Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education

Autor/inn/en	Sanchez, Jafeth E.; Lowman, Jennifer L.; Hill, Kathleen A.
Titel	Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 20 (2018) 3, S.328-349 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116669954
Schlagwörter	Academic Achievement; Academic Persistence; School Holding Power; Undergraduate Study; Undergraduate Students; Federal Aid; Grants; Comparative Analysis; College Freshmen; Grade Point Average; College Entrance Examinations; Predictor Variables; College Readiness; Access to Education; College Preparation; Outcomes of Education; White Students; African American Students; Hispanic American Students; Asian American Students; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Grundstudium; Grant; Finanzielle Beihilfe; Studienanfänger; Aufnahmeprüfung; Prädiktor; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Given the major investment in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, rising postsecondary access, trends in poor persistence and retention rates, and the ongoing accountability measures in higher education, it is critical to examine factors related to postsecondary performance and persistence of GEAR UP students in comparison to their peers. College performance and persistence of 298 State GEAR UP students were compared with other first-time, first-year students (1,841) who entered a moderately selective, medium-sized public research university in Fall 2012. The GEAR UP students were more likely to be from disadvantaged, underrepresented backgrounds; despite less advantageous beginnings, they entered college with similar high school grade point average and Scholastic Assessment Test scores, though lower American College Test scores. Also, students' first-term grade point average and credit loads served as predictors of persistence. Most importantly, GEAR UP students were just as likely to perform and persist as their peers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01