Award Year: 2020

Early College High School

3939 Valley View Lane, Building P
Farmers Branch, TX, 75244-4906

(972) 968-6260

Mr. Timothy A. Isaly, Principal at time of Nomination

Title I School, Choice School

Carrollton-Farmers Branch Independent School District

School Website

School FaceBook

School Social Media

https://twitter.com/ECHSinCFBISD

Mission

Graduate globally-minded citizens that are competently and confidently prepared to complete a four-year university program; who can positively lead and democratically serve communities.

Student Demographics
  • Black/African American: 5%
  • White: 4%
  • Hispanic: 81%
  • Asian: 8%
  • Two or more races: 1%
Application
ECHS students at the 2020 city Dr. M.L.K, Jr. parade.

ECHS students at the 2020 city Dr. M.L.K, Jr. parade.

Early College High School students are the hardest working, highest achieving, kindest, service-oriented students taught by the most motivated, dedicated, and caring educators. These student-staff relationships develop early starting with the summer bridge program for incoming freshmen. Older students eagerly sign up to serve as mentors. These same upperclassmen describe and offer wonderful club opportunities (e.g. chess, IGNITE, Dungeons and Dragons, Girls Who Code) to the underclassmen. Throughout the year(s), students collaborate to create a school environment that is responsive to their wants and needs. By the end of four years, 84% of the students earn an Associate's Degree from the Dallas College Brookhaven campus (actual site of the stand-alone high school).

This is the second time in six years the school has received the National Blue Ribbon Schools Award for 'Exemplary High Performance.' Daily, teachers design academic lessons that enable students to express themselves critically through reading, writing, speaking and listening. Professional development cycles incorporate literature reviews, book reads, peer-to-to peer observations, and conference summaries. The faculty participate in three campus Instructional Rounds whereby a half-day of classroom observations occur followed by a half-day of data disaggregation and reflection. Collectively, the faculty discuss these findings and pedagogical recommendations. Essentially, these professional experiences foster a collective efficacy towards the improvement in student achievement.