The National Evaluation of Upward Bound. Summary of First-Year Impacts and Program Operations. Executive Summary.

Autor/inn/en	Myers, David E.; Moore, Mary T.
Institution	Mathematica Policy Research, Washington, DC.; Educational Testing Service, Atlanta, GA.; Westat, Inc., Rockville, MD.; Decision Information Resources, Inc., Houston, TX.
Titel	The National Evaluation of Upward Bound. Summary of First-Year Impacts and Program Operations. Executive Summary.
Quelle	(1997), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Access to Education; College Bound Students; Compensatory Education; Disadvantaged Youth; Dropout Rate; Economically Disadvantaged; Enrichment Activities; High Schools; Higher Education; Hispanic Americans; Longitudinal Studies; Minority Groups; Noncollege Bound Students; Partnerships in Education; Program Effectiveness; Student Educational Objectives + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Bereicherungsprogramm; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Hochschulpartnerschaft
Abstract	This monograph presents the executive summary of a study evaluating the first-year impacts and program operations of Upward Bound, a federal pre-college program designed to help economically disadvantaged students complete high school and gain access to post-secondary education. In 1996, 45,000 students participated in the program through projects offered by 601 grantees; the average cost per student was $3,800. Most students enter Upward Bound in ninth or tenth grade and participate in a multi-year program of weekly activities during the school year and an intensive summer program that simulates college. The study found two major impacts of Upward Bound--first, participating students expect to complete more schooling than similar students not in the program and, second, the program has a positive impact on the number of academic courses participants take. Other findings included: students who benefited most initially were those with lower academic expectations; Hispanic students appeared to benefit most from the program among racial/ethnic groups examined; the program showed no impact in the first year on participants' high school grades; many students left the program in the first year; and most Upward Bound projects focused on providing a rich and challenging program. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC