(~0lAJ! t1m,~t1~ - UW-Stout · 2011. 6. 10. · (~0lAJ! t1m,~t1~ Dr. Carol Mooney The Graduate School University of Wisconsin-Stout July, 2010 1 . Author: Title: The Graduate School

An Evaluation of Forward Service Corporation's

Upward Bound - Central Program

by

Sarah J 0 Waterman

A Research Paper Submitted in Partial Fulfillment of the

Requirements for the Master of Science Degree

in

Career and Technical Education

AppI;.oved: 2 Sem;srer Credits

(~0lAJ! t1m,~t1~ Dr. Carol Mooney

The Graduate School

University of Wisconsin-Stout

July, 2010

1

Author:

Title:

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Waterman, Sarah J.

An Evaluation of Forward Service Corporation's Upward Bound -

Central Program

Graduate Degree/ Major: MS Career and Technical Education

Research Adviser: Carol Mooney, Ph.D.

MonthNear: July, 2010

Number of Pages: 46

Style Manual Used: American Psychological Association, 6th edition

Abstract

2

Upward Bound - Central directed by Forward Service Corporation was evaluated using

Wisconsin Knowledge and Concepts Exam's reading, language arts, and math scores, project

retention percents, postsecondary enrollment, and postsecondary persistence. The four-year

descriptive statistical study included 208 rural isolated students in grades 9 - 12 from five

Wisconsin high schools between the 2006-2007, 2007-2008, 2008-2009, and 2009-2010

academic years. The target population met federal low-income and first-generation college

status. Designed to promote educational equal opportunity, grants are competitive and program

evaluation has been critical for continued grant funding.

Data demonstrated Upward Bound - Central was meeting or exceeding its grant goals

and objectives. Participants were deemed proficient or advanced on the 10th grade Wisconsin

Knowledge and Concepts Exam. Students were being retained in the Upward Bound - Central

program at a high level. Research showed students applied successfully to postsecondary

3

training and were enrolled both the first and second year. Consistent and sustained longitudinal

studies would prove beneficial to Congress, especially in difficult economic times. As a model,

investigation into best practices and strategies used by Upward Bound - Central and other

private and public agencies could expand success further.

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Acknowledgments

4

I would like to thank Forward Service Corporation for the opportunity to work with an

amazing staff and wonderful students in the Upward Bound - Central program. Forward Service

Corporation has given me the opportunity to grow and has always encouraged me to continue my

education and life-long learning. Dr. Joy Ebben has been a great supervisor and more

impo11antly, a mentor.

I would like to thank Dr. Mooney for all her time and effort in helping me develop my

thesis paper. Thank you for taking me under your wing and making this vision possible!

I would like to recognize my family for instilling in me the hard work and dedication that

is required to be successful in life. With their love and support, I was able to complete my thesis

and Master's degree with a very hectic work schedule. Your financial support and never ending

love is greatly appreciated and I will forever be indebted to you . I will always cherish the long

weekends sitting at the kitchen table. So, Mom, are you ready for a new goal?

5

Table of Contents

..... .. ... ...... ....... ... ... ... ... ............... .................. ............. ......... ... .... ............ .... ...... .... ........ .............. ... Page

Abstract .... .. ................. .... ... ... ......................................... ....... .... ............. ............ .............. .. .............. 2

Chapter I: Introduction .......... ........ .................. .... ... .... ..... .......... .. .. ..... ..... .................. .. ....... .. ..... ...... 8

Statement of the Problem ............... .. ............... ................... ..... ...................... ... ............... .. .... .... 10

Purpose of the Study ....................... ............ .............. .... ....... .. ............. .... ...... .. ........... .. ........ ..... 11

Definition of Terms ...................... ....................... ..... .. ...... ..... ... ... ..... .................. .. .... ................. 12

Assumptions of the Study ......................... .................. .. ....... .............. ........ ................... ..... ....... 13

Methodology .. .......... ..... ...... ... ... .... .. ... ...... .. .... .. ... ... ...... ................... ..... ... ...... ... ...... ... .......... .. .. .. 14

Chapter II: Literature Review .. ...... .. ............ ......... .. .. .. ................ .... ..... ............. ... .. ..... .................. . 15

Chapter III : Methodology .. ................. ...... ... .. ............... .... .... ................ ..... .. .. .. ................. ... .. ... ... .. 25

Subject Selection and Description ..................... .................. ..... .... ...... ............... .. ................. .... 25

Instrumentation .... ........ ..... ...... ..... .. ......... .. ..... .. ..... .. ............. .......... ... .. ... ....... .. ......... ..... ....... ..... 29

Data Collection Procedures ............ .. ... .. ................. .. .. ... .... .......................... .. ............. .... ......... .. 29

Data Analysis ..... ................... ... .... ............... .... .. ... .. ................... .. ..... ............. ... ... ...................... 30

