Julie began studying early colleges in 2006 when she received the first of three consecutive grants from the Institute of Education Sciences to study the impact of North Carolina’s Early College High School model. She has also served as principal investigator of evaluations of four projects seeking to implement early college strategies in high schools across a total of 6 states. She is currently Principal Investigator of a five-year study to examine the impact of North Carolina’s dual enrollment pathways, which include ECHS.

Nina has been part of the ECHS study team for over 10 years. She has conducted extensive research on the implementation of the model, with a particular focus on understanding college readiness. Dr. Arshavsky has strong expertise in STEM topics and led the implementation study of an effort to create STEM Early College High Schools in Michigan and Connecticut.

Karla has been part of a team studying three different efforts to implement early college strategies in comprehensive high schools, leading the implementation study of work being done in Texas and Colorado. Dr. Lewis has developed extensive skills in monitoring fidelity of implementation. She is also interested in how organizations, districts, and schools monitor and document the implementation phase of ECHS initiatives.

Eric has over 10 years of experience with the ECHS model from several different perspectives. He taught math and science at an ECHS in North Carolina; he led research and development work at an organization supporting a multi-state network of ECHS; and he was project director for a study evaluating the impact of an effort to implement early college strategies in comprehensive high schools. He is currently principal investigator of a newly funded project that is evaluating the implementation and impact of a network of early college programs within rural comprehensive high schools.

Bryan has been part of the evaluation team examining the impacts of efforts to implement early college strategies in comprehensive high schools. He has a strong interest in non-college-bound youth and is particularly interested in early college settings where students earn technical credentials. He recently published an article on why ECHS graduates might not continue on to further education.

Victoria is part of the evaluation team studying the implementation of early college strategies in comprehensive high schools and led the implementation study for such an effort in Ohio.

Laura believes in the power of data and research to improve educational outcomes for all students.