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Abstract
It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of economically disadvantaged students with access to college. This quasiexperimental case study compared academic and nonacademic college-readiness indicators between cohorts of GEAR UP students and nonparticipants in 1 urban high school. Overall, cohorts of GEAR UP students outperformed their non-GEAR UP peers on all measures (grade-point average, attendance rate, behavior, graduation rate, and college enrollment) despite a dramatic demographic shift that led to greater proportions of educationally disadvantaged students in the GEAR UP cohorts.
Notes
Note. NGU = No GEAR UP. GU1 = GEAR UP Year 1. GU4 = GEAR UP Year 4.
Note. NGU = No GEAR UP. GU1 = GEAR UP Year 1. GU4 = GEAR UP Year 4.
Note. NGU = No GEAR UP. GU1 = GEAR UP Year 1. GU4 = GEAR UP Year 4. Degrees of freedom varied among analyses due to student sample size differences: 9th Grade (2, 955), 10th Grade (2, 740), 11th Grade (2, 550), 12th Grade (2, 443).
***p < .001.
1The following criteria from Cohen (1968) were used to interpret the strength of the effect sizes: small = 1%, medium = 10%, large = 25%.
Note. NGU = No GEAR UP. GU1 = GEAR UP Year 1. GU4 = GEAR UP Year 4. Degrees of freedom varied among analyses due to student sample size differences: 9th Grade (2, 955), 10th Grade (2, 701), 11th Grade (2, 517), 12th Grade (2, 445).
***p < .001.
Note. NGU = No GEAR UP. GU1 = GEAR UP Year 1. GU4 = GEAR UP Year 4. Degrees of freedom varied among analyses due to student sample size differences: 9th Grade (2, 955), 10th Grade (2, 741), 11th Grade (2, 550), 12th Grade (2, 443).
*p < .05. ***p < .001.
Notes. NGU = No GEAR UP. GU1 = GEAR UP Year 1. GU4 = GEAR UP Year 4.
a Proportions are based on the original cohort sample sizes (NGU = 458, GU1 = 290, GU4 = 212). b Proportions of 2-year and 4-year institution enrollment is based on the number of Postsecondary Enrolled per cohort. c Proportions of low-SES students postsecondary enrolled is based on the total number of low-SES students that graduated on time from each cohort (NGU = 41, GU1 = 84, GU4 = 74).