Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary

Autor/inn/en	Shapley, Kelly; Sturges, Keith; Sheehan, Daniel; Weiher, Gregory R.; Hughes, Christina; Howard, Joseph
Institution	Texas Center for Educational Research (TCER)
Titel	Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary
Quelle	(2006), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Preparation; Minority Group Students; Low Income Groups; Middle School Students; High School Students; Middle School Teachers; Secondary School Teachers; Capacity Building; Advanced Placement Programs; Faculty Development; College School Cooperation; College Faculty; Pupil Personnel Services; Parent School Relationship; Academic Achievement; School Effectiveness; Sustainability; Program Effectiveness; Program Evaluation; Texas; ACT Assessment; Advanced Placement Examinations (CEEB); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fakultät; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulleistung; Schuleffizienz; Nachhaltigkeit; Programme evaluation; Programmevaluation; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state grant was guided by three goals for (a) building educator and student capacity for successful participation in challenging college preparatory programs, (b) increasing student and family awareness of opportunities for college and financial aid assistance, and (c) providing meaningful incentives and support for high student achievement from the business community. The TGAP evaluation assessed progress toward the three overarching TGAP goals. Researchers explored (a) how TGAP influenced the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; (b) the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increased; and (c) the academic outcomes for schools and their students. The findings also offer insight into program implementation and sustainability. Researchers combined qualitative and quantitative data collection approaches with rich and varied sources of data. These included annual, on-site interviews (with teachers, students, counselors, and university faculty fellows), classroom observations in Advanced Placement (AP) and Pre-AP classrooms, document and product reviews, interviews with project partners, teacher and student surveys, and demographic and performance data. The methodological approach relied on triangulation to examine patterns in both project implementation and academic outcomes. [For the full report, "Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005," see ED539929.] (ERIC).
Anmerkungen	Texas Center for Educational Research. P.O. Box 679002, Austin, TX 78767. Tel: 800-580-8237; Tel: 512-467-3632; Fax: 512-467-3658; e-mail: tcer@tcer.org; Web site: http://www.tcer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10