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understanding of the benefits of a college degree, lower expectations for Latino students, poor financial planning, and lack of guidanceâ, but Upward Bound programs should help combat them and support students. The key to these programsâ intervention is education and providing students the opportunities that come with a college education. As a result, it would motivate more students to go to college and encourage them that college is attainable. They would also offer more college preparation, guidance in college and help students plan to ensure they not only enroll at an institution but also graduate and find a career. A main drawback of these programs is that many students are unaware that they are available to them. Another one is that these programs should not just aim to get underprivileged students into college but facilitate them finishing. Furthermore, with the Latino population in this country growing, having more educated Latino students could help bring more revenue and benefit society as a whole.
161:. The experimental program was established as the countryâs first federal program to prepare low income students for college with the goal of helping high school students go from poverty to the middle class through higher education. In 1965, 17 Regular Upward Bound programs enrolled 2,601 participants. Since 1964 more than 2 million students have participated in Regular Upward Bound and 964 programs are funded with more than 80,000 students participating. Then in 1990, Upward Bound added an additional program called the Upward Bound Math-Science Program. It specializes in math and science skills for TRiO eligible students to improve their performance and motivation to pursue postsecondary enrollment. The 2017-18 annual data collected by the Department of Education on the Upward Bound Program reveals that currently, 84,934 participants were in the program and being served, this number includes the 13,392 who are in the Upward Bound Math-Science Program.
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excellent. Several comments from students also stated some sessions felt repetitive and would have liked more fun/games in academic settings. Stark State
College concluded that most reviews by students were rated good or excellent with comments mainly suggesting that there were too many learning activities and that they enjoyed field trips taken. When it comes to seniors exiting the program, they mainly rated their experience high and would be willing to come back to mentor high school students currently in the program. When it comes to the Parent Association created for their Upward Bound Program, many parents were involved in the activities and each year serve as chaperones for the student leadership conference(s). Furthermore, parents expressed their gratitude about the Programs success and the positive effects it is having on their youth.
407:. Effectiveness varies from program to program, as local program directors determine the strategy most optimal vis-a-vis the student base, from being very strict and hands-on with students, to being more lenient in terms of student life and academic management. Students enrolled in Upward Bound were shown to be more likely to enroll in a four-year institution than students participating in comparable programs, and were also less likely to enroll in remedial courses. Unique aspects of the Upward Bound program include a summer immersion program conducted on college campuses. The program exposes students to college-level rigor, while also allowing students to enter university courses before high school completion bypassing the need for remedial classes upon beginning postsecondary education.
455:, researchers found that only 7% of students eligible for federally funded precollege programs enrolled in such programs. They found that participating students were .576 times as likely not to enroll in a four-year institution and .555 times as likely not to enroll in a postsecondary institution of any kind compared to all eligible students. However, Upward Bound students were 31% more likely to drop out of the postsecondary institution in which they enrolled. Though some of the statistics reporting participants' outcome are not optimal, the students participating in Upward Bound are an academically vulnerable population. Therefore, these results do not necessitate that Upward Bound is a deficient program, but that the students may require more support than they receive.
423:, in students with lower educational expectations, Upward Bound was shown to increase both enrollment and credits earned at four-year institutions. Repeated participation in Upward Bound until high school graduation was shown to improve educational results such as the rate of four-year college attendance and credits earned at four-year institutions. Students who were enrolled in the Upward Bound program were categorized into distinct groups based on the length of time they participated. The groups were low-duration (1 to 12 months of participation), medium-duration (13 to 24 months of participation) or high-duration (25 or more months of participation), and also as program completers (through graduation) or noncompleters. The results of the
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program provides students with hands-on experience in labs and with fieldwork. The application process for UBMS is identical to that for Upward Bound, however the programs differ in that UBMS is more geared towards students who are interested in the fields of science and technology. UBMS increased the odds of a student taking a science course by raising the percentage from 78-88% in chemistry and from 43-58% in physics. UMBS has increased the likelihood that children will achieve more in math and science and increase that drive to further their interests in college. UBMS has also raised GPAs in math classes for
African-Americans as well as Hispanics.
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Parents of those children in the program. While little data exists documenting a collective set of feedback from students and parents about the Upward Bound
Program, there is annual individual data from Universities documenting feedback. According to a quantitative and qualitative study of 20 participants of an Upward Bound program at a Midwestern community college, some students mentioned that they did not plan to attend college before they attended the Upward Bound program. Studied students received social and academic preparation and felt they received more social than academic preparation in the program.
