An Examination of Self-Determination Within Alumni of an Early College Entrance Program

The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and UW Academy). The focus of this article is on the qualitative interviews of 26 UW Academy early entrants who fully matriculated into college as Honors Students after 10th grade.

Results indicated that early college entrance (a) provided a more challenging and autonomous environment than high school, (b) provided higher personal control over academic and social choices, and (c) met students’ strong need for relatedness as well as for autonomy and competence. The early entrance to college program gave students a cohort where they could interact with same-age peers who had demonstrated similar academic competence and interests to achieve.