Welcome!
The University of Texas at El Paso is taking measures to ensure the safety of our students, staff, and faculty during the COVID-19 outbreak. On Tuesday, March 24th, the City of El Paso issued a shelter-at-home ordinance to slow the spread of the novel coronavirus. All COVID-19 updates can be found at www.utep.edu/coronavirus.
If you need assistance during this time please contact mramirez31@utep.edu
Welcome to the ECHS Academic Success Center, an office established at UTEP to support ECHS students in their transition to UTEP. Our core responsibility is to serve as a point of contact and central resource for ECHS community members. We are committed to assisting ECHS students from before admission to after graduation as well as serving as a resource for ECHS counselors, faculty, and administration. Our goals include improving the quality of the university experience for ECHS students, increasing the number of ECHS students attending UTEP, and preparing ECHS students for successful transition to post baccalaureate studies or career engagement. Feel free to contact us with any questions you may have and we look forward to working with you.
Jobs for the Future Highlights
Share Your Story to Celebrate #EarlyCollegeWeek 2021
NANCY HOFFMAN, WITH JOEL VARGAS
Nearly 20 years ago, the JFF team knew of just a few early college high school programs. As we head into Early College Week for 2021, there are hundreds—and early college programs are only growing and gaining new visibility as evidence shows their impact on equity. Early colleges are a powerful strategy for increasing college readiness, access, and degree completion of students from low-income backgrounds, particularly students of color. Kristina Zeiser of the American Institutes for Research, who has been studying these programs since 2009, says they’re “an effective way to increase rates of college-going and college completion,” and the “return on the investment in these programs is positive for both the student and society at large.”
Dual Enrollment for Students from Special Populations
SARAH HOOKER, WITH SAM FINN, DEREK NIÑO, AND ALICE RICE
Interest in dual enrollment is rising in California and nationwide, but students from special populations—including English learners, students with disabilities, foster youth, and young people experiencing homelessness—are too often left on the sidelines. This report explores promising practices and recommendations for designing dual enrollment with the assets and needs of these students at the center.
Young Adult Talent Development: Meeting the Reinvention Challenge
AUNDREA GREGG, WITH ADRIA STEINBERG
Community-based organizations that serve young adults with barriers to education and employment are experiencing myriad new challenges and opportunities as they navigate the triple threat of a global pandemic, economic and employment volatility, and a resurgence of concern about racism. This issue brief shares insights gleaned from three virtual “reinvention” sessions with young adult leaders and leaders of community-based organizations in JFF’s Young Adult Talent Development Network. We find that using human-centered design processes can help CBOs draw on their existing resources, creativity, and partnerships to develop innovative solutions to tough challenges at an uncertain time.
Strategies to Support Young Men of Color in Early College High Schools
NANCY HOFFMAN, WITH JOANNA MAWHINNEY, ANNA O'CONNOR, GREGORY SEATON
Early college high schools are powerful instruments for success for students, especially young men of color. This report outlines strategies to remove systemic barriers to their engagement and provides examples of successful and emerging practices that support all youth in preparing for their future careers through early college programs.