435:. Different effects were measured by looking at the data for noncompleters and the impact of completing the program. The rate at which the students would pursue postsecondary enrollment would increase from 74% to 91%. There are confounding variables in this study, mostly due to the characteristic of students who decide to stay involved in the program and therefore have higher educational expectations for themselves. The true effects of an additional year of participation may be lower than the actual findings. The researchers attempted to control for the variable by
263:, the school breaks down its Upward Bound Program into three sub-programs, with a great number of activities being offered in all three. These activities and workshops include: tutoring, basic academic classes, study skills, college readiness, cultural events, career exploration assistance, and college admission application assistance, just to name a few. Whatever the location or demographic makeup, the goal across them all is the same: to help better prepare those in high school for academic success at the college level, as well as to get better results on
588:'s Upward Bound program, the vast majority of parents reported that their children took more challenging classes and received better grades after attending the program. Parents reported that after the program, their children seemed to have better attitudes regarding their own educational attainment. Parents believed the program helped their children to foster personal integrity, self-assuredness, and ambition. Parents also believed that their children exhibited more mature behaviors, such as budgeting money and reliable communication.
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educational services. Of students participating in an Upward Bound program, three-quarters enrolled at a post-secondary educational institution within one year of their projected high school completion, as opposed to less than half of students without access to supplemental college services. One-fifth of Upward Bound students enrolled in post-secondary education completed a degree within six years of their high school graduation date, in contrast with less than one-tenth of students without supplemental services.
136:. The program works through individual grants, each of which covers a restricted geographic area and provides services to approximately 59,000 students annually. The program focuses on academic and nonacademic resources and activities like visits to museums or tutoring for school work. Students are encouraged to be involved in Upward Bound for the entire academic year and a 6-week long summer program. Many students who are also granted access into the Upward Bound program are labeled as
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levels within the program that helps understand how to improve and what strengths programs like these above have. Many annual performance reports also contain the number of their students who graduate and obtain higher educational degrees. Many of these annual reports can also serve as a great way for those who are wanting to get involved with the Upward Bound
Program, whether that be as a Parent looking to get their child involved or as a worker looking to find a job in the program.
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having difficulty when asked to identify ways in which Upward Bound could improve their programming. Amongst the strengths listed by the group were; the program is well-designed and well-organized, the program has unlocked a sense of motivation not only in students but parents as well, and the program was great at keeping parents aware of Upward Boundâs expectations.
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Those applicants who demonstrate a
Rationale; Applicants who meet studentâs social, emotional, and academic needs; and strengthens cross-agency coordination and community engagement to advance systematic change. Upward Bound grants are results-based, with the level of success determined largely from highly structured annual reports compared to grant objectives. As of
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In 1990, Upward Bound added an additional program called the Upward Bound Math-Science
Program. It specializes in math and science skills for TRiO eligible students to improve their performance and motivation to pursue postsecondary enrollment. The Upward Bound Math-Science program (UBMS) was created
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Grants are usually made to institutes of higher education (universities), but some awards have been made to other non-profit organizations such as tribal organizations. The Upward Bound
Program selects those universities and organizations who receive grant funding based on their competitive criteria:
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2020, Upward Bound had an annual budget around $ 352,000,000. Each award made averages $ 4,691 per participant, with the most common award providing $ 220,000 per grantee in 2004 and $ 250,000 in 2007. Awards are for four or five years and are competitive. The law providing for Upward Bound is 34
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they found that students, following COVID Stay at Home
Restrictions, voiced their preferences for in-person and hands-on training in STEM activities. Furthermore, they found 77% of students conducting an exit interview from the program rated College Connection tutorial/advising sessions as good or
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gathered qualitative data about their program from students, teachers, as well as parents. The students and parents who were in the program, had been though the program, or interacted with the program were positive in their evaluations about the work the program was doing. This group also reported
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Much like the different approaches to the Upward Bound
Programs across the United States, the perceptions of these programs differ as well. When it comes to the perception of how the Upward Bound Program is doing, the most valuable feedback comes from the participants in the program as well as the
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explains that many studies may have falsely suggested that Upward Bound programs are not meeting their mission of increasing the rate of college enrollment of underprivileged students. The researcher suggests there are actual methodical and analysis errors in other researchers' work and that these
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performed a re-analysis of positive impacts achieved by the programs. Data reported by the Pell
Institute shows positive effects found in legislatively mandated programs. Upward Bound students were more likely to receive a bachelor's degree than students receiving no or less thorough supplemental
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Annual Performance Reports are an incredible way to gain an insight into how Upward Bound Programs are performing across the country. Many break down the expenses theyâve used as well as the awards and budget they are working with. Not only that, but most have informative feedback from different
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and was there to provide not so fortunate children with the opportunity to gain knowledge from mathematicians as well as scientists who have experience in these fields. Students are in this program for 6 weeks and have coursework in mathematics and laboratory science, as well as literature. This
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2. Weekly academic instruction and possibly tutoring with students throughout the school year. In the latter case, Upward Bound Programs are primarily located at various universities across the United States according to the demographic makeup of the localities served.
