A Process for Increasing Rigor and Appropriate Levels of Analysis in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

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

Abstract

The recent economic downturn has resulted in policy shifts that are calling for rigorous research findings for the substantiation and continuation of federally funded college access programs. For GEAR UP this means an evaluation shift from a focus on outputs (best practices) to an increased focus on outcomes. However, traditional academic indicators may not be at appropriate levels of analysis for this program design. And, though situated in university settings, many successful college access programs are not equipped to meet these research requirements. This paper will discuss one GEAR UP’s initiative to become increasingly data driven/evaluation based by developing an evaluation framework that couples immediate feedback loops with appropriate academically rigorous research designs. Specifically the paper discusses: (1) the various systems of evaluation, (2) practical programmatic and analytical design challenges and solutions of evaluation implementation, and (3) using a panel research design to assess how student participation in GEAR UP influence psychosocial characteristics.

Using social psychological theory, this study seeks to examine how participation in GEAR UP influence changes in students social cognitive beliefs (attitudes and self-efficacy) toward college readiness behaviors (e.g. studying and developing relationships with significant others) during the course of an academic semester. Potential results of this study are critical because it addresses the challenge of connecting college readiness programs to distal outcomes such as college attendance by examining student participation link to behaviors that are antecedents of college attendance. The paper will conclude with strategies to increase the sophistication of program assessment, and recommendation for how policymakers assess research attached to college readiness programs.

Authors

• Lumas Helaire, University of Michigan

• James Ellis, University of Michigan - Ann Arbor