Upward Bound as a Model to Deter Attrition During the Freshmen Year in Postsecondary Institutions PDF Download
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Languages : en
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Enrollment trends are on the rise, suggesting that high school graduates are still willing to seek a college degree (Gold, Neururer, & Miller, 2000). Unfortunately, about 50% of students who enter colleges or universities do not complete their degrees, and many do not graduate within a reasonable time (Beal & Noel, 1980; Gerald, 1992; Porter, 1990; Tinto, 1993). The freshman year often carries the highest rate of attrition, with most students dropping out in the first 6 weeks of matriculation because they do not adjust well to college life (Wilder, 1994). The goal of this qualitative study was to show that Upward Bound can serve as a model to deter attrition among freshmen in postsecondary institutions, particularly African-Americans, and few studies have been done on Upward Bound graduates who have attended or are attending college. Focus group interviews were conducted with 9 former Upward Bound students from the State of North Carolina who were enrolled at North Carolina State University in fall 2002. The conceptual framework of this study was adapted from Tinto's (1975) model of interactions between first-year students and the academic and social systems of the colleges in which they are enrolled. Relationships and interrelationships among variables that may contribute to persistence were examined, including family background, individual attributes, pre-college schooling, goal and institutional commitments, grade performance, intellectual development, peer group interactions, faculty interactions, academic integration, social integration, and dropout decision. The major finding was that the participants felt Upward Bound was important in helping them persist past their freshman year in college. Many of the constructs of Tinto's (1975) research were also supported by the findings in this study, in that the participants who successfully integrated into the academic and social systems at North Carolina State University persisted. The participants, despite many of t.
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Languages : en
Pages :
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Book Description
Enrollment trends are on the rise, suggesting that high school graduates are still willing to seek a college degree (Gold, Neururer, & Miller, 2000). Unfortunately, about 50% of students who enter colleges or universities do not complete their degrees, and many do not graduate within a reasonable time (Beal & Noel, 1980; Gerald, 1992; Porter, 1990; Tinto, 1993). The freshman year often carries the highest rate of attrition, with most students dropping out in the first 6 weeks of matriculation because they do not adjust well to college life (Wilder, 1994). The goal of this qualitative study was to show that Upward Bound can serve as a model to deter attrition among freshmen in postsecondary institutions, particularly African-Americans, and few studies have been done on Upward Bound graduates who have attended or are attending college. Focus group interviews were conducted with 9 former Upward Bound students from the State of North Carolina who were enrolled at North Carolina State University in fall 2002. The conceptual framework of this study was adapted from Tinto's (1975) model of interactions between first-year students and the academic and social systems of the colleges in which they are enrolled. Relationships and interrelationships among variables that may contribute to persistence were examined, including family background, individual attributes, pre-college schooling, goal and institutional commitments, grade performance, intellectual development, peer group interactions, faculty interactions, academic integration, social integration, and dropout decision. The major finding was that the participants felt Upward Bound was important in helping them persist past their freshman year in college. Many of the constructs of Tinto's (1975) research were also supported by the findings in this study, in that the participants who successfully integrated into the academic and social systems at North Carolina State University persisted. The participants, despite many of t.
Author: Willie Fred Edmonds
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Keywords: Upward Bound.
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Category : Dissertations, Academic
Languages : en
Pages : 580
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Author: David Myers
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Category :
Languages : en
Pages : 210
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Policymakers have long been concerned about the disparities in college attendance between more and less advantaged groups of students. Upward Bound is one of the largest and longest running federal programs designed to help economically disadvantaged students prepare for, enter and succeed in college. Since December 1991, Mathematica Policy Research, Inc., (MPR) has been conducting the national evaluation of Upward Bound for the U.S. Department of Education (ED). The evaluation has focused on program implementation issues and the effects of the program on student outcomes. The "impact study" is designed to measure the impacts or effects of regular Upward Bound on student outcomes, and it is based on a longitudinal evaluation in which eligible applicants from a nationally representative sample of projects were randomly assigned to Upward Bound or to a control group. The results in this document are based on the national evaluation's third follow-up data collection, which was completed in 2000. Because the entire sample of students was beyond high school age by that time, the report includes updated findings on the effects of Upward Bound on high school outcomes. In addition, based on data covering the first few years after sample members left high school, the report addresses the following research questions: (1) What effect does Upward Bound have on students' postsecondary experiences? (2) Who benefits most from Upward Bound? and (3) What is the association between staying in Upward Bound and student outcomes? Findings in this report suggest that for the average student, Upward Bound: (1) increased the number of high school math credits earned by participants; (2) did not affect other measures of high school academic preparation; (3) may have increased enrollment at four-year institutions; and (4) did not affect enrollment at postsecondary institutions more generally when all types of postsecondary institutions are considered. Appended are: (1) Sample Design Unit Nonresponse and Weights; (2) Baseline Characteristics of the Treatment and Control Groups, Third Follow-Up Survey Respondents; (3) Program Effects and Standard Errors; (4) The Effect of Upward Bound on High School Outcomes by Selected Subgroups; (5) The Effect of Upward Bound on College Engagement by Selected Subgroups; (6) Methods Used to Estimate the Effects of Additional Upward Bound Participation; (7) Weighted Standard Deviations for All Outcome Variables; (8) Data Collection; and (9) Sample Sizes and Standard Errors for Reported Impact Estimates. (Contains 29 tables and 3 figures.).
Author:
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Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: David E. Myers
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Category : Federal aid to higher education
Languages : en
Pages : 0
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This report on the short-term effects of Upward Bound, a federal pre-college program designed to help economically disadvantaged students complete high school and gain access to post-secondary education, presents interim findings from the Longitudinal Effectiveness Study of Upward Bound based on data on approximately 2,800 students during the first year or two of high school. At present, there are more than 600 Upward Bound projects; they offer intensive instructional programs and are usually hosted by 2-year and 4-year colleges. The study found that: (1) Upward Bound has early positive impacts on students' educational expectations and academic course-taking; (2) students with lower educational expectations initially benefit more from Upward Bound; (3) Hispanic students initially benefit most from Upward Bound; and (4) many students (about 37 percent) who enter Upward Bound leave the program during the first year. After an executive summary and introductory chapter, Chapter 2 presents data on persistence in Upward Bound, and on the Upward Bound services offered. Chapter 3 details short-term impacts of Upward Bound, including the average impact of the program and groups benefitting most. The concluding chapter summarizes findings, compares them to previous findings, and draws implications for program improvement. Eight appendices provide additional detail on research methodology, data interpretation, and statistics. (Contains 18 references.) (Db).
Author: Diana Michelle Garcia
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 1280
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Author: Clifford Adelman
Publisher:
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Category : Education
Languages : en
Pages : 232
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The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Rona F. Flippo
Publisher: Routledge
ISBN: 1135677204
Category : Education
Languages : en
Pages : 553
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The Handbook of College Reading and Study Strategy Research is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In this thorough and systematic examination of theory, r
