The Effectiveness of Upward Bound on Student Academic Achievement PDF Download
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Author: Jesseca Elizabeth Short
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Book Description
Throughout the years, policymakers and advocates of the Upward Bound programs have expressed concerned about whether these college-readiness programs have been completing their objectives of helping students from disadvantaged backgrounds graduate from high school and pursue postsecondary education. Although numerous studies have been conducted to address the effect of the Upward Bound program on its participants, these studies have produced mixed results. Some research has indicated that Upward Bound produces desirable results while others maintain that Upward Bound is ineffective, therefore causing the results to be inconclusive (Devarics, 2002; Myers, Olsen, Seftor, Tuttle, and Young, 2004; Myers & Schrim, 1999; Pitre & Pitre, 2009; Viadero, 2007). This research examines the relationship between students' attendance and participation in the Upward Bound program and academic achievement. Upward Bound participants completed surveys to determine which Upward Bound activities they perceived as most helpful in preparing them for college. The results of this research indicated that the participation in Upward Bound activities had little, if any effect on academic achievement. In contrast with the quantitative data, a majority of the respondents perceived that the Jarvis Christian College Upward Bound program prepared them for college.
Author: Jesseca Elizabeth Short
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Book Description
Throughout the years, policymakers and advocates of the Upward Bound programs have expressed concerned about whether these college-readiness programs have been completing their objectives of helping students from disadvantaged backgrounds graduate from high school and pursue postsecondary education. Although numerous studies have been conducted to address the effect of the Upward Bound program on its participants, these studies have produced mixed results. Some research has indicated that Upward Bound produces desirable results while others maintain that Upward Bound is ineffective, therefore causing the results to be inconclusive (Devarics, 2002; Myers, Olsen, Seftor, Tuttle, and Young, 2004; Myers & Schrim, 1999; Pitre & Pitre, 2009; Viadero, 2007). This research examines the relationship between students' attendance and participation in the Upward Bound program and academic achievement. Upward Bound participants completed surveys to determine which Upward Bound activities they perceived as most helpful in preparing them for college. The results of this research indicated that the participation in Upward Bound activities had little, if any effect on academic achievement. In contrast with the quantitative data, a majority of the respondents perceived that the Jarvis Christian College Upward Bound program prepared them for college.
Author: Lewis Roland
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 176
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Author: Dewayne Middleton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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The purpose of this study was to investigate the perceptions of African American students on the impact of an Upward Bound Program on their academic performance, self-esteem, and the attitudes toward post-secondary educational success. Specifically, this study was concerned with the following variables: gender, family structure, and age as they related to the students aforementioned perceptions. A survey design was employed in this investigation to collect and analyze the data. Three hundred fifty-three (353) African American high school students participated in this empirical study. An instrument entitled "The Middleton Upward Bound Survey" was used to gather the data. The investigative instrument was validated by a group of Upward Bound professionals and university research professors. The instrument had an alpha coefficient of .84 for the test as a whole. Moreover, the data was tested through the application of the One-Way Analysis of Variance and the Scheffe' Multiple Comparison Test. Among the conclusions of this study were the following; in general it appeared the younger African American high school students are more favorable to his/her perceptions regarding the impact of an Upward Bound Programs on student academic achievement. African American high school students who reside with a guardian also tend to have more favorable perceptions regarding the impact of an Upward Bound Programs on their academic achievement. Regardless, of African American high school students' age, gender or family structure, they tend to have similar perceptions regarding the impact of an Upward Bound Programs on their attitudes toward post-secondary educational success.
Author: Stewart W. Johnson
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 72
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Author: Randolph S. Gunter
Publisher:
ISBN:
Category : Students
Languages : en
Pages : 518
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Author: Cecilia Santillán-Robles
Publisher:
ISBN:
Category :
Languages : en
Pages : 90
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Author:
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 216
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Author: Bradley J. Coverdale
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 63
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Book Description
Students that participated in Upward Bound were on average twice as likely to apply for post-secondary education, apply for financial aid, enroll in a post-secondary institution and graduate from or remain enrolled in a post-secondary institution. For every year of participation in Upward Bound a student was on average twice as likely to apply for post-secondary education, apply for financial aid, and enroll in a post-secondary education. Results support previous research that Upward Bound participants are more likely to graduate high school, apply for post-secondary educational opportunities, and eventually enroll in some form of post-secondary institution.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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The stated goal of Upward Bound (UB) is to increase the rate at which traditionally disadvantaged students graduate from high school and enroll in and graduate from postsecondary educational institutions. Past experimental studies of Upward Bound have found it to be generally ineffective in improving these student educational outcomes. However, my review of the studies revealed apparent methodological and analysis problems. Analyses to date have not fully addressed these issues prior to estimation, and therefore led to the production of potentially inaccurate estimates. After addressing these problems, I found that UB improves the high school and postsecondary outcomes for low-income, first generation students who took part in the experiment. Specifically I found evidence that suggests UB increases high school graduation rates by 4.5 percentage points, post-secondary education enrollment rates by 2.9 percentage points and post-secondary completion rates by 4.6 percentage points for the intent to treat (ITT) population when using a covariate adjusted model with trimmed sampling weights to compare the treatment and control groups. In addition, I found some evidence of effect heterogeneity: students who might be typically declared ineligible for UB participation had post-secondary completion rates 8.4 percentage points higher than typically eligible students; the effects are positive but smaller for typically eligible students. In contrast, researchers of the UB experiment found no evidence of treatment effects on high school graduation or post-secondary enrollment, and did not explore effect heterogeneity according to eligibility. One possible reason for the differences in post-secondary results is that I do not have access to all the post-secondary data sources that were used in the Horizons study. There are two major implications of my findings. First, UB can be used to reduce high school dropout rates. Second, UB eligibility screening processes, such as those that were in place during the time of the Horizons study, should be amended to facilitate the participation of typically ineligible students. While the results from prior analyses are not robust to weighting methods, the covariate-adjusted models are more robust. Overall, there is compelling evidence that UB can narrow attainment gaps between students from low and high-income households.
Author: United States. General Accounting Office
Publisher:
ISBN:
Category : People with social disabilities
Languages : en
Pages : 68
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