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suggests that Upward Bound programs can specifically help more (otherwise discouraged) Latino students pursue dreams of college. There are low rates of enrollment of Latino students due to discouraging factors like âpolicies that encourage quick job placement over career development, lack of
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for students to have the opportunity to excel in the areas of math and science. Upward Bound Math-Science helps strengthen students' math and science skills, particularly those who come from areas that are underdeveloped. UBMS is a program that was put in place by the
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The program was launched in the summer of 1965 after the passage of the Economic Opportunity Act of 1964 (The Federal War on Poverty) during President Lyndon B. Johnson's administration, and was transferred to the Department of Education after the enactment of the
132:. The goal of Upward Bound is to provide certain categories of high school students better opportunities for attending college. The categories of greatest concern are those with low income, those with parents who did not attend college, and those living in
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The program is available to students after their eighth grade of school. Two-thirds of selected applicants must be low-income and "potential first-generation college students," with the remaining third of students meeting one of the aforementioned criteria.
140:, who are students that are the first in their family to attend college. This program is set in place for students who come from low income families as well as underrepresented schools and gives them an opportunity to excel in college.
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have shown that TRIO Upward Bound is tremendously successful. A study released by the U.S. Department of Education (ED) in 2004, provides a detailed analysis of program demographics. Notable alumni of Upward Bound programs include
243:, the school offers students the ability to enter into individual counseling sessions, ACT preparation courses; as well as participate in cultural events, field trips and classes in typical academic subjects. Likewise, at
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1. A summer program where high school students take college preparatory classes and earn work experience at a college campus for four to six weeks. Methodologies vary among summer programs, such as one based on
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Zulli, Rebecca A.; Frierson, Henry T.; Clayton, Joyce D. (1998). "Parents' Perceptions of the Value and Nature of Their Children's and Their Own Involvement in an Upward Bound Program".
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participants with similar characteristics and different duration of participation in the program. The general effect of Upward Bound is only significantly seen in 4-year colleges.
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Rodriguez, Eric; Rhodes, Kent; Aguirre, Geoffrey (29 September 2014). "Intervention for High School Latino Students in Preparing for College".
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Does Upward Bound Have an Effect on Student Educational Outcomes? A Reanalysis of the Horizons Randomized Controlled Trial Study
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McElroy, Edward J.; Armesto, Maria (1998). "TRIO and Upward Bound: History, Programs, and Issues-Past, Present, and Future".
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College Ready? A Longitudinal Study of the Effectiveness of AVID, GEAR UP, and Upward Bound on College Degree Completion
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Setting the Record Straight: Strong Positive Impacts Found from the National Evaluation of Upward Bound
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Olsen, Robert; Seftor, Neil; Silva, Tim; Myers, David; DesRoches, David; Young, Julie (April 2007).
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Upward Bound Math-Science: Program Description and Interim Impact Estimates
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Groutt, John; Hill, Calvin (April 2001). "Upward Bound: In the Beginning".
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tests taken while the students taking the exams are still in high school.
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Upward Bound programs may utilize two approaches to student preparation:
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116:. The program is one of a cluster of programs now referred to as
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Journal of the First-Year Experience & Students in Transition
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Seftor, Neil S.; Mamun, Arif; Schirm, Allen (30 January 2009).
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United States House of Representatives special elections, 1937
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is a federally funded educational program within the
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Alhaddab, Taghreed A.; Aquino, Katherine C. (2017).
