Strategies Implemented in Texas Early College High Schools that Contribute to the Success of Hispanic Students as Perceived by ECHS Principals

This phenomenological case study explored the perceptions of Early College High School principals about strategies implemented in their campuses that contribute to the success of Hispanic students. This study involved the participation of nine Early College High School (ECHS) principals in Houston, Texas. Principals were interviewed and asked several questions focused on the practices they utilized to decrease the academic achievement gap and increase college preparation. Findings from this study suggest that principals have in operation several practices that contribute to close the academic gap of Hispanic students.;Strategies implemented by principals include building strong support for students' socio-emotional adaptation, implementing programs to facilitate students' transition from middle school to college, and the development of soft skills. Findings from this study also suggest the need for ECHS and the IHE partner to establish stronger communication systems between the two institutions in order to improve services for the students. Equally important for leaders is to create and share a common mission and vision between the ECHS and the IHE. These findings might contribute to improve ECHS's Memorandum of Understanding (MOU). In addition, they might offer helpful information for future redesigning of the program.