Design Principles

Early College Initiative at CUNY School Design Principles

Early College schools enable students to earn two years of college credit prior to graduation.

  • When possible, students will work toward an associate's degree. When schools are partnered with senior colleges, coursework encompasses a large portion of general education requirements.
  • Schools, colleges and ECI work together to ensure that college courses are widely transferable.

Early College schools offer a coherent program of study that encourages and enables students to succeed in college and beyond.

  • Course sequences are designed to build skills and knowledge in a logical and developmentally appropriate manner.
  • During the middle school years, schools focus on strengthening literacy and math skills to enable success at honors-level high school and college coursework in the upper grades.
  • College-level work is gradually introduced to students beginning in 9 th or 10 th grade.
  • Outstanding results are achieved by providing additional time and/or instructional attention in challenging courses or curriculum areas.

Early College schools are created and sustained through a deep and meaningful relationship with a CUNY college.

  • College faculty, leadership and students make a commitment to ongoing participation in the school through curriculum planning, instruction, mentoring, collaborative staff development, and access to facilities.
  • Schools are located within reasonable distance from the partner CUNY college.

Early College schools serve students who are traditionally underrepresented in higher education.

  • Schools are designed to help students of all backgrounds and abilities—including struggling learners, English language learners, and students with disabilities—enter and succeed in college.
  • Admission to early college schools does not focus on students' prior academic achievement.

Early College schools are small public schools that encompass grades 6-12.

  • At full capacity, schools are home to 500-575 students.
  • Faculty and staff in the schools have the opportunity to work with a small and manageable number of students in a given day, week or year.
  • Schools are located in stand-alone facilities, on CUNY campuses or in shared DOE buildings.

Early College schools have high expectations for ALL students.

  • School schedules allow for additional learning time through extended day, week, and/or year programs.
  • Faculty, staff and students assess, reflect on, and challenge one another to achieve rigorous standards.
  • Schools cultivate a culture that encourages and expects college success (and ultimately four-year degrees) of all students.

Early College schools cater to the developmental needs of students.

  • The school program includes an advisory program in every grade.
  • Personal counseling and academic advisement are important aspects of each student's experience.

Early College schools foster a culture of collaboration.

  • Faculty, staff, students, parents and the college partner are included in school decision-making.
  • School schedules allow for common planning time among staff.
  • Parents and community members are included in meaningful ways in the life of the school.

Early College schools recognize the importance of multiple partnerships.

  • School leadership and decision-making includes input from four critical groups:
    • the partner college
    • the NYC Department of Education Regional and Local superintendent
    • the Early College Initiative at CUNY
    • the school, itself.

Early College schools benefit from an extensive planning process prior to opening.

  • Potential school leaders are identified by ECI and the college planning team up to one full year prior to the launch of the school.
  • Planning teams composed of the school leader, faculty and leaders from partner colleges, ECI staff, DOE representatives, parents and/or community members meet regularly to make key decisions about the school's unique plans.