The purpose of this study was to solicit feedback of alumni of one Upward Bound's college preparation program on a selective public university campus in New England to explore the effects of the program's core components or elements on their college attendance and on their perceptions and attitudes about the program's effectiveness. The goal of the study was to create a tool that could be included in the Upward Bound evaluation process to expand program evaluation beyond reporting and toward a model that supports continuous improvement based on student outcomes. The research variables were: (a) number of years a participant is in the program; (b) number of semesters spent attending college; and (c) alumni attitudes and perceptions about the 8 elements of the Upward Bound program. Seventy-two alumni, a 45% response rate, responded to an online survey designed and piloted by the researcher. Respondents were able to identify the program elements they found effective, and feedback from the respondents provide practical insights into how the program can be improved to better meet the stated objectives. The findings support a significant relationship between the 8 program elements and perceptions of program success, as well as a significant relationship between the number of years spent in the Upward Bound program and perceptions of program success. The results of this research offer recommendations for program administrators, policy makers, college preparation program advocates, parents of first-generation and or low socioeconomic status college-seekers, and current and former participants of college preparation programs.
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Educational evaluation, Instructional Design, Secondary education, Higher education|
|Keywords:||College preparation programs, Program evaluation, Upward Bound|
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