Precollege Access Initiatives: A Theoretical Investigation of Program Outcomes

• In Event: Roundtable Session 5
  In Roundtable Session: Assessment of College Access and Success Programs and Initiatives Symposium

Abstract

Seldom do pre-college access programs use theory-based approach evaluation models. Despite the plethora of research and literature that exist supporting student success, persistence, and engagement, this information is not incorporated into program assessment and evaluation. Theory-based approach research is increasing in evaluation methods as a result of the rising need to understand how participants respond to programs (Weiss, 1997). Understanding the need of assessment and evaluation of college access programs, Dr. Dawn Person, leads the Center for Research on Educational Access and Leadership (C-REAL) toward developing theory-based evaluation models. This paper will specifically focus on use of theory to create an assessment and evaluation model for the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) at California State University, Fullerton (CSUF).
C-REAL at CSUF focuses on assessment and evaluation of programs that address issues related to educational leadership, student persistence, student success, pre-college, and higher education access and equity. CREAL has designed a holistic-formative-and-summative-program evaluation plan for the GEAR UP grant that includes longitudinal surveys, intervention surveys, student and parent longitudinal case studies, and a professional development survey which allow for continuous feedback and reporting communication loop with project leaders. The model is constructed to answers questions of program effectiveness in order to modify program components in a timely manner if deemed necessary.
For this specific evaluation, college impact and student development theories were taken into consideration when creating GEAR UP’s evaluation model. Rendon’s (1994) theory of validation was utilized to design student and parent interview protocols. Second, we used Astin’s (1985) I-E-O model when evaluating GEAR UP’s overarching goal of creating a sustainable college going culture within the schools served. We understand that these models and theories were not designed for this particular population, however because this program focuses on awareness and readiness for undergraduate programs, we felt that they were adequate to measure the overall program effectiveness.

Authors

• Dawn R. Person, California State University - Fullerton

• Michelle M. Garcia, California State University - Fullerton