Educational Opportunity Program (EOP) at a Selective Public University: Initial Findings from a Longitudinal Evaluation Study

Autor/inn/en	Winograd, Greta; Verkuilen, Jay; Weingarten, Alison; Walker, Lucy
Titel	Educational Opportunity Program (EOP) at a Selective Public University: Initial Findings from a Longitudinal Evaluation Study
Quelle	In: Learning Assistance Review, 23 (2018) 1, S.61-93 (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Educational Opportunities; Low Income Groups; Disadvantaged Youth; College Students; Program Effectiveness; Grades (Scholastic); Academic Persistence; Enrollment Rate; College Credits; College Transfer Students; College Admission; Admission Criteria; African American Students; Hispanic American Students; First Generation College Students; Student Records; Scores; Grade Point Average; College Entrance Examinations; Quasiexperimental Design; Pretests Posttests; Longitudinal Studies; Statistical Analysis; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Benachteiligter Jugendlicher; Collegestudent; Notenspiegel; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerakte; Aufnahmeprüfung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest
Abstract	In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and had similar first-year retention and continuous enrollment rates to students with far higher admission scores. Disadvantage-associated disparities, however, persisted in two domains: the proportion of credits earned in the first semester and transfer rates to associate- vs. bachelor-degree granting institutions at three-year follow-up. We conclude our paper with policy recommendations for further enhancing academic momentum among EOP students towards timely bachelor-degree attainment. (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01