Effects of a college access program for youth underrepresented in higher education: A randomized experiment

Bergin, David A.; Cooks, Helen C.; Bergin, Christi C.

doi:10.1007/s11162-006-9049-9

Cited by 19 publications

(27 citation statements)

References 46 publications

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“…In addition, no significant differences were found in self-esteem and high school GPA. Furthermore, it was found that those students whose academic achievement levels were the highest in this relatively select group were not more or less likely to attend college than students with the lowest academic achievement levels (Bergin et al, 2007). Students maintained their relative academic status, with the highest achievers tending to remain the highest and the lowest achievers tending to remain the lowest.…”

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 90%

“…In a study conducted in the late 1990s, basing themselves on data gathered from the National Educational Longitudinal Study, Horn and Chen (1998) showed that participation in any type of outreach programme during high school almost doubled the odds of 'at-risk' high school graduates enrolling in college or university studies. Ten years later, Bergin et al (2007) reported that the rate of enrolment for higher education by participants in the 'EXCEL' outreach programme did not differ significantly from that of the control group. In addition, no significant differences were found in self-esteem and high school GPA.…”

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 97%

“…However, findings from summative evaluations of the effects of outreach programmes on students' enrolment in HE are not conclusive. Several studies indicate that outreach programmes tended to increase academic aspirations (e.g., Cabrera et al, 2006), student achievements and self-esteem (Bergin et al, 2007). In addition, an examination of a six-year longitudinal study of the Upward Bound programmes revealed that the participants generally adopt expectations of higher educational attainment, earn credits in mathematics and social studies during high school, and earn credits from four-year colleges (reported in Perna and Swail, 2001).…”

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 99%

“…To sum up, in spite of the fact that outreach programmes are common in many countries, currently there are very few systematic and rigour studies that have explored the singular and longitudinal contribution of such programmes, to foster low SES students (see also Perna, 2002;Tierney and Hagedorn, 2002;Gullatt and Audrey Addi-Raccah and Moshe Israelashvili The Long-Term Effects of a University Outreach Programme Jan, 2003;Bergin et al, 2007). Especially, very little is known about the implications of such programmes in gaining more social justice in regard to higher education access.…”

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 99%

See 3 more Smart Citations

The Long-Term Effects of a University Outreach Programme: Implications on Higher Education Enrolment

Addi‐Raccah

Israelashvili

2013

High Educ Policy

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Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 90%

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 97%

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 99%

Section: Outreach Programme: Characteristics and Evaluationmentioning

confidence: 99%

See 2 more Smart Citations

The Long-Term Effects of a University Outreach Programme: Implications on Higher Education Enrolment

Addi‐Raccah

Israelashvili

2013

High Educ Policy

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“…Thus, partnering with families is essential for students to make that successful transition to college and achieve success once there. (Auerbach 2002;Bergin et al 2007). ATE holds an annual summer family event after the Summer Bridging Institute-an intensive two-week institute to assist incoming freshmen with college readiness skills.…”

Section: Building Relationships and Dialoguing Across Partnersmentioning

confidence: 99%

Academy for Teacher Excellence: Maximizing Synergy Among Partners for Promoting College Access for Latino Teacher Candidates

Flores

Claeys

2010

Urban Rev

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This case study discusses how educational entities collaborate in meaningful ways to address teaching force representation and shortages in critical fields for diverse populations in urban education settings. The authors examined how the role of a federally funded program, Academy for Teacher Excellence (ATE), at a Hispanic Serving Institution in Texas is creating preschool through university level (P-20) collaborative partnerships with various community stakeholders to enhance college access for minorities, specifically Latino students pursuing the teaching profession. Constant comparison analysis of the data uncovered the following themes: (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources. Together, these foster a collaborative partnership among entities with the intention of maximizing synergy and supporting the access, recruitment, and education of Latino teacher candidates who will become culturally efficacious teachers of all students, but specifically for the growing number of Latino students in urban areas.

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Money, mentoring and making friends: The impact of a multidimensional access program on student performance

Denny

Doyle

O’Reilly

et al. 2014

Economics of Education Review

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There is a well established socioeconomic gradient in educational attainment, despite much effort in recent decades to address this inequality. This study evaluates a university access program that provides financial, academic and social support to low socioeconomic status (SES) students using a natural experiment which exploits the time variation in the expansion of the program across schools. The program has parallels with US affirmative actions programs, although preferential treatment is based on SES rather than ethnicity. Evaluating the effectiveness of programs targeting disadvantaged students in Ireland is particularly salient given the high rate of return to education and the lack of intergenerational mobility in educational attainment. Overall, we identify positive treatment effects on first year exam performance, progression to second year and final year graduation rates, with the impact often stronger for higher ability students. We find similar patterns of results for students that entered through the regular system and the 'affirmative action' group i.e. the students that entered with lower high school grades. The program affects the performance of both male and female students, albeit in different ways. This study suggests that access programs can be an effective means of improving academic outcomes for socioeconomically disadvantaged students. JEL Classifications: I21 There is a pronounced socioeconomic gradient in educational attainment, particularly at university level (see Digest of Education Statistics, 2007 for USA; Eurostudent, 2005 for Europe). Poor attainment by low socioeconomic status (SES) groups limits inter-generational mobility and reinforces socioeconomic inequalities. As there are many possible causes for such inequalities, including institutional barriers, low quality schooling, credit constraints or lack of parental investment, policies designed to address them vary considerably in their emphasis. Recent work has suggested the relative unimportance of credit constraints for university education in the US and the UK (Carneiro and Heckman, 2003; Dearden, McGranahan, and Sianesi, 2004) and emphasized the higher returns to early intervention in improving educational outcomes (Cunha and Heckman, 2007; Heckman, Moon, Pinto, Savelyev, and Yavitz, 2009b). Nonetheless, the most prevalent educational policy in most countries is targeted intervention programs by universities and colleges to boost enrolment and retention by disadvantaged social groups. While access programs are becoming increasingly diverse in their approach to tackling the barriers to progression and promoting success at university, the majority of programs focus exclusively on providing financial supports to students. Thus much of the literature, as demonstrated in a review by Deming and Dynarski (2009), concentrates on the effectiveness of financial aid programs such as the Pell Grant and the HOPE scholarships. There are also some programs that couple financial aid with other forms of outreach initiatives such as academic...

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Effects of a college access program for youth underrepresented in higher education: A randomized experiment

Cited by 19 publications

References 46 publications

The Long-Term Effects of a University Outreach Programme: Implications on Higher Education Enrolment

The Long-Term Effects of a University Outreach Programme: Implications on Higher Education Enrolment

Academy for Teacher Excellence: Maximizing Synergy Among Partners for Promoting College Access for Latino Teacher Candidates

Money, mentoring and making friends: The impact of a multidimensional access program on student performance

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