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661:"50th Anniversary Federal TRIO Programs"
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979:"Upward Bound * SDES TRiO Center * UCF"
954:"About Upward Bound in Okanogan County"
848:"Funding Status - Upward Bound Program"
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153:. The idea of Upward Bound came from
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348:Several studies
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911:on 2013-05-20
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505:This section
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454:
450:
440:
438:
434:
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429:financial aid
426:
422:
418:
408:
406:
402:
398:
394:
393:LALA Castillo
390:
386:
385:Henry Bonilla
382:
381:Patrick Ewing
378:
377:Donna Brazile
374:
370:
366:
365:Troy Polamalu
362:
358:
354:
353:John Quiñones
349:
339:
336:
328:
318:
312:
311:
307:
302:This section
300:
296:
291:
290:
285:Effectiveness
282:
279:
268:
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262:
258:
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247:, located in
246:
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239:, located in
238:
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114:United States
111:
102:
80:
76:
70:
69:United States
67:
66:
64:
60:
46:
42:
35:
30:
22:
1973:
1954:
1947:
1936:(son-in-law)
1865:
1857:
1842:
1835:
1827:
1819:
1815:Johnson cult
1807:
1794:Public image
1627:Bibliography
1607:Bashir Ahmad
1451:Upward Bound
1450:
1331:
1327:
1321:
1309:. Retrieved
1304:
1292:
1280:. Retrieved
1267:
1250:
1244:
1223:
1216:
1199:
1193:
1168:
1164:
1158:
1149:
1145:
1135:
1118:
1108:
1091:
1085:
1073:. Retrieved
1064:
1055:
1030:. Retrieved
1010:
1000:
993:
982:. Retrieved
973:
961:. Retrieved
957:
948:
937:. Retrieved
933:
924:
913:. Retrieved
909:the original
904:
895:
884:. Retrieved
856:. Retrieved
842:
830:. Retrieved
825:
816:
804:. Retrieved
800:
788:
755:
751:
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719:
692:
682:
671:. Retrieved
667:
655:
644:. Retrieved
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558:
549:
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478:
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457:
446:
414:
346:
331:
322:
303:
274:
233:
213:
210:
201:
192:Terri Sewell
168:
147:
110:Upward Bound
109:
108:
27:Upward Bound
1868:(2017 film)
1860:(2014 film)
1843:All the Way
1838:(2002 film)
1836:Path to War
1548:(1937â1949)
1536:(1949â1961)
1528:(1961â1963)
1517:(1963â1969)
1152:(1): 33â55.
1119:Mathematica
693:Mathematica
668:www2.ed.gov
638:. .ed.gov.
405:Viola Davis
172:Fiscal Year
155:Stan Salett
134:rural areas
1996:Categories
1934:Chuck Robb
1900:(daughter)
1894:(daughter)
1757:withdrawal
1616:Legacy and
1334:(4): 364.
1253:(Thesis).
1208:1355756348
1202:(Thesis).
1100:2125096691
1094:(Thesis).
1032:2017-03-16
984:2022-04-29
939:2022-04-29
915:2013-05-20
886:2011-02-28
858:2011-02-28
673:2019-01-04
646:2011-02-28
622:References
509:references
373:Kenny Leon
306:references
259:(UCF), in
54:1965-08-26
1912:(brother)
1851:2016 film
1847:2012 play
1677:Elections
1619:memorials
1356:222068706
1311:April 30,
1282:April 30,
1259:854323426
1185:145756564
963:April 29,
832:April 29,
772:0022-2984
728:: 26â33.
697:CiteSeerX
44:Formation
1980:Category
1906:(father)
1745:campaign
1352:ProQuest
1255:ProQuest
1236:ED555877
1204:ProQuest
1127:ED518667
1096:ProQuest
1075:19 March
1069:Archived
1065:msjc.edu
1041:cite web
1023:Archived
880:Archived
852:Archived
806:29 April
734:EJ632961
711:ED526942
640:Archived
601:See also
528:May 2019
437:matching
399:, Oprah
325:May 2019
207:Approach
198:in 2012.
91:/offices
62:Location
1348:2668136
780:2668137
419:of the
401:Winfrey
389:Cardi B
165:Funding
144:History
78:Website
52: (
1888:(wife)
1878:Family
1354:
1346:
1257:
1234:
1206:
1183:
1125:
1098:
778:
770:
732:
709:
699:
99:/index
89:/about
1858:Selma
1808:Daisy
1568:1956
1546:TXâ10
1344:JSTOR
1301:(PDF)
1276:(PDF)
1228:(PDF)
1181:S2CID
1026:(PDF)
1019:(PDF)
797:(PDF)
776:JSTOR
664:(PDF)
177:EDGAR
101:.html
97:/trio
93:/list
1784:1964
1774:1964
1769:1960
1752:1968
1740:1964
1730:1960
1725:1954
1710:1946
1705:1944
1700:1942
1695:1940
1557:Life
1544:for
1523:37th
1416:TRIO
1313:2022
1284:2022
1232:ERIC
1123:ERIC
1077:2017
1047:link
965:2022
834:2022
808:2022
768:ISSN
730:ERIC
707:ERIC
403:and
179:and
118:TRiO
95:/ope
87:.gov
83:www2
1866:LBJ
1828:LBJ
1336:doi
1173:doi
760:doi
571:At
511:to
308:to
253:SAT
231:.
227:at
85:.ed
1998::
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323:(
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313:.
56:)
23:.
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