.5%

State 2.56 50% 2.45 46% 2.45 *

Global 2.57 50% 2.47 47% 2.61 51%

World History

CHECHS 2.13 29% 93.9% 2.23 35% 53.5% 2.29 42% 74.4% 2.68 50% 59.5%

District 3.28 74% 89.3% 3.26 69% 80.7% 3.23 71% 87.7% 3.38 75% 78.0%

State 2.28 39% 2.31 40% 2.26 38% 2.26 *

Global 2.56 48% 2.63 51% 2.57 49% 2.57 48%

English Language & Composition

CHECHS 2.12 26% 74.5% 2.74 50% 60.3% 2.91 67% 57.0%

District 3.44 78% 78.2% 3.48 81% 86.7% 3.46 81% 73.2%

State 2.53 47% 2.59 49% 2.55 *

Global 2.88 60% 2.91 61% 2.92 61% *Data is not available Data Source: College Board

AP Exam results were analyzed for grades 9 – 12 for the three AP exams in which at least ten CHECHS students participated. CHECHS students’ AP exam results improved from 2008-09 through 2010-11 for mean score as well as the percent scoring 3 or higher on the English Language & Composition exam as well as the World History exam. CHECHS students’ performance, however, lags behind the district and global mean scores and percentage of students scoring a 3 or higher for exam these two exams each year. CHECHS students outperformed the state in most areas on these two exams most years. At the same time, CHECHS students outperformed the state and global levels on the Human Geography exam in 2008-09, but lagged behind the district, state, and global mean scores and percentage of students scoring a 3 or higher for 2009-10 and 2010-11. Along with AP exam performance, the percentage of students enrolled in an AP course who took the corresponding AP exam was also analyzed. The percentage of enrollees at CHECHS participating in the corresponding AP exam each year has also lagged behind the district. It is important to note when looking at AP exam results that at CHECHS, unlike the comprehensive high schools in CCISD, each student participates in the AP Human Geography, AP World History, and AP English Language and Composition courses.


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5. How do the average ACT and SAT scores for Clear Horizons Early College High School students compare to the average ACT and SAT scores for the district, state, and nation?

Clear Horizons ECHS ACT Results

Year Program N English Math Reading Science Composite

2009-10

CHECHS 21 25.6 26.9 26.6 26.2 26.5 District 596 22.5 23.9 23.6 23.3 23.5 State

19.7 21.4 20.8 20.9 20.8

National 20.5 21.0 21.3 20.9 21.0

2010-11

CHECHS 33 26.4 26.4 26.8 25.1 26.4 District 785 22.4 24.1 23.5 23.3 23.5 State 19.6 21.5 20.7 20.8 20.8 National 20.6 21.1 21.3 20.9 21.1

Data Source: ACT, Inc.

ACT results for graduating seniors were analyzed for the 2009-10 and 2010-11 school years. Results show that CHECHS students outperformed the district, state, and nation in each content area as well as on the composite score for both years. These differences are statistically significant.

Clear Horizons ECHS SAT Results

Year Program N Critical Reading Math Writing

2009-10

CHECHS 41 561 588 554 District 1,540 525 549 514 State

484 505 473

National

501 516 492

2010-11

CHECHS 69 578 587 555 District 1,899 521 548 506 State 479 502 465 National 497 514 489

Data Source: College Board

SAT results for graduating seniors were analyzed for the 2009-10 and 2010-11 school years. Results show that CHECHS students outperformed the district, state, and nation in each content area for both years. These differences are statistically significant.


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6. How do the San Jacinto College (SJC) grade point averages (GPA) of Clear Horizons Early College High School graduates earning an Associate degree compare to the GPAs of other San Jacinto College graduates (non-Clear Horizons Early College High School) earning an Associate degree?

San Jacinto College Associate Degree Recipients’ Cumulative GPAs

SJC Graduation Year Program N Cumulative GPA

2009-10 CHECHS, SJC Graduates 26 3.33 Non-CHECHS, SJC Graduates 1,143 3.06

2010-11 CHECHS, SJC Graduates 63 3.22 Non-CHECHS, SJC Graduates 1,591 3.08

Data Source: San Jacinto College

Cumulative grade point averages (GPA) for CHECHS students graduating from San Jacinto College with an Associate degree were compared to the cumulative GPAs for non-CHECHS students graduating from San Jacinto College with an Associate degree for 2009-10 and 2010-11. For both years, CHECHS students graduating from San Jacinto College had a higher cumulative GPA than non-CHECHS students graduating from San Jacinto College. These differences are statistically significant.


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Clear Horizons ECHS Expenditures

Year General Funds

N Cost Per Student

General Funds Grant Funds All Funds

Cost Per Student All Funds

2007-08 $ 126,516 207 $611 $ 1,107,393 $ 1,477,661 $ 7,138

2008-09 $ 43,377 269 $161 $ 1,720,627 $ 1,764,004 $ 6,558

2009-10* $ 1,836,847 325 $5,652 $17,412 $1,854,259 $5,705

2010-11** $ 1,534,252 361 $4,250 $ 2,564 $ 1,536,816 $ 4,257

* Preliminary AEIS data **AEIS data not available. General funds include $20,000 from the Clear Creek Education Foundation. Data Source: AEIS, CCISD Finance Department