Limitations ....... ......... .... .. ......................... ............... .. .. .... ... .. ............ .. .. ....... ..... .................. ....... 30

Summary ................ .... ......... ............. .. .... ... ... ......... ... ... ...... .. .......... ......... .................... ... ........ .... 31

Chapter IV: Results .............. ...... .. .. ...................... ... ....................... .. ..... ............ ......... .. ................ .. 32

Item Analysis ...... ..... .................... .. .. ... ... .... ............ .. .... ..... ........................ .. ................... ....... .... 32

Chapter V: Discussion .... ... ... ...... .... ........... ..... .. ......... ..... ... ...... ... ........... ... ....... .... .. ....... .... ............ . 39

Limitations ..... .. ...................... .. .................. .. .... ... ................. ..... ...... ............ .. ... ......... ............... . 39

Summary and Conclusions ............ .... ... .. .............. ... .. ... .. .... ............... .... .... ................. ..... .. ....... 39

Recommendations .. ............... .................... .. ........... ... ......... .. ........... .............. .... ....... ... ............ .. 41

References ............... ........... .... ... ... .. .. ............ ....... ........ ............. ....... ....... ....... .. .. ....... ............... .. ..... 43

6

List of Tables

... .. ........................... .. ...... ... .. ...................................................... .. ............................................... Page

Table 1. Upward Bound-Central Participants by Grade ................................................................ 26

Table 2. Upward Bound-Central Participants by Sex ...... .... ................................................ .. ........ 27

Table 3. Upward Bound-Central Participants by Race .................................................................. 28

Table 4.2006-2007 WKCE Test Scores .......... .. .. .. .............................................. .... ...................... 32

Table 5. 2007-2008 WKCE Test Scores ....................................................... .. .... ................ ..... ...... 33

Table 6.2008-2009 WKCE Test Scores ........................................ .. .............................. .. .............. 34

Table 7.2009-2010 WKCE Test Scores ........................................................................................ 34

Table 8. Upward Bound - Central Retention Rates .............. .. ...................... .. ............................... 35

Table 9. Upward Bound - Central Postsecondary Enrollment.. .......... .. ........................ .... ............ 37

Table 10. Upward Bound - Central Postsecondary Enrollment of Second Year .......................... 38

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Chapter I: Introduction

Background and Program Design

Upward Bound began its pilot project operation in the summer of 1965 as an initiative in

the War on Poverty. At that time, most teachers and administrators believed that through

education, they could end poveliy (Groutt, 2003). Upward Bound was designed to provide equal

opportunity and fundamental support to prepare students for entering college. According to

Grimard and Maddaus (2002), poverty appeared "to be the primary factor influencing high

school completion rates, as well as college attendance and completion rates" (p . 3) . The United

States Depmiment of Education (2009) required two-thirds of enrolled Upward Bound

participants be from a family who met federal low-income guidelines where neither parent

earned a bachelor's degree. One-third of students were allowed to be either low-income or from

a family where neither parent earned a bachelor's degree. According to Field (2007), students

who participated in Upward Bound programs were twice as likely to enroll in college.

According to the National Center for Education Statistics, Caucasian and higher income students

completed and attended college at much higher rates than African American, Native American,

Hispanic, and lower income students (2008).

Pitre and Pitre (2009) noted the design of the Upward Bound program was to focus on

college preparation and readiness with educational activities. Saliwanchik-Brown (2005)

indicated a sense of belonging increased for Upward Bound students, which encouraged each

participant to be successful. Motivation and attitude to succeed academically were positively

enhanced with Upward Bound pmiicipants (Egeland, Hunt, & Hardt, 1970).

Forward Service Corporation, a Wisconsin nonprofit company, has directed four Upward

Bound programs in rural Wisconsin since 1999. Forward Service Corporation (2007) described

8

the purpose of Upward Bound as providing students the skills necessary for success in education

beyond high school. Directed by Forward Service Corporation, Upward Bound - Central has

served approximately 50 participants each school year from five target high schools in Marquette

and Waushara Counties. The Upward Bound - Central program received grant funding from the

United States Department of Education to serve five selected high schools in these counties.

Students in the 9th and 10th grades applied for program admission (Forward Service Corporation,

2007).

During the school year, academic assistance and advising were offered to all Upward

Bound - Central program participants. Upward Bound participants were required to attend pre-

alTanged weekly meetings held at the participant's high school. All meetings were individually

arranged to fit into each participant's school schedule. Participants were also provided with

information and assistance regarding study skills, career planning, financial aid, and

postsecondary school admission (e.g., technical, two-year, or four-year institutions). Upward

Bound - Central offered tutoring, peer tutoring, and a variety of cultural and recreational

activities (Forward Service Corporation, 2006). Dervarics (1997) reported peer tutoring was

most beneficial to TRIO students in college, followed by cultural events, workshops, and courses

with special instruction.

