December 2, 2024

By Shaniya-Golden-Riddle

Many can agree that access to higher education is essential for children to reach their full potential, yet too many students—especially African American youth—face barriers that limit their opportunities. Dr. Asya Johnson is determined to change that. Through her lived experience and innovative mindset, she created HBCU Early College Prep High School in Queens, New York, a school designed to equip students with both a high school diploma and an associate’s degree by the time they graduate.

Through a unique partnership with Delaware State University, students at HBCU Early College Prep graduate high school with an associate’s degree and a guaranteed admission offer from Delaware State. Though the school is public, applicants are asked to submit two short essays and a video introducing themselves and explaining their interest in attending. Dr. Johnson’s primary goal is to give students “a leg up, exposure, and get them prepared for life after school.” Starting in 9th grade, students will take college courses taught by high school teachers who are trained as adjunct professors by Delaware State, qualifying them to grant course accreditation. By the second semester of their junior year, students enter a hybrid model where they are taught by Delaware State professors and high school teachers. Johnson believes early exposure to professors is crucial: “I didn’t want students waiting until the 11th grade to start challenging themselves.

Growing up in North Philadelphia, Dr. Johnson recalls a time when she wanted more academic challenges but lacked access to advanced coursework. “I opted for an easier option,” she explains, describing her focus on humanities in high school. She heard about colleges and college visits from “posters on the wall,” and Johnson knew early on that she wanted to create a different experience for future students. “I wanted to create a school for students who looked like me but also had the potential to do great things that were not easily opting out of things,” she says. This vision inspired her to attend Delaware State University, where she embraced the HBCU experience. Even then, she dreamed of building a high school that would prepare students for an education like the one she found.

Earning her doctorate from Drexel University in Educational Leadership, Dr. Johnson credits the university for nurturing her innovative ideas. She found a class in creativity and innovation especially impactful, describing how it encouraged her “to think outside the box to be able to create schools of innovation, schools of the future, things that didn’t exist right now.” Dr. Johnson says “the seeds were planted” for her high school initiative in this class. With her vision taking shape, she began researching HBCUs and discovered that while some offer early college programs, none operate in New York. Drexel’s community, particularly her Philly Cohort 8 peers, offered incredible support. “The people in my cohort felt like a community,” she says, emphasizing how the cohort model created “life-long friendships” and a sense of “connectedness.” She also describes how one professor whom she was “inspired” by the moment she met him really impacted her. “He was a professor you could talk to after hours and pick his brain about anything,” Johnson explains. That allowed her to confirm that her vision was something she really wanted to do. She further states “I really enjoyed my time in his class, and he was very inspirational to me.”

Dr. Johnson’s past experience as a teacher and principal also contributed to her vision. Working in New York, she often reflected on “opportunities that did not exist” for her students, especially those in detention facilities. Her commitment to supporting these students led her to take on the challenge of “turning around a school that was persistently struggling and out of time.” Under her leadership, and with new implementations like optional and required AP classes, the school saw rising graduation and attendance rates. According to Johnson, "the school has been in good standing for almost four years.” Balancing rigorous coursework with flexibility was key to her success, and her goal was to provide exposure to academic challenges for every student. To that end, she required students to take AP English, ensuring that each had the opportunity to engage with at least one college-level course. Exposure was key in this remodeling for Johnson because as a child, she did not receive that exposure to college-level courses and college in general which made her want students to have a different experience from what she had. Johnson’s motto, “access isn’t optional,” became her guiding principle, driving her to make these resources available to students for their long-term success.

Recently, Dr. Johnson received overwhelming community support for HBCU Early College Prep, especially in Southeast Queens, where community members advocated for an accelerated high school for some time. “The community threw a pep rally for the school that included a marching band, majorettes, and people from HBCUs who talked about their experience,” Johnson shares. As the first school of its kind in New York and in the community, excitement has been building around her initiative.

For those in college or aspiring to create similar projects, Johnson advises, “do your research.” She emphasizes that transforming education requires “something that’s innovative, and that means you have to do things differently.” Johnson credits her Drexel dissertation chair, Dr. Joyce Pittman, for pushing her “to think outside of the box” and encouraging her to think creatively. She also recommends “seeking outside entities to support the mission and vision” you aim to achieve.