Inspiration comes from many places. The early college high school roots it in the love of learning. At Early College of Alaska, students will grapple with ideas in the classroom, engage in scientific research in university laboratories, and initiate service projects in the community.

In the ECHS, knowledge is created in the classroom in the give and take that occurs between students, the teacher and ideas. Learning is a dynamic process based on practice, feedback and revision. The goal for ECHS students in all subjects is mastery, not simply a passing grade. The teacher guides learning but is not the sole source of it.

Central to the development of a learning culture is the use of "cohorts." Students will be formed into long-term groups that will serve as "learning families." Each cohort will have a base classroom and teachers will come and go throughout an academic day providing instruction and guidance as needed.

The college setting provides further inspiration. At Early College of Alaska, students will trade hall monitors and bells for personal responsibility and trust (Lieberman, 2004). Students are encouraged to become self-sufficient and to take responsibility for their studies. "A college campus has a powerful appeal for students, including its symbolic meaning as a sign of capability and adult trust" (Wolk, 2004).

As a small school within a larger college, ECA  serves as a supportive structure. Here, counselors, teachers and staff can intensively address adolescent developmental needs not met in the college setting.