Welcome to Infinity Early College High School!

Early College High Schools (ECHS) are open-enrollment high schools that allow students least likely to attend college an opportunity to receive both a high school diploma and either an associate degree or at least 60 credit hours toward a baccalaureate degree. Early College High Schools:

• Enroll Historically underserved students, targeting at-risk and economically disadvantaged 
• Provide dual credit at no cost to students
• Offer rigorous instruction and accelerated courses
• Provide academic and social support services to help students succeed
• Provide students with highly personalized attention
• Increase college readiness
• Partner with Texas institutions of higher education (IHEs) to reduce barriers to college access

The ECHS Blueprint Provides foundational principles and standards for innovative partnerships with colleges and universities. The ECHS Blueprint contains six benchmarks outlining the design elements that each ECHS campus must implement before serving students. Additionally, outcome-based measures in Access, Attainment, and Achievement provide guidance for ECHS program implementation and continuous improvement efforts. 

View the TEA Site for More Information 

Benchmark 1: Target Population 

The Early College High School shall serve, or include plans to scale up to serve, students in grades 9 through 12, and shall target and enroll students who are at risk of dropping out of school as defined by statute (Texas Education Code (TEC) §29.908) and the Public Education Information Management System (PEIMS) and who might not otherwise go to college.

All ECHSs must implement and meet the following requirements:

1. The ECHS recruitment and enrollment processes shall identify, recruit, and enroll the subpopulations of at-risk students as defined by Texas Education Code (TEC) §29.081 and PEIMS), including, but not limited to, students who have not passed two or more subjects in the foundation curriculum during a semester in the preceding or current school year, students who are of limited English proficiency, or students who have failed a state administered assessment. Enrollment decisions shall not be based on state assessment scores, discipline history, teacher recommendations, parent or student essays, minimum grade point average (GPA), or other criteria that create barriers for student enrollment.

2. The ECHS shall identify, recruit, and enroll subpopulations (in addition to those who are at risk as defined by PEIMS) that are historically underrepresented in college courses (e.g., first generation college goers, students of low socioeconomic status, English learners, and students with disabilities). The ECHS shall coordinate activities with feeder middle school(s), and higher education partner(s) shall coordinate with the ECHS to participate in recruitment activities to target promotional efforts at priority populations. Enrollment of target student populations should be representative of a district’s demographic make-up.

3. The ECHS shall clearly document recruitment and enrollment policies and practices, refining and improving them annually based on data reviews.

4. Recruitment and enrollment processes (including marketing and recruitment plans, materials, and timelines) shall include input from key stakeholders (e.g., parents, community members, higher education partners) and target student populations as described in 1 and 2 above and shall include regular activities to educate students, counselors, principals, parents, and school board and community members.

5. For any ECHS at capacity, the ECHS shall use either a performance-blind, open-access lottery system that encourages and considers applications from all students (all students have an equal opportunity for acceptance, regardless of background or academic performance) or a weighted lottery that favors students who are at risk or who are part of the targeted subpopulations for the ECHS. Districts are encouraged to standardize lottery practices across campuses implementing the College and Career Readiness School Models.

Attendance is the first step in student achievement. Missing a day of school is a missed opportunity for your child to learn, have fun with their friends, and see their teacher. 
 
If your child is absent, campuses will contact the parent or guardian in order to maintain accurate attendance records. You may contact the attendance clerk of your child’s school to notify them of any absence by clicking the Attendance Notes link below and attach a parent/doctor’s note. A parent or doctor’s note will be required when a child returns to school. An individual commits an offense if the individual fails to attend school on ten (10) or more days or parts of days within a six (6) month period or on three (3) or more days or parts of days within a four (4) week period. 
 

Click here to upload your absence documentation

Bell Schedule

Lunch Times

View Lunch Menus  School Cafe

What is Service Learning?

As part of the TEA ECHS BLUEPRINT, Infinity students are required to participate in some type of service learning activity. The National and Community Service Act of 1990 defines service learning as: “a method under which students or participants learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community. . . . and that is integrated into and enhances the academic curriculum of the students.”

When is Service Learning?

Service Learning is completed on the following Fridays, from 9 a.m.-12 p.m.

How do students get to Service Learning?

Students will be bussed to the 26 community and NCISD service sites.

IECHS Student Parking Permits