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Book The Effectiveness of Upward Bound on Student Academic Achievement

Download or read book The Effectiveness of Upward Bound on Student Academic Achievement written by Jesseca Elizabeth Short and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book A Survey of Upward Bound Programs on the Achievement of Rural High School Students

Download or read book A Survey of Upward Bound Programs on the Achievement of Rural High School Students written by Dewayne Middleton and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book The Effect of Upward Bound Programs on the Personal social Development  Motivation  and Academic Achievement of Students from Disadvantaged Backgrounds

Download or read book The Effect of Upward Bound Programs on the Personal social Development Motivation and Academic Achievement of Students from Disadvantaged Backgrounds written by Stewart W. Johnson and published by . This book was released on 2013 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book A Study of First Year Upward Bound College Students

Download or read book A Study of First Year Upward Bound College Students written by Cecilia Santillán-Robles and published by . This book was released on 1998 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Impacts of Regular Upward Bound

Download or read book The Impacts of Regular Upward Bound written by and published by . This book was released on 2004 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Evaluating the Effectiveness of Upward Bound Programs

Download or read book Evaluating the Effectiveness of Upward Bound Programs written by Bradley J. Coverdale and published by . This book was released on 2009 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book The Impact of TRIO Upward Bound Program Participation on Student Outcomes

Download or read book The Impact of TRIO Upward Bound Program Participation on Student Outcomes written by Cynthia E. Partridge and published by . This book was released on 2016 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: TRIO Upward Bound is the flagship U.S. Department of Education pre-college program designed to assist potential future college students who are low-income, first-generation, or at high risk for academic failure in pursuing and completing postsecondary education. The word TRIO was used by the federal government in the late 1960s for the three original educational opportunity programs: Upward Bound; Student Support Services; and Educational Talent Search. Six additional programs were added by 1998, totaling nine TRIO programs. This qualitative research study examined the impact of TRIO Upward Bound participation length and level on participants' high school completion, college enrollment and success, civic participation, and citizenship practices. The study results revealed that former students found TRIO Upward Bound to be an effective program that not only helped them with the academic and social skills necessary to graduate from high school and complete postsecondary education, but also led to civic engagement and good citizenship practices, such as voting, paying taxes, abiding by the law, postponing parenthood, employment, and community service. In addition, I found that students who remained in the program the longest, completed the Bridge Program (the second level and final phase of the program), and officially graduated from TRIO Upward Bound obtained their Bachelor and Associate degrees at much higher rates than those with less program participation length and level. They also received the highest level of program benefits, which included the bachelor's degree and full time employment.

Book Does Upward Bound Have an Effect on Student Educational Outcomes

Download or read book Does Upward Bound Have an Effect on Student Educational Outcomes written by and published by . This book was released on 2013 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book Problems of the Upward Bound Program in Preparing Disadvantaged Students for a Postsecondary Education  Office of Education  Department of Health  Education  and Welfare

Download or read book Problems of the Upward Bound Program in Preparing Disadvantaged Students for a Postsecondary Education Office of Education Department of Health Education and Welfare written by United States. General Accounting Office and published by . This book was released on 1974 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book A SURVEY OF UPWARD BOUND PROGRAMS ON THE ACHIEVEMENT OF RURAL HIGH SCHOOL STUDENTS

Download or read book A SURVEY OF UPWARD BOUND PROGRAMS ON THE ACHIEVEMENT OF RURAL HIGH SCHOOL STUDENTS written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Book Perceptions of the Impact of Upward Bound on Academic Success

Download or read book Perceptions of the Impact of Upward Bound on Academic Success written by Gail Elizabeth Buller and published by . This book was released on 2010 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Factors Influencing the Self Concept and Academic Achievement of High School Students Participating in College Upward Bound Programs

Download or read book Factors Influencing the Self Concept and Academic Achievement of High School Students Participating in College Upward Bound Programs written by Joyce Ann Cottoms and published by . This book was released on 1998 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Impact of Self efficacy and Motivation Characteristics on the Academic Achievement of Upward Bound Participants

Download or read book The Impact of Self efficacy and Motivation Characteristics on the Academic Achievement of Upward Bound Participants written by Brenda Leigh Brown and published by . This book was released on 2010 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Impact of Resilience on the Academic Achievement of At risk Students in the Upward Bound Program in Georgia

Download or read book The Impact of Resilience on the Academic Achievement of At risk Students in the Upward Bound Program in Georgia written by Deborah Darlene Lee and published by . This book was released on 2009 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine the relationship between resilience and the academic achievement of at-risk students in the Upward Bound Program in Georgia. The researcher used a quantitative method to collect data for the study. The researcher used the Healthy Kids Survey (Module B) instrument to assess the resilience of participants; it had 33 items on it and the researcher added a demographic section to the survey to collect information about the participants' families, schools, GPAs, and SAT/ACT scores. All of the participants chosen for this study were at-risk students due to their status as low-income and potential first-generation-to attend college, high school seniors in the Upward Bound Program in both rural and urban communities in Georgia. There were 200 participants selected for this study and 91 chose to participate. The researcher found several interesting results. The researcher found that at-risk students in the Upward Bound Program in Georgia were highly resilient and that their resilience was positively related to their GPAs. Also, the females in the study were more resilient than the males and had higher GPAs. Furthermore, urban participants in the study were only slightly more resilient than their rural counterparts, and participants living with both parents were more resilient than students living with one parent. On other academic indicators such as the SAT and ACT, the study found that there was not a significant relationship between resilience and these college entrance tests. However, there were surprising findings related to the participants' performance on these tests. African American males scored quite high on the SAT. Also, urban students outperformed rural students on the SAT and participants living with both parents scored higher than those living with one parent. The researcher noted several conclusions from the study. An important conclusion was that the Upward Bound Program helps to build resilience and that resilience positively impacts the participants' GPAs. Maintaining good grades in school is a major factor in students staying in school and going to college; therefore, educators should promote fostering resilience for at-risk students, especially for African American males. Another conclusion was that rural students need more opportunities to participate in programs that foster resilience. Key factors of resilience programs are caring, and supportive adults, who are interested in the students, school work, and adults who have high expectations for the students. School leaders and educators should seek to create warm, supportive school climates and opportunities for all students to achieve. The implications for the study can be very useful to educators and educational leaders as well as for professionals who work in dropout prevention and pre-college programs in Georgia. Also, the findings in the study can serve as a basis for strengthening parental involvement and support from adult mentors for K-12 students. Ultimately, the findings should provide a basis for promoting resilience in all students, especially at-risk students due to poverty.

Book The Impacts of Regular Upward Bound

Download or read book The Impacts of Regular Upward Bound written by David Myers and published by . This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).