Average High School Expenditures

Year Program General Funds

N Cost Per Student

General Funds All Funds

Cost Per Student All

Funds

2007-08

CHECHS $126,516 207 $611 $ 1,477,661 $ 7,138

CCISD Comprehensive High School Average

$13,942,468 2,611 $5,547 $14,754,455 $5,855

2008-09

CHECHS $43,377 269 $161 $ 1,764,004 $ 6,558


$15,210,945 2,674 $5,776 $17,186,713 $6,498

2009-10*

CHECHS $1,836,847 325 $5,652 $1,854,259 $5,705


$16,172,433 2,722 $5,996 $17,020,818 $6,305

* Preliminary AEIS data Data Source: AEIS

According to the AEIS data for the 2007-08 and 2008-09 budget years, and preliminary AEIS data for 2009-10, the cost per student at CHECHS from the general fund was less than the cost per student from the general fund of the comprehensive high schools in CCISD. The overall cost per student at CHECHS was higher in 2007-08 and 2008-09 due to start up costs, which were funded primarily through grant funds. Based on data provided by CCISD’s Finance Department, the average cost per student at CHECHS fell below $4,300 for 2010-11. One factor impacting the reduced cost per student at CHECHS is that juniors and seniors are taught primarily by SJC faculty rather than CCISD faculty. In addition, building maintenance and utility costs for CHECHS are covered by San Jacinto College. Not included in the CHECHS expenditures are transportation costs. Currently, transportation is provided to CHECHS students through five morning and six afternoon bus routes. Transportation expenditures for 2010-11 were $117,000. Estimated transportation expenditures for 2011-12 are $108,000.


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Summary of Findings

CHECHS enrollment generally reflects the target population for students enrolled in a TEA designated Texas Early College High School. Based on enrollment data and an informal survey on parents’ college participation, 75% of the students currently enrolled at CHECHS fit into at least one of the following groups: at-risk, economically disadvantaged, an underrepresented race/ethnic group, limited English proficient, or neither parent having a Bachelor degree. Consistent, ongoing documentation is needed to determine how many students are first-generation college goers. Below is a summary of findings for each of the program evaluation questions:


On average, more than 75% of the freshmen who enrolled at CHECHS and remained in CCISD, remained continuously enrolled at CHECHS through graduation for the time period of the study.

2. What percent of the students graduating from Clear Horizons Early College High School earn at

least 60 hours of college credit?

The average number of college credits earned by CHECHS students before graduation is more than 65 hours. 90% of the first graduating class to attend CHECHS all 4 years earned at least 60 hours of college credit. The majority of CHECHS graduates completed an Associate degree prior to graduating high school during the time period of the study.

3. How do the TAKS Commended rates for Clear Horizons Early College High School students on

each TAKS test compare to the TAKS Commended rates for the district (All students, African American, Hispanic, White, and Economically Disadvantaged)?

CHECHS students have consistently outperformed the district on TAKS Commended performance on Reading/ELA, Mathematics, Science, and Social Studies TAKS test since 2008-09. The percentage of CHECHS students who scored at the Commended level on all TAKS tests taken has been consistently higher than the district for the entire time period of the study.

4. How do the AP Exam passing rates for Clear Horizons Early College High School students

compare to the AP Exam passing rates for the district, state, and global? Passing is defined by a score of 3 or higher with a minimum of 10 test takers.

CHECHS student performance on AP English Language and Composition, and AP World History exams has improved during the time period of the study. Overall AP exam participation and performance for CHECHS, however, has been consistently below the district. CHECHS is the only campus in CCISD in which all students are required to take AP level courses.

5. How do the average ACT and SAT scores for Clear Horizons Early College High School students

compare to the average ACT and SAT scores for the district, state, and nation?

ACT and SAT scores of CHECHS graduating seniors are consistently higher than the district, state, and nation. These differences are statistically significant.


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Summary of Findings

6. How do the San Jacinto College grade point averages (GPA) of Clear Horizons Early College High School graduates earning an Associate degree compare to the GPAs of other San Jacinto College graduates (non-Clear Horizons Early College High School) earning an Associate degree?

CHECHS students graduating from San Jacinto College with an Associate degree earned higher cumulative GPAs from SJC than non-CHECHS students graduating from SJC with an Associate degree. The difference in GPAs is statistically significant.


The cost per student at CHECHS had declined for each year of the study. During the 2007-08 and 2008-09 school years, grants funded start-up costs for CHECHS which elevated the cost per student for those two years. In 2009-10, the cost per student at CHECHS fell below the cost per student of the other high schools in CCISD. While AEIS financial data is not available for the 2010-11 school year, the cost per student at CHECHS is expected to again be below the cost per student of the other high schools in CCISD.


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CHECHS Targets by 2015-16

1. At least ninety percent (90%) of the freshmen who enroll at Clear Horizons Early College High School, and remain in CCISD, will remain continuously enrolled at Clear Horizons through graduation.

2. At least ninety percent (90%) of Clear Horizons Early College High School students will earn at least sixty hours of college credit before high school graduation.

3. STAAR achievement for Clear Horizons Early College High School will meet or exceed the district

average for all student groups.

4. AP Exam passing rates and participation rates for Clear Horizons Early College High School students will meet or exceed the district, state, and global averages.

5. ACT and SAT scores for Clear Horizons Early College High School students will meet or exceed the district, state, and national averages.

6. College grade point averages (GPAs) of Clear Horizons Early College High School graduates

earning an Associate degree will meet or exceed the average college GPAs for non-Clear Horizons San Jacinto College students.

7. The cost per student at Clear Horizons Early College High School will be less than the average cost per student at CCISD comprehensive high schools.

8. Increase the percentage of Economically Disadvantaged students at Clear Horizons Early College

High School to at least ten percent (10%) over the district’s percentage of Economically Disadvantaged students.

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