• Challenge Early College High School


    Founded in 2003, the Challenge Early College High School mission is to graduate confident, ethically responsible, lifelong learners who are prepared to succeed in higher education and be productive citizens in our world.


    The three Rs: “Relationships, Relevance, and Rigor”

    CECHS students function in a college environment and will be guided by adult advocates to develop a sense of responsibility for their own learning through work and life tools acquired in Advisory, Student Leadership, and Guidance classes. The high school curriculum is designed with a level of rigor that better prepares students for a successful college career.

  • What is an Early College?

    An early college provides high school-age students a “seamless” pathway from high school to college. Housed on the   HCCS campus, with articulated sharing of space and staff, CECHS allows the high school student to gradually integrate into college course work through his or her traditional high school degree plan. This integration requires dual enrollment,   with the student having to show mastery of the knowledge and skills necessary for success (TSI or another HCCS designated entrance test).

    Students who graduate from CECHS at the end of their Senior year can have not only a Texas Distinguish high school diploma but also will have accumulated up to 61 college credits, transferable to the post-secondary institution of their choice. CECHS will provide strong support to each student and the family in obtaining entrance to, and success in, higher education.

    For more information about Early College High Schools, visit the website of the Early College High School Initiative.



    Our Vision

    We envision a world-class learning institution developing a community of holistic leaders who will demand-and then realize-endless opportunities for themselves and their community.


    Our Mission

    It is our mission to deliver the highest quality educational experience by maintaining a college culture within a diverse, supportive, public high school.


    Our Guiding Belief


    Our work is grounded in our ability to increase educational opportunities for our students. To do this, we believe that all students have unbound capabilities and when given the opportunity, engaged with rigorous content, and held to high expectations, they can achieve on an absolute scale.