A Longitudinal Study: The Long-Term Impact of the Rutgers Upward Bound Program on its Participants.

Autor/in	Farrow, Earl V.
Titel	A Longitudinal Study: The Long-Term Impact of the Rutgers Upward Bound Program on its Participants.
Quelle	(1976), (131 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Blacks; College Students; Doctoral Dissertations; Ethnic Groups; Higher Education; Longitudinal Studies; Puerto Ricans; Racial Differences; Sex Differences; Success; White Students; New Jersey + Suchen Sie Ihr Suchwort? Schulleistung; Black person; Schwarzer; Collegestudent; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Ethnie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Puerto Rican; Puerto-Ricaner; Rassenunterschied; Sex difference; Geschlechtsunterschied; Erfolg
Abstract	The purpose of this dissertation was to examine the long-term impact of the Rutgers Upward Bound Program. The questions relating to the long-term impact of the program were explored by means of an ex post facto approach, using students' records and other data to determine what happened in natural situations. The sample studied consisted of 144 females and 148 males. The racial/ethnic composition was as follows: 80% black, 9% white, and 11% Puerto Rican. Among the conclusions based on the findings are the following: (1) the college success rate for participants was significantly higher than for non-participants, (2) college success for those participants considered to have scored high on the Scholastic Aptitude Test was not significantly higher than those participants considered to have scored low, (3) the college success rate of participants with high class rank was significantly higher than those participants with low class rank, (4) the association between exposure to the program and college enrollment was insignificant, and (5) the association between exposure to the program and college success was insignificant. In conclusion, students who participated in the program were more likely to succeed in college than non-participants. The length of time participants spent in the program had no significant effect upon enrollment and college success rates. (Author/AM)
Anmerkungen	University Microfilms, Dissertation Copies, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-27,319)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC