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An Evaluation of Forward Service Corporation's
Upward Bound - Central Program
by
Sarah J 0 Waterman
A Research Paper Submitted in Partial Fulfillment of the
Requirements for the Master of Science Degree
in
Career and Technical Education
AppI;.oved: 2 Sem;srer Credits
(~0lAJ! t1m,~t1~ Dr. Carol Mooney
The Graduate School
University of Wisconsin-Stout
July, 2010
1
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Author:
Title:
The Graduate School University of Wisconsin-Stout
Menomonie, WI
Waterman, Sarah J.
An Evaluation of Forward Service Corporation's Upward Bound
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Central Program
Graduate Degree/ Major: MS Career and Technical Education
Research Adviser: Carol Mooney, Ph.D.
MonthNear: July, 2010
Number of Pages: 46
Style Manual Used: American Psychological Association, 6th
edition
Abstract
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Upward Bound - Central directed by Forward Service Corporation
was evaluated using
Wisconsin Knowledge and Concepts Exam's reading, language arts,
and math scores, project
retention percents, postsecondary enrollment, and postsecondary
persistence. The four-year
descriptive statistical study included 208 rural isolated
students in grades 9 - 12 from five
Wisconsin high schools between the 2006-2007, 2007-2008,
2008-2009, and 2009-2010
academic years. The target population met federal low-income and
first-generation college
status. Designed to promote educational equal opportunity,
grants are competitive and program
evaluation has been critical for continued grant funding.
Data demonstrated Upward Bound - Central was meeting or
exceeding its grant goals
and objectives. Participants were deemed proficient or advanced
on the 10th grade Wisconsin
Knowledge and Concepts Exam. Students were being retained in the
Upward Bound - Central
program at a high level. Research showed students applied
successfully to postsecondary
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training and were enrolled both the first and second year.
Consistent and sustained longitudinal
studies would prove beneficial to Congress, especially in
difficult economic times. As a model,
investigation into best practices and strategies used by Upward
Bound - Central and other
private and public agencies could expand success further.
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The Graduate School University of Wisconsin-Stout
Menomonie, WI
Acknowledgments
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I would like to thank Forward Service Corporation for the
opportunity to work with an
amazing staff and wonderful students in the Upward Bound -
Central program. Forward Service
Corporation has given me the opportunity to grow and has always
encouraged me to continue my
education and life-long learning. Dr. Joy Ebben has been a great
supervisor and more
impo11antly, a mentor.
I would like to thank Dr. Mooney for all her time and effort in
helping me develop my
thesis paper. Thank you for taking me under your wing and making
this vision possible!
I would like to recognize my family for instilling in me the
hard work and dedication that
is required to be successful in life. With their love and
support, I was able to complete my thesis
and Master's degree with a very hectic work schedule. Your
financial support and never ending
love is greatly appreciated and I will forever be indebted to
you . I will always cherish the long
weekends sitting at the kitchen table. So, Mom, are you ready
for a new goal?
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Table of Contents
..... .. ... ...... ....... ... ... ... ... ...............
.................. ............. ......... ... .... ............
.... ...... .... ........ .............. ... Page
Abstract .... .. ................. .... ... ...
......................................... ....... ....
............. ............ .............. .. .............. 2
Chapter I: Introduction .......... ........ ..................
.... ... .... ..... .......... .. .. ..... ..... ..................
.. ....... .. ..... ...... 8
Statement of the Problem ............... .. ...............
................... ..... ...................... ...
............... .. .... .... 10
Purpose of the Study ....................... ............
.............. .... ....... .. ............. .... ...... ..
........... .. ........ ..... 11
Definition of Terms ......................
....................... ..... .. ...... ..... ... ... .....
.................. .. .... ................. 12
Assumptions of the Study .........................
.................. .. ....... .............. ........
................... ..... ....... 13
Methodology .. .......... ..... ...... ... ... .... .. ...
...... .. .... .. ... ... ...... ................... ..... ...
...... ... ...... ... .......... .. .. .. 14
Chapter II: Literature Review .. ...... .. ............
......... .. .. .. ................ .... ..... ............. ... ..
..... .................. . 15
Chapter III : Methodology .. ................. ...... ... ..
............... .... .... ................ ..... .. .. ..
................. ... .. ... ... .. 25
Subject Selection and Description .....................
.................. ..... .... ...... ............... ..
................. .... 25
Instrumentation .... ........ ..... ...... ..... .. ......... ..
..... .. ..... .. ............. .......... ... .. ... ....... ..
......... ..... ....... ..... 29
Data Collection Procedures ............ .. ... ..
................. .. .. ... .... .......................... ..
............. .... ......... .. 29
Data Analysis ..... ................... ... .... ...............
.... .. ... .. ................... .. ..... ............. ... ...
...................... 30
Limitations ....... ......... .... .. .........................
............... .. .. .... ... .. ............ .. .. ....... .....
.................. ....... 30
Summary ................ .... ......... ............. .. ....
... ... ......... ... ... ...... .. .......... .........
.................... ... ........ .... 31
Chapter IV: Results .............. ...... .. ..
...................... ... ....................... .. .....
............ ......... .. ................ .. 32
Item Analysis ...... ..... .................... .. .. ... ...
.... ............ .. .... ..... ........................ ..
................... ....... .... 32
Chapter V: Discussion .... ... ... ...... .... ........... .....
.. ......... ..... ... ...... ... ........... ... ....... .... ..
....... .... ............ . 39
Limitations ..... .. ...................... ..
.................. .. .... ... ................. ..... ......
............ .. ... ......... ............... . 39
Summary and Conclusions ............ .... ... .. ..............
... .. ... .. .... ............... .... .... .................
..... .. ....... 39
Recommendations .. ............... .................... ..
........... ... ......... .. ........... .............. ....
....... ... ............ .. 41
References ............... ........... .... ... ... .. ..
............ ....... ........ ............. ....... ....... .......
.. .. ....... ............... .. ..... 43
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List of Tables
... .. ........................... .. ...... ... ..
...................................................... ..
............................................... Page
Table 1. Upward Bound-Central Participants by Grade
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26
Table 2. Upward Bound-Central Participants by Sex ...... ....
................................................ .. ........ 27
Table 3. Upward Bound-Central Participants by Race
..................................................................
28
Table 4.2006-2007 WKCE Test Scores .......... .. .. ..
.............................................. ....
...................... 32
Table 5. 2007-2008 WKCE Test Scores
....................................................... .. ....
................ ..... ...... 33
Table 6.2008-2009 WKCE Test Scores
........................................ ..
.............................. .. .............. 34
Table 7.2009-2010 WKCE Test Scores
........................................................................................
34
Table 8. Upward Bound - Central Retention Rates ..............
.. ...................... .. ............................... 35
Table 9. Upward Bound - Central Postsecondary Enrollment..
.......... .. ........................ .... ............ 37
Table 10. Upward Bound - Central Postsecondary Enrollment of
Second Year .......................... 38
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Chapter I: Introduction
Background and Program Design
Upward Bound began its pilot project operation in the summer of
1965 as an initiative in
the War on Poverty. At that time, most teachers and
administrators believed that through
education, they could end poveliy (Groutt, 2003). Upward Bound
was designed to provide equal
opportunity and fundamental support to prepare students for
entering college. According to
Grimard and Maddaus (2002), poverty appeared "to be the primary
factor influencing high
school completion rates, as well as college attendance and
completion rates" (p . 3) . The United
States Depmiment of Education (2009) required two-thirds of
enrolled Upward Bound
participants be from a family who met federal low-income
guidelines where neither parent
earned a bachelor's degree. One-third of students were allowed
to be either low-income or from
a family where neither parent earned a bachelor's degree.
According to Field (2007), students
who participated in Upward Bound programs were twice as likely
to enroll in college.
According to the National Center for Education Statistics,
Caucasian and higher income students
completed and attended college at much higher rates than African
American, Native American,
Hispanic, and lower income students (2008).
Pitre and Pitre (2009) noted the design of the Upward Bound
program was to focus on
college preparation and readiness with educational activities.
Saliwanchik-Brown (2005)
indicated a sense of belonging increased for Upward Bound
students, which encouraged each
participant to be successful. Motivation and attitude to succeed
academically were positively
enhanced with Upward Bound pmiicipants (Egeland, Hunt, &
Hardt, 1970).
Forward Service Corporation, a Wisconsin nonprofit company, has
directed four Upward
Bound programs in rural Wisconsin since 1999. Forward Service
Corporation (2007) described
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the purpose of Upward Bound as providing students the skills
necessary for success in education
beyond high school. Directed by Forward Service Corporation,
Upward Bound - Central has
served approximately 50 participants each school year from five
target high schools in Marquette
and Waushara Counties. The Upward Bound - Central program
received grant funding from the
United States Department of Education to serve five selected
high schools in these counties.
Students in the 9th and 10th grades applied for program
admission (Forward Service Corporation,
2007).
During the school year, academic assistance and advising were
offered to all Upward
Bound - Central program participants. Upward Bound participants
were required to attend pre-
alTanged weekly meetings held at the participant's high school.
All meetings were individually
arranged to fit into each participant's school schedule.
Participants were also provided with
information and assistance regarding study skills, career
planning, financial aid, and
postsecondary school admission (e.g., technical, two-year, or
four-year institutions). Upward
Bound - Central offered tutoring, peer tutoring, and a variety
of cultural and recreational
activities (Forward Service Corporation, 2006). Dervarics (1997)
reported peer tutoring was
most beneficial to TRIO students in college, followed by
cultural events, workshops, and courses
with special instruction.
Each participant was required to attend two pre-college summer
programs following his
or her first two years in the Upward Bound program. Summer
programs were conducted for six
weeks: five weeks on campus followed by a one-week field trip
(Forward Service Corporation,
2007). Participants attended the summer program from Sunday
evening through Friday
afternoon. Upward Bound - Central provided transportation to and
from the summer program.
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The Upward Bound - Central program held their summer program at
either Ripon College in
Ripon, Wisconsin or St. Norbert College in De Pere,
Wisconsin.
The pre-college program provided Upward Bound - Central
participants with the
opportunity to share with other Wisconsin Upward Bound school
districts in the 'adventure' of
living away from home in a dormitory setting before they
enrolled in the postsecondary school
of their choice. Participants attended morning classes: Spanish,
Math, Lab Science, English
composition and English literature. Upward Bound - Central
classes were not intended to
duplicate or replace regular high school class offerings, but
rather to stimulate interest, provide
basic skills, and serve as an introduction to further study in
the fall of the participant's next year
of high school. Afternoon and evening hours were occupied with
enrichment classes,
community service, field trips, guest speakers, and recreational
activities. Additionally, there
were pre-planned study times when participants completed
assignments and received tutoring
(Forward Service Corporation, 2006).
Despite years of service, the effectiveness of Upward Bound
programs across the country
have often been questioned. In poor economic conditions,
evaluation and investment return have
become critical. Previous Upward Bound research has shown both
success and failure.
Furthermore, many legislators required extensive evaluation
before considering continued
funding (U.S. Department of Health, Education, & Welfare,
1969; Pearl, 1972; Laws, Jr., 1993;
Zook, 1995; Gladieux, 1996; Garcha & Baldwin, 1997; McLure
& Child, 1998; Field, 2007;
Foster, 2007; Thayer, 2007; Collins, 2008; Mitchem, 2010).
Statement of the Problem
The continuation and success of Upward Bound programs have been
measured by four
objectives set by the United States Department of Education. The
focus of this study was to
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evaluate Upward Bound - Central as it related to academic
evaluation by Wisconsin state
standardized testing, project retention, postsecondary
enrollment, and postsecondary persistence
(Forward Service Corporation, 2006). Individual grant
applications are required to include stated
expectations for these objectives.
Purpose of the Study
The purpose of this study was to evaluate the TRIO Upward Bound
- Central program.
This study evaluated Upward Bound - Central during the
2006-2007,2007-2008,2008-2009,
and 2009-2010 school years based on academic evaluation by
Wisconsin state standardized
testing, project retention, postsecondary enrollment, and
postsecondary persistence (Forward
Service Corporation, 2006). As funding is competitive and
economic resources are limited,
initial and continued grant funding require extensive
evaluation.
Research Questions
The following research questions were pivotal to the study:
1. Do participants from Upward Bound - Central during the
2006-2007, 2007-2008,2008-
2009, and 2009-2010 academic years achieve proficient or
advanced level on the
Wisconsin Knowledge Concepts Examinations (WKCE) standardized
test during 10th
grade testing in reading, language arts, and math?
2. What is the year-to-year retention rate for participants of
Upward Bound - Central during
the 2006-2007,2007-2008,2008-2009, and 2009-2010 academic
years?
3. What is the post-secondary enrollment of Upward Bound -
Central students in their first
year of college during the 2006-2007,2007-2008,2008-2009, and
2009-2010 academic
years?
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4. What is the post-secondary enrollment and persistence of
Upward Bound - Central
students in their second year of college during the 2006-2007,
2007-2008, 2008-2009,
and 2009-2010 academic years?
Importance of the Study
This study was important for the following reasons:
1. Upward Bound - Central will benefit from this research by
examining significant areas of
strengths and weaknesses for the purpose of making program
decisions, changes, and
improvements.
2. Completion of this research may provide Congress significant
baseline data pertaining to
the accountability of education programs and federal funding of
the TRIO Upward Bound
program.
3. Continued grant funding for Upward Bound - Central may be
influenced by the results of
this research.
4. Completion of this research may provide beneficial insight
into post-secondary education
choices of rural isolated high school students to school
counselors, and college admission
staff within the Upward Bound - Central region, as well as
Upward Bound staff.
S. Data from this study may be used for the development of
training workshops funded by
the Department of Education and private agencies.
6. This study may be used as a model for researching and
analyzing other Upward Bound
programs.
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Definition of Terms
Common terms used in the research include:
First-generation. Neither parent has earned a bachelor's degree
(Depat1ment of
Education, 2009).
Low-income. Family has fallen at or below the federal poverty
income guidelines
(Department of Education, 2009).
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TRIO. Federal student service and outreach programs designed to
identify and provide
services for pat1icipants from disadvantaged background
(Depat1ment of Education, 2009).
Upward Bound. One of the eight TRIO programs, Upward Bound has
provided
fundamental support t6 students in their preparation for college
entrance (Department of
Education, 2009).
Limitations of the Study
Limitations of the study were examined and listed below:
1. The study was restricted to present students, past students,
and high school graduates of
the Upward Bound - Central program during the 2006-2007,
2007-2008, 2008-2009, and
2009-2010 academic years.
2. The study results cannot be generalized to a greater
population as locations,
circumstances, grant goals, and strategjes differ from grant
project to grant project.
3. Misinterpretation by the Upward Bound staff and this
researcher of the data as it was
given, collected, recorded in databases, described, and analyzed
would limit definitive
accuracy.
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Assumptions of the Study
The following was assumed in the study:
1. The researcher assumed all data in the databases was
accumulated and entered correctly.
2. The researcher assumed all participants were honest in their
responses.
3. Data that was analyzed was assumed to be valid and reliable.
School districts,
postsecondary institutions, and state and federal goverrunents
used these data sets;
therefore they are deemed valid and reliable.
Methodology
This is a descriptive research study. The participants included
current Upward Bound -
Central students, past Upward Bound - Central 'dropout'
students, and Upward Bound - Central
graduates enrolled in post-secondary education. Collection of
resources included interviews,
surveys, reports, and databases over a four-year period.
Database collections included, but were
not limited to FileMaker Pro 5.5, National Student
Clearinghouse, and Annual Performance
Reports. Data was retrieved and analyzed in the summer term of
20 10. The data provided by
these techniques permitted a significant program evaluation.
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Chapter II: Review of Literature
While Upward Bound began almost 50 years ago, research related
to the program and its
initiatives have been sporadic and mixed in results. Some
researchers have praised its success
and others denoted its failures. Considered to be both a
relatively young program and an old
program, this analysis of published knowledge found limited
summaries and modest
comparisons. Additional research including initiatives for
consideration of funding and
replication appeared to be needed. The author highlighted the
establishment of Upward Bound,
success and failure of Upward Bound, and Forward Service
Corporation's Upward Bound-
Central.
Establishment of Upward Bound
Upward Bound was one of the first programs to be developed by
the Office of Economic
Opportunity in 1964 by President Lyndon Johnson in his War on
Poverty (Pitre & Pitre, 2009).
The purpose was to give low-income high school students who were
underachieving
educationally, the motivation to pursue postsecondary education
(Grout, 2003). The program
was designed to provide equal educational opportunities for all
United States citizens. By
increasing college readiness and working to increase educational
skills and aspirations for low-
income, first-generation college-bound, and ethnic/racial
minority students, the road to success
would be made more equal (Pitre & Pitre, 2009). In the
summer of 1965, there were 17 pilot
projects, which served 2,061 students. Scholar and educational
activist, Stanley Salett,
structured Upward Bound from other experimental pre-college
programs used at several
colleges. In 1968, the Higher Education Act transferred the
Upward Bound program from the
Office of Economic Opportunity to the Office of Education
(Grout, 2003).
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Statistics have succeeded to convince some politicians,
educators, and legislators to
support programs and failed to convince others to assist the
poor with education and upward
mobility. It was determined equality was a fundamental
Constitutional right of the nation's
people. Many fought and died taking extreme action to bring
attention to the need to provide
equal educational access to all students. Gladieux (1996) stated
stakes in these post-secondary
debates were high. To our economy and competitive position in
the world, a post-secondary
education was more important than ever. Throughout the 1980's
a~d 1990's, the gap between
the salaries with a college degree and high school diploma
continued to increase. Garcha and
Baldwin (1997) believed it was the ethical and the moral
responsibility of a democratic society to
educate its citizens. When surveyed, 94.3% of Upward Bound
students repolied they liked the
program because it helped them gain entry into college (Grimard
& Maddaus, 2002). In 2006,
Capriccioso reported one in six freshmen were first-generation
college students. Nearly 30% of
first-generation students came from homes with family incomes
under $25,000 (Capriccioso,
2006). Students where neither parent attended college were known
as first-generation students.
Choy reported 27% of students were first-generation in 1992.
First-generation status was also a
significant increased indicator of students leaving a four-year
institution before their second year
by 13% (2001).
The Council for Opportunity in Education believed TRIO programs
were impOliant
because they would boost the United States academic and economic
competitiveness on a global
level. Evidence showed the country was leaving behind the
low-income students. Eighty-one
percent (81 %) of high school seniors with the highest incomes
went directly to college compared
to 38% of low-income students. Only 21 % of low-income students
earned a Bachelor's degree
once they were enrolled compared to 45% of high-income students.
This growing achievement
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gap was viewed as detrimental to our country's success as a
nation (2008).
In 2010, the United States Department of Education reported 956
Upward Bound projects
nationwide providing 64,566 students with services. While Upward
Bound was one of three
original TRlO programs, expansion has included eight programs
today. In 2010,25 projects
existed in Wisconsin (Department of Education, 20 I 0).
Upward Bound Participants and Delivery
Upward Bound targeted high school students who came from
low-income families where
neither parent earned a bachelor's degree. The program's goal
was to increase college
attendance and graduation rates for the targeted students.
Participants engaged in a multi-year
design that provided services, which enhanced their regular
school experience prior to college
(McElroy & Armesto, 1998).
All Upward Bound programs were required to provide instruction
in laboratory science,
mathematics, composition, literature, and a foreign language.
Other program services consisted
of instruction in reading, writing, and study skills, academic
and financial counseling, tutoring,
exposure to academic programs and cultural events, mentoring,
post-secondary education
information and opportunities, assistance in completing college
applications and financial aid
applications, and work-study positions (Department of Education,
2009).
According to the Council of Opportunity in Education (2008),
TRlO programs served the
following race/ethnic groups: 37% Caucasian, 35% African
American, 19% Hispanic American,
4% Native American, 4% Asian American, and 1 % other. Also,
there were 22,000 students with
disabilities and 25,000 veterans served. Universities, community
colleges, and agencies have
held Upward Bound grants nationwide including in the Caribbean
and the Pacific Islands.
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Success and Failure of Upward Bound
Critiques and program effectiveness appeared sporadically in the
research. McElroy and
Armesto (1998) stated that the critical issue facing Upward
Bound was how to provide for the
students who met the program requirements, but who were not
receiving any services.
Schultz and Mueller of Wilder Research (2006) examined effective
pre-college programs
serving undenepresented youth. The features demonstrating sound
evidence included by most of
the effective programs were academic preparation, social
support, early intervention, parent and
family involvement, assistance with the admissions process,
support that was longer term and
comprehensive, long-term systemic services, and financial
assistance.
Another study indicated nine characteristics were essential to
developing successful pre-
college programs: embracing students' culture, involving parents
and family, incorporating
peers, starting no later than ninth grade with structured
assistance, available and quality
counselors, providing curriculum for college preparation,
encouraging mentoring, and
demonstrating results while being fiscally responsible (Tierney,
Corwin, & Colyar, 2005). An
extensive review of literature was undertaken by Gandara &
Bial who found the level of
evidence was acceptable to demonstrate effectiveness in only 13
programs (2001).
The primary factor for influencing high school completion rates
as well as college
attendance and completion rates was poverty (GrimaI'd &
Maddaus, 2002). Providing more
equal opportunity for low-income and minority students to enter
and succeed in college was
deemed important by Congress to close the achievement gap, so
Upward Bound was created in
1964 and remained part of the budget cycle. Overall, research
studies have noted modest gains
in Upward Bound programs.
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In 1974, the General Accounting Office (GAO) raised questions
about Upward Bound
retaining students in college. Getting students in college did
not mean they had the skills and
motivation to succeed. Between 1965 and 1973, approximately $206
million had been spent on
various Upward Bound projects. Many waited for proof of success
(General Accounting Office,
1974). Tonn (1988) concluded in a five-year assessment that
Upward Bound was doing the job
it was designed to do by the Department of Education.
Upward Bound students were compared to other college-bound
students. Students self-
reported their responses on the ACT college admissions
examination. Forty percent of Upward
Bound students selected "professional-level degree" compared to
33% of non-Upward Bound
students. Nearly 17% of Upward Bound students compared to 12.3%
of non-Upward Bound
students expected grade point averages no lower than a B- when
asked to estimate their grade
point average at the end of their first year of college (McLure
& Child, 1998).
Students from Upward Bound seemed fairly prepared for
postsecondary education.
When questioned about their major areas of study in the ACT
interest inventory, four career
areas were selected more frequently by Upward Bound students:
Engineering and Related
Technical majors; Health and Allied Health majors; Social
Sciences, Community, and Personal
Services; and Mathematics, Science, Computer and Information
Science. When asked about
their confidence in their choice of major, 44.5% of Upward Bound
students were "very sure"
compared to 37% of non-Upward Bound students (McLure &
Child, 1998).
ACT composite scores were significantly higher for non-Upward
Bound students
compared to Upward Bound students, 21.04 compared to 18.37
respectively (McLure & Child,
1998). This study also linked income to ACT scores. It concluded
that students who reported a
higher income received a higher score. It also showed that
students who were in Upward Bound
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were more likely to participate in more years of core courses.
This study concluded that Upward
Bound was achieving the goals of its purpose by the students
expressing their need for help in
key academic areas, which showed high self-awareness. The Upward
Bound student indicated
college was an achievable goal (McLure & Child, 1998).
Gladieux (1996) pointed out a student
in 1994 from a high income family was ten times more likely to
receive a degree by age 24 than
a low-income student.
Garcha and Baldwin found students involved in the Upward Bound
program showed
more educational aspirations and expectations. Upward Bound
students were more likely than
other groups to attend a four-year university. Upward Bound
participants were more likely to
receive scholarships and grants for their college education.
Also, these students were more likely
to ask for services such as tutoring or counseling which were
designed to improve their grades
and retention (Garcha & Baldwin, 1997).
Saliwanchik-Brown found Upward Bound successful in creating
relationships and caring
for students. Students were able to build relationships with
adults based on mutual respect and
the program encouraged relationships with peers to be themselves
and meet peers from diverse
backgrounds and cultures. Many of the students studied believed
the Upward Bound program
helped build their self-confidence, helped them become more
aware of other's feelings, and
insisted that being part of the Upward Bound family positively
affected their academic and social
growth (Saliwanchik-Brown, 2005). Thirty extensive interviews
were transcribed and published
by Upward Bound students and family members (Kinne, 2008).
Clearly Upward Bound's
intervention brought change and personal growth in the lives and
relationships of its participants.
Other studies disagreed with claims of Upward Bound success. The
influence of Upward
Bound on freshman grade point average, dropout rates,
mathematics performance, and English
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performance showed there were no significant differences in
grade point average from Upward
Bound participants and non-Upward Bound participants (Laws,
1999). There were no
differences in dropout rates between the two groups. The average
mathematics grade was higher
for non-Upward Bound participants than it was for Upward Bound
participants. Upward Bound
students had a higher English grade average than non-Upward
Bound participants (Laws, 1999).
Pearl (1972), who directed an Upward Bound program, believed
Upward Bound
programs were full of biases, white racism, cultural
deprivation, class prejudice, and were simply
a numbers game. If an institution kept its enrollment and
objective numbers, then it was funded
for another year. He claimed there was not enough support for
disadvantaged students in college
and maintained it was a hostile place. Pearl (1972) stated that
if an institution was challenged on
racist traditions, it investigated the accusations itself and
found itself innocent.
The literature showed a movement was underway to provide more
accountability through
a research design with an experimental and control group to
evaluate Upward Bound in 2005.
The effort was abandoned because of ethical issues (Schultz
& Mueller, 2006; Dervarics, 2006;
Viadero, 2007; Field, 2008).
Forward Service Corporation's Upward Bound - Central
The author searched the literature for any specific mention of
Upward Bound - Central.
No references surfaced demonstrating the effectiveness or
evaluation of Upward Bound-
Central. No published articles were specific to Upward Bound -
Central. While general Upward
Bound studies have surfaced intermittently since the Upward
Bound program began, none of the
stated research questions could be answered from the current
literature.
Forward Service Corporation has directed the Upward Bound -
Central project in central
Wisconsin since 1999 (Forward Service Corporation, 2007). The
company has served Waushara
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and Marquette Counties, small rural counties with populations
of24,760 and 15,060
respectively. Both counties have shown significantly lower
median household income in 2008
than the average in the state of Wisconsin. Statistics from both
counties indicated 78% were
high school graduates compared with the Wisconsin state average
of 85 .1 % and the national
average of80%. Waushara County had 11.7% persons with Bachelor'
s degrees, while
Marquette County had 10.1 % persons with Bachelor's degrees as
compared with the Wisconsin
average of 22.4% and the national average of 24.4% (U.S. Census
Bureau, 2009). The school
districts in both counties struggled to offer advanced
coursework for students to prepare for
college. In addition, these schools have limited extraculTicular
activities and limited sports.
Forward Service Corporation (2006) listed six reasons
demonstrating need for the
Upward Bound project. Points made by Forward Service Corporation
included: low income
levels of families in the target area, low levels of education
attainment in the target area, high
dropout rates in the target area's high schools, college
enrollment rates low in target high
schools, student/counselor ratios very high in target area high
schools, and unaddressed
academic, social, and economic conditions in the target area
that posed serious problems for at-
risk students. The Wisconsin Information Network for Successful
Schools (2009) showed that
one of Upward Bound - Central's rural, target high schools in
the 2003-2004 school year had
189 weapons or drug-related incidents resulting in suspension or
expulsion. Another small, rural
target school in the 2001-2002 school year had 144 weapons or
drug-related incidents resulting
in suspension or expulsion.
Four stated standard objectives set by the Department of
Education provided
measurement for Upward Bound - Central. Individual percentages
chosen for each objective
were expected to be ambitious, yet attainable by the individual
grant holders.
-
22
Forward Service Corporation (2006) Upward Bound - Central A-D
objective grant goals
included:
Objective A) 67% of all Upward Bound participants, who at the
time of entrance into the
project had an expected high school graduation date during the
school year, will have achieved at
the proficient or advanced level during high school on state
assessments in reading, language arts
and math (p. 9).
Objective B) 90% of 9th , 10th, and 11 th grade project
participants served during each
school year will continue to participate in the Upward Bound
Project during the next school year
(p.9).
Objective C) 80% of all Upward Bound participants, who at the
time of entrance into the
project had an expected graduation date during the school year,
will enroll in a program of
postsecondary education by the fall term immediately following
the expected graduation date
from high school (p. 10).
Objective D) 80% of all Upward Bound participants who enrolled
in a program of
postsecondary education during the fall term immediately
following high school graduation will
be enrolled for the fall term of the second academic year (p.
10).
For Objective A, Upward Bound - Central embraced the goal of 67%
of participants
achieving proficient or advanced on their 10th grade WKCE state
assessment. Upward Bound -
Central agreed the program would have a 90% participant
retention rate for 9t,\ 10t,\ and 11 til
graders continuing in the program the following school year for
Objective B. Objective C
proposed Upward Bound - Central would have 80% of all its senior
program participants enroll
in postsecondary education the fall following their graduation.
Of the Upward Bound - Central
-
23
participants who enrolled in postsecondary directly after high
school graduation, Objective D
established 80% of those palticipants would continue on for a
second year.
Research Needed
The nation's economy has slowed and all initiatives, including
Upward Bound equity-
based programs have been under scrutiny for funding cuts. Sound
research has enabled sound
decision-making. Extending higher education opportunities to all
citizens has been a vision,
which could be lost in times of recession. Continuation of
research was needed to support the
Department of Education's Upward Bound programs and continued to
remain critical for its
program evaluation. Limited research existed on the Upward Bound
program even though it has
been in existence for 50 years and served thousands of
students.
-
24
Chapter III: Methodology
The purpose of this study was to evaluate the TRIO Upward Bound
- Central program
because evaluation of the Upward Bound - Central project is
critical to secure continued grant
funding. The literature review demonstrated a need for more
research to be conducted related to
effectiveness of Upward Bound. The researcher evaluated Upward
Bound - Central based on
the academic evaluation of Wisconsin standardized testing,
project retention, postsecondary
enrollment, and postsecondary persistence. Sections to be
addressed included: subject selection
and description, data collection procedures, data analysis, and
limitations and assumptions.
Subject Selection and Description
The accessible and sample populations were rural isolated high
school students
participating in the Upward Bound - Central program during the
2006-2007,2007-2008,2008-
2009, and 2009-2010 academic years. Upward Bound required
two-thirds of accepted program
participants be from a family who met federal low-income
guidelines where neither parent
earned a bachelor's degree. One-third of students were allowed
to be either low-income or from
a family where neither parent earned a bachelor's degree (United
States Department of
Education, 2009).
Table 1 presents a graphic representation of Upward Bound -
Central pmticipants. In
2006-2007, nine of the 51 participants were freshmen, 19 of the
51 participants were
sophomores, seven of the 51 participants were juniors, and 16 of
the 51 participants were seniors.
During the program in 2007-2008, 14 of the 50 participants were
freshmen, 17 were sophomores,
12 were juniors, and seven were seniors in high school. In
2008-2009, there were a total of 55
students in Upward Bound - Central: 16 freshmen, 15 sophomores,
14 juniors, and 10 seniors.
-
25
In 2009-2010, 10 of the 52 participants were freshmen, 15 of the
students were sophomores, 15
were juniors, and 12 of the 52 participants were seniors.
Overall, during the 2006-2007, 2007-2008, 2008-2009, and
2009-2010, there were 49
freshmen in the Upward Bound - Central program, 66 sophomores in
the program, 48 juniors in
the program, and 45 seniors in the program. A total of 208
students were served between the
2006-2007,2007-2008,2008-2009, and 2009-2010 academic years.
Table 1
Upward Bound-Central Participants by Grade
Program Year
2006-2007
2007-2008
2008-2009
2009-2010
Total
Freshmen Sophomores
9
14
16
10
49
19
17
15
15
66
Juniors
7
12
14
15
48
Seniors
16
7
10
12
45
Total
51
50
55
52
208
Table 2 is a graphic representation of Upward Bound - Central
participants by sex. In the
2006-2007, there were 51 participants. Fifteen were male
students and 36 were female students.
During 2007-2008, there were 50 participants. Twenty were male
students and 30 were female
students. In 2008-2009, Upward Bound - Central had 55 students
participating in the program:
24 were male students and 31 were ferriale students. In
2009-2010, 52 students participated in
the project. Twenty were male students and 32 were female
students.
-
26
Overall, Upward Bound - Central served 208 students throughout
the 2006-2007, 2007-
2008,2008-2009, and 2009-2010 school years. There were 79 male
students and 129 female
students.
Table 2
Upward Bound-Central Participants by Sex
Program Year Male Female Total
2006-2007 15 36 51
2007-2008 20 30 50
2008-2009 24 31 55
2009-2010 20 32 52
Total 79 129 208
Table 3 presents a graphic representation of Upward Bound -
Central participants by
race. In 2006-2007, Upward Bound - Central served 41 Caucasian
students, nine
Hispanic/Latino students, and one student claiming more than one
race. In 2007-2008, Upward
Bound - Central served 41 Caucasian students, eight
Hispanic/Latino students, and one Native
American student. In 2008-2009, Upward Bound - Central served 44
Caucasian students, nine
Hispanic/Latino students, one Native American student, and one
Asian student. In 2009-2010,
Upward Bound - Central served 41 Caucasian students, nine
Hispanic/Latino students, one
Native American student, and one Asian student.
-
27
Overall, during the target academic years, Upward Bound -
Central served 167
Caucasian students, 35 Hispanic/Latino students, three Native
American students, two Asian
students, and one student with more than one race.
Table 3
Upward Bound-Central Participants by Race
Program Year Caucasian African Hispanic Native Asian More than
Total American /Latino American one race
2006-2007 41 0 9 0 0 51
2007-2008 41 0 8 0 0 50
2008-2009 44 0 9 0 55
2009-2010 41 0 9 0 52
Total 167 o 35 3 2 208
Research Method
Descriptive statistical research was the method used by the
researcher. The goal was to
conduct statistical analyses to make conclusions and
recommendations based on the data.
Frequencies, averages, and other statistical calculations were
computed and analyzed. Primarily,
archival research was used as the basis for this study provided
by Upward Bound - Central from
the school districts, parents, participants, and postsecondary
institutions. Written records
including WKCE results from state standardized testing,
Department of Education Annual
Performance Reports to verify objectives, and postsecondary
institution reporting enrollment on
National Student Clearinghouse verified self-reports and
behaviors (Wisconsin Knowledge and
-
28
Concepts Exam, 2006, 2007, 2008, 2009; Department of Education
Annual Performance Report,
2006,2007,2008,2009; National Student Clearinghouse, 2010).
Instrumentation
The researcher used data complied starting with the 2006-2007
school year through the
2009-2010 academic year. Data complied included the collection
of individual WKCE tenth
grade standardized test results reported to the state of
Wisconsin, National Student
Clearinghouse records for patticipants enrolled in postsecondary
education reported by specific
postsecondary institutions, and Annual Performance Reports
submitted by Upward Bound-
Central to the Department of Education (Wisconsin Knowledge and
Concepts Exam, 2006, 2007,
2008,2009; Department of Education Annual Performance Report,
2006, 2007, 2008, 2009;
National Student Clearinghouse, 2010). The database FileMaker
Pro 5.5 was used to analyze
data collected by Upward Bound - Central staff (FileMaker Pro
5.5, 1999).
Data was collected on Upward Bound - Central participants during
the selected school
years. Parents and guardians of participants signed waivers and
releases for all data collected.
Families were aware of data being collected and voluntarily
supplied Upward Bound - Central
staff with the information. Since integrity for each source
reporting was necessary, the validity
and reliability of each database was high.
Data Collection Process
The researcher used data complied over the past four years in
multiple databases.
Databases included: FileMaker Pro 5.5, National Student
Clearinghouse, Annual Performance
Reports 2006-2007,2007-2008,2008-2009 (FileMaker Pro 5.5, 1999;
National Student
Clearinghouse, 2010; Department of Education Annual Performance
Report, 2006, 2007, 2008,
-
2009). As a lead employee of Upward Bound - Central, the
researcher had access to these
databases through employment at Upward Bound - Central.
29
The researcher ran data reports and cross-tabulated reports to
confirm WKCE test scores,
project retention, postsecondary enrollment, and postsecondary
persistence.
Data Analysis
This research focused on the compilation and analysis of
existing data and records. All
appropriate descriptive statistics were conducted and the
results presented in the form of
percentages to the total sample.
Limitations
Limitations of the study were examined and listed below:
1. The study was restricted to present students, past students,
and high school graduates of
the Upward Bound - Central program during the 2006-2007,
2007-2008, 2008-2009, and
2009-2010 academic years.
2. The study results carmot be generalized to a greater
population as locations,
circumstances, grant goals, and strategies differ from grant
project to grant project.
3. Misinterpretation by the Upward Bound staff and this
researcher of the data as it was
given, collected, recorded in databases, described, and analyzed
would limit definitive
accuracy.
Assumptions
Assumptions of the study were examined and listed below:
1. The researcher assumed all data in the databases was
accumulated and entered correctly.
2. The researcher assumed all participants were honest in their
responses.
-
30
3. Data that was analyzed was assumed to be valid and reliable.
School districts,
postsecondary institutions, as well as state and federal
governments maintained and used
these data sets; therefore they were assumed valid and
reliable.
Summary
The effectiveness of the Upward Bound - Central Program was
studied critically and
objectively by examining statistical data on 208 students
enrolled in the Upward Bound - Central
program from 2006-20 I O. Four years of recent performance data
was analyzed and described by
this researcher. Conclusions and recommendations were offered as
a result of this research.
-
31
Chapter IV: Results
This study evaluated the Forward Service Corporation Upward
Bound - Central program.
It took an in depth look at academic evaluation by Wisconsin
state standardized testing, project
retention, postsecondary enrollment, and postsecondary
persistence. The researcher focused the
study to evaluate the 2006-2007, 2007-2008, 2008-2009, and
2009-2010 academic years.
Continued grant funding requires extensive research and
evaluation of services.
Item Analysis
Question 1: Do participants from Upward Bound - Central during
the 2006-2007,
2007-2008,2008-2009, and 2009-2010 academic years achieve
proficient or advanced level
on the WKCE standardized test during 10th grade testing in
reading, language arts, and
math?
2006-2007. Eighty-three percent of Upward Bound - Central 10'11
grade students scored
at the proficient or advanced level in reading and language arts
on the WKCE standardized test.
Seventy-seven percent of Upward Bound - Central 10'h grade
students scored at the proficient or
advanced level on the math section on the WKCE standardized test
(Wisconsin Knowledge and
Concepts Exam, 2006). Table 4 shows a graphic representation of
the 2006-2007 WKCE results.
Table 4
2006-2007 WKCE Test Scores
Subject
Reading
Language Arts
Math
Percent of Students Proficient or Advanced
83%
83%
77%
-
32
2007-2008. Ninety-four percent of Upward Bound - Central 10th
grade students scored
at the proficient or advanced level in reading on the WKCE
standardized test. Eighty-eight
percent scored in the proficient or advance for the language and
math sections on the WKCE
standardized test (Wisconsin Knowledge and Concepts Exam, 2007).
A graphic representation
of the WKCE data for 2007-2008 is presented in Table V.
Table 5
2007-2008 WKCE Test Scores
Subject
Reading
Language Arts
Math
Percent of Students Proficient or Advanced
94%
88%
88%
2008-2009. Seventy-three percent of Upward Bound - Central
participants achieved at
the proficient or advanced level during high school on state
assessments in reading and language
arts. Sixty-seven percent of students achieved proficient or
advanced in the math section on the
WKCE standardized test (Wisconsin Knowledge and Concepts Exam,
2008). A graphic
representation ofthe WKCE data for 2008-2009 is shown in Table
6.
-
Table 6
2008-2009 WKCE Test Scores
Subject
Reading
Language Arts
Math
Percent of Students Proficient or Advanced
73%
73%
67%
33
2009-2010. Ninety-four percent of Upward Bound - Central
participants achieved at the
proficient or advanced level during high school on state
assessments on all three subject areas:
reading, language arts, and math (Wisconsin Knowledge and
Concepts Exam, 2009).
Table 7
2009-2010 WKCE Test Scores
Subject
Reading
Language Arts
Math
Percent of Students Proficient or Advanced
94%
94%
94%
Upward Bound - Central's goal over the four years was to reach
67% of their students
being proficient or advanced during high school on state
standardized tests. The data shows this
goal was met each of the four academic years.
-
34
Question 2: What is the year-to-year retention rate for
participants of Upward
Bound - Central during the 2006-2007, 2007-2008, 2008-2009, and
2009-2010 academic
years?
2006-2007. Ninety-four percent of the project participants
continued in the Upward
Bound - Central project from one year to the next.
2007-2008. Eighty-six percent of the Upward Bound - Central
participants were retained
from one year to the next. During the 2007-2008 school year,
data showed four students quit the
program and two students who moved were included in the
data.
2008-2009. Ninety-one percent of project participants continued
to participate in the
Upward Bound - Central project from one year to the next.
2009-2010. One hundred percent of the project participants
continued in the Upward
Bound - Central project from one year to the next.
Table 8 is a graphic representation of the retention rate from
2006-2010.
Table 8
Upward Bound - Central Retention Rates
Program Year
2006-2007
2007-2008
2008-2009
2009-2010
Retention Rate
94%
86%
91%
100%
-
35
Upward Bound - Central's goal was to have 90% of their students
continue in the
program. The data showed the goal was achieved each year, except
the 2007-2008 academic
year.
Question 3: What is the post-secondary enrollment of Upward
Bound - Central
students in their first year of college during the
2006-2007,2007-2008,2008-2009, and 2009-
2010 academic years?
2006-2007. Eighty-six percent of Upward Bound - Central
graduates enrolled in
programs of postsecondary education. In 2006-2007, one student
joined the military and one
student enrolled in a short-term certificate program.
2007-2008. One hundred percent of Upward Bound - Central
graduates enrolled in
programs of postsecondary education.
2008-2009. One hundred percent of Upward Bound - Central
graduates enrolled in
programs of postsecondary education.
2009-2010. One hundred percent of Upward Bound - Central
graduates enrolled in
programs of postsecondary education.
Table 9 is a graphic representation of the postsecondary
enrollment of Upward Bound-
Central students in their first year of college.
-
Table 9
Upward Bound - Central Postsecondary Enrollment
Program Year
2006-2007
2007-2008
2008-2009
2009-2010
Postsecondary Enrollment
86%
100%
100%
100%
36
The stated goal for students to enroll in a postsecondary
education option was 80%. Data
shows the program achieved this goal each year. For the previous
three years, Upward Bound -
Central has met this goal at the 100% level.
Question 4: What is the post-secondary enrollment of Upward
Bound - Central
students in their second year of college during the 2006-2007,
2007-2008, 2008-2009, and
2009-2010 academic years?
2006-2007. Data was not available.
2007-2008. Of the Upward Bound - Central graduates who enrolled
in postsecondary
education in the fall of2007, 86% enrolled for the fall semester
of2008.
2008-2009. Of the Upward Bound - Central graduates who enrolled
in postsecondary
education in the fall of 2008, 100% enrolled for the fall
semester 2009.
2009-2010. Of the Upward Bound - Central graduates who enrolled
in postsecondary
education in the fall of 2008, 92% enrolled for the fall
semester 2010.
-
37
Table 10 presents a graphic representation of Upward Bound -
Central's postsecondary
enrollment of students in their second year of college.
Table 10
Upward Bound - Central Postsecondary Enrollment of Second
Year
Program Year
2006-2007
2007-2008
2008-2009
2009-2010
Postsecondary Enrollment of Second Year
N/A
86%
100%
92%
The data clearly shows Upward Bound - Central's objective of 80%
was achieved during
the 2007-2008 and 2008-2009 academic years. For the current
2009-2010 reporting year, 92%
has been projected and final documentation will be collected by
the National Student
Clearinghouse in October of 20 1 0 (National Student
Clearinghouse, 2010).
Summary
This study took a comprehensive look at Upward Bound - Central's
Wisconsin state
standardized tests, project retention, postsecondary enrollment,
and postsecondary persistence of
the Upward Bound - Central participants from the 2006-2007
academic year through the 2009-
2010 academic year. This chapter presented an analysis of data
collected and answered the four
research questions. Chapter Five discusses a summary of the
findings, draws conclusions, and
makes recommendations.
-
38
Chapter V: Discussion
This study evaluated the Upward Bound - Central program because
evaluation of the
project is critical to secure continued grant funding. The
literature review was clear in its need
for more research to be conducted related to the effectiveness
of Upward Bound. The researcher
evaluated Upward Bound - Central based on the academic
evaluation of Wisconsin state
standardized testing, project retention, postsecondary
enrollment, and postsecondary persistence.
Limitations
Limitations of the study were examined and listed below:
1. The study was restricted to present students, past students,
and high school graduates of
the Upward Bound - Central program during the
2006-2007,2007-2008,2008-2009, and
2009-2010 academic years.
2. The study results cannot be generalized to a greater
population as locations,
circumstances, grant goals, and strategies differ from grant
project to grant project.
3. Misinterpretation by the Upward Bound staff and this
researcher of the data as it was
given, collected, recorded in databases, described, and analyzed
would limit definitive
accuracy.
Summary and Conclusions
This study evaluated the Forward Service Corporation Upward
Bound - Central program.
It took an in-depth look at academic evaluation by Wisconsin
standardized testing, project
retention, postsecondary enrollment, and postsecondary
persistence. The researcher focused the
study to evaluate the 2006-2007, 2007-2008, 2008-2009, and
2009-2010 academic years.
Overall, this research has shown Upward Bound - Central is
meeting its set objective
goals and is effective. Upward Bound - Central's goal over the
four-academic year time frame
-
39
was to have 67% of their students obtain proficiency or advanced
scores during high school on
Wisconsin state standardized tests . The data demonstrated this
goal was met each of the four
academic years.
Regarding student retention within the Upward Bound - Central's
program, the project
goal was to have 90% of their students continue in the program.
The data showed the goal was
achieved each year, except during the 2007-2008 academic year.
Four students quit the program
and two students moved out of the target area; therefore, the
goal was not achieved. However, if
the two students who moved were not counted against the
objective, the goal would have been
achieved.
Question three asked: What is the post-secondary enrollment of
Upward Bound - Central
students in their first year of college? The objective goal for
Upward Bound - Central stated 80%
of students would enroll in a postsecondary education option.
Data showed the program
achieved this goal each year. During the academic years
2007-2008, 2008-2009, and 2009-2010,
100% of seniors met this goal in Upward Bound - Central.
Research question four was focused on postsecondary persistence
of the participants
second year of college. There was no data collected during the
2006-2007 academic year. The
reason for this absence is unknown to the researcher. Upward
Bound - Central's objective was
to have 80% of its participants persisting in college for their
second year. The data showed this
goal was achieved during the 2007-2008 and 2008-2009 academic
years. Regarding the 2009-
2010 reporting year, 92% compliance was currently projected.
Final documentation by National
Student Clearinghouse will be collected in October of 20 10
(National Clearinghouse, 2010).
Additional studies should be conducted with other Upward Bound
programs in
Wisconsin and other states to evaluate their practices and
levels of success. According to the
-
40
literature, research has shown mixed results in Upward Bound
programs and no studies were
specific to Upward Bound - Central.
To close the achievement gap for low-income and first-generation
college-bound
students, Congress created Upward Bound in 1964. In 1974, the
General Accounting Office
raised questions about the retention of Upward Bound students in
college. A five-year
assessment conducted by Tonn (1988) concluded Upward Bound was
doing the job asked by the
Department of Education. Participants were more likely to seek
help as needed and seemed
determined to be successful in college. Eruollment figures for
the second year of college
indicated continued postsecondary success. According to McLure
and Child (1998), Upward
Bound was achieving the goals of its purpose by the students
expressing their need for help in
key academic areas, which showed high self-awareness. Garcha and
Baldwin (1997), found
students involved in the Upward Bound program showed more
educational aspirations and
expectations. Upward Bound students were more likely to attend a
four-year college than
students of other pre-college groups.
Upward Bound success has been challenged over the years and
funding has been in
question. Laws (1999), found no significant differences in grade
point average from Upward
Bound participants and non-Upward Bound participants. Dropout
rates were the same for both
groups. Pearl (1972) did not see enough support for disadvantage
student in college and saw the
institution as a hostile place.
Recommendations
Accountability is essential, especially in difficult economic
times. Additional research
regarding grade point average, class performance, dropout rates,
and completion of
postsecondary education should be conducted.
-
41
Data should be collected and entered in a consistent manner into
databases and paper files
solely by trained staff. Training should be offered to employees
and staff to guarantee accuracy
and easy retrieval of vital information. Overall, the program
evaluation indicated the need for
consistent and sustained criteria repOlted to the United States
Depaltment of Education over time
by the same trained personal.
Upward Bound - Central is achieving its set goals and
objectives. However, additional
research on Upward Bound - Central should include longitudinal
completion studies. More
research and training is recommended on how to advance students
state standardized test scores,
project retention, and postsecondary persistence. Other
beneficial studies would analyze Upward
Bound - Central's strategies to look for best practices so other
public and private Upward Bound
programs could utilize this successful model project.
-
References
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