By Maureen Wilson —
It’s not every day you see high schoolers in the same classes as college students, but is there really a difference to begin with?
Early College Academy (ECA) was proposed three years ago and started with only twenty-seven juniors from Hamilton and Middletown High Schools that attended their respective Regional campuses. Since then, the program has expanded to include nine schools and over a hundred students, with the addition of Lebanon City Schools next semester.
The qualifications to apply are simple: Prospective students must have a 3.0 unweighted GPA, be a high school junior, have solid extracurriculars, and a good discipline and attendance record. In return, all costs for classes, transportation, lunch, and required textbooks are covered, as long as students maintain their GPA and attendance. With a minimum of 12 (maximum of 15) credit hours a semester and a strict adherence to the Miami Plan, ECA seniors graduate Miami Regionals with an Associate in Arts in General Studies degree and receive their high school diploma. It’s a perfect way to advance one’s education without forgoing important high school experiences, notably school clubs and formal dances, similar to Butler Tech high schoolers.
On campus and in classes, it’s easy to confuse ECA students with their CCP (College Credit Plus) peers who earn the same credits but are not affiliated with the program. CCP students can range from seventh to twelfth graders, who mostly attend classes online because of their flexibility. They serve more as advanced courses for those looking for alternatives to AP (Advanced Placement) and honors classes, while the ECA program typically includes a more structured schedule and is advised by their success coaches. Campus resources are also more reserved for the latter, as they function almost identically to regular university students. For example, Bottom Line partnered with the program last fall to further ease the transition to post-secondary education and just this April, Cash For Confidence, a series of mental health group sessions led by Leah Steverson, has been introduced exclusively for ECA students.
But, how have Miami instructors adapted to this influx of new and younger students? Apparently, quite well. Prof. Maureen Hattrup has seen plenty of first-year and ECA students alike as an ENG 111 and 225 instructor; both of these are essential classes that fulfill the Miami Plan’s advanced writing credits. Regarding the differences, Hattrup notes, “I am cognizant that they’ve had less experience with higher-level courses, whether high school or college, than some of their peers, and might need additional scaffolding for assignments or explanation of expectations around college life than other demographics. But, so often they’re bright, driven, ambitious students who bring a lot of intellectual curiosity!” The differences are minimal since everyone, regardless of education, is new to the topic and structure. “They often bring a youthful enthusiasm that enlivens the classroom,” she says, which is no surprise considering how many students have bonded and motivated each other to participate in class.
Since participants in the ECA program are formally enrolled as Miami students, many of them choose to work on-campus jobs. In Middletown, Gardner-Harvey Library has been a popular choice and location for non-employed students to socialize. Jennifer Hicks, who’s been in charge of student employment at the library for nearly the decade, says the ECA cohort has been equally capable as other college employees and has provided a unique presence as well. She observes, “I would venture to say at least 50% of library space use is from our [ECA] students. They frequently check out our Nintendo Switch to use in the lounge, check-out the makerspace to create things, and use our study rooms for … of course studying.”
Not only is there a growing spirit in the space, but ECA students also represent a voice that communicates the needs and interests of the university as a whole. “It is hard to plan events each semester due to changing schedules, but having ECA students working at the library helps us to not just plan ahead, but to spread the word within their circles,” Hicks explains. When it comes to engaging with the campus community, these high schoolers seem to stand out as a positive influence.
When asked about the future of ECA, Middletown Student Success Coach Brian George had this to say: “Moving forward, we hope that this program continues to grow as we deliver a quality education for our students. We are in year three and we are graduating 45 seniors this Year … [with] 33 juniors moving on to senior status and approximately 42 new students coming in the Fall of 2025. We anticipate adding more local schools to our academy and the future looks bright.” Quite simply, the program anticipates growth and its goal is to further enrich the youth who are driven and keen about their college and future careers.
The importance of ECA, especially for high schools who don’t have the resources or means to fully develop their top learners, is critical. Many ECA students themselves have said that they felt like they were weighed down by the monotony of their former classes, often not encouraged to do much more than graduate, and fearful for their future that competes against their privileged counterparts. However, the ECA program represents an opportunity for equity, echoed by its prioritization of recruiting first-generation students and those from underrepresented backgrounds. Most importantly, the program’s persistence and impact on the Regional campus community honors the spirit of Miami University: to thrive despite the differences.