Each participant was required to attend two pre-college summer programs following his

or her first two years in the Upward Bound program. Summer programs were conducted for six

weeks: five weeks on campus followed by a one-week field trip (Forward Service Corporation,

2007). Participants attended the summer program from Sunday evening through Friday

afternoon. Upward Bound - Central provided transportation to and from the summer program.

9

The Upward Bound - Central program held their summer program at either Ripon College in

Ripon, Wisconsin or St. Norbert College in De Pere, Wisconsin.

The pre-college program provided Upward Bound - Central participants with the

opportunity to share with other Wisconsin Upward Bound school districts in the 'adventure' of

living away from home in a dormitory setting before they enrolled in the postsecondary school

of their choice. Participants attended morning classes: Spanish, Math, Lab Science, English

composition and English literature. Upward Bound - Central classes were not intended to

duplicate or replace regular high school class offerings, but rather to stimulate interest, provide

basic skills, and serve as an introduction to further study in the fall of the participant's next year

of high school. Afternoon and evening hours were occupied with enrichment classes,

community service, field trips, guest speakers, and recreational activities. Additionally, there

were pre-planned study times when participants completed assignments and received tutoring

(Forward Service Corporation, 2006).

Despite years of service, the effectiveness of Upward Bound programs across the country

have often been questioned. In poor economic conditions, evaluation and investment return have

become critical. Previous Upward Bound research has shown both success and failure.

Furthermore, many legislators required extensive evaluation before considering continued

funding (U.S. Department of Health, Education, & Welfare, 1969; Pearl, 1972; Laws, Jr., 1993;

Zook, 1995; Gladieux, 1996; Garcha & Baldwin, 1997; McLure & Child, 1998; Field, 2007;

Foster, 2007; Thayer, 2007; Collins, 2008; Mitchem, 2010).

Statement of the Problem

The continuation and success of Upward Bound programs have been measured by four

objectives set by the United States Department of Education. The focus of this study was to

10

evaluate Upward Bound - Central as it related to academic evaluation by Wisconsin state

standardized testing, project retention, postsecondary enrollment, and postsecondary persistence

(Forward Service Corporation, 2006). Individual grant applications are required to include stated

expectations for these objectives.

Purpose of the Study

The purpose of this study was to evaluate the TRIO Upward Bound - Central program.

This study evaluated Upward Bound - Central during the 2006-2007,2007-2008,2008-2009,

and 2009-2010 school years based on academic evaluation by Wisconsin state standardized

testing, project retention, postsecondary enrollment, and postsecondary persistence (Forward

Service Corporation, 2006). As funding is competitive and economic resources are limited,

initial and continued grant funding require extensive evaluation.

Research Questions

The following research questions were pivotal to the study:

1. Do participants from Upward Bound - Central during the 2006-2007, 2007-2008,2008-

2009, and 2009-2010 academic years achieve proficient or advanced level on the

Wisconsin Knowledge Concepts Examinations (WKCE) standardized test during 10th

grade testing in reading, language arts, and math?

2. What is the year-to-year retention rate for participants of Upward Bound - Central during

the 2006-2007,2007-2008,2008-2009, and 2009-2010 academic years?

3. What is the post-secondary enrollment of Upward Bound - Central students in their first

year of college during the 2006-2007,2007-2008,2008-2009, and 2009-2010 academic

years?

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4. What is the post-secondary enrollment and persistence of Upward Bound - Central

students in their second year of college during the 2006-2007, 2007-2008, 2008-2009,

and 2009-2010 academic years?

Importance of the Study

This study was important for the following reasons:

1. Upward Bound - Central will benefit from this research by examining significant areas of

strengths and weaknesses for the purpose of making program decisions, changes, and

improvements.

2. Completion of this research may provide Congress significant baseline data pertaining to

the accountability of education programs and federal funding of the TRIO Upward Bound

program.

3. Continued grant funding for Upward Bound - Central may be influenced by the results of

this research.

4. Completion of this research may provide beneficial insight into post-secondary education

choices of rural isolated high school students to school counselors, and college admission

staff within the Upward Bound - Central region, as well as Upward Bound staff.

S. Data from this study may be used for the development of training workshops funded by

the Department of Education and private agencies.

6. This study may be used as a model for researching and analyzing other Upward Bound

programs.

Definition of Terms

Common terms used in the research include:

First-generation. Neither parent has earned a bachelor's degree (Depat1ment of

Education, 2009).

Low-income. Family has fallen at or below the federal poverty income guidelines

(Department of Education, 2009).

12

TRIO. Federal student service and outreach programs designed to identify and provide

services for pat1icipants from disadvantaged background (Depat1ment of Education, 2009).

Upward Bound. One of the eight TRIO programs, Upward Bound has provided

fundamental support t6 students in their preparation for college entrance (Department of

Education, 2009).

Limitations of the Study

Limitations of the study were examined and listed below:

1. The study was restricted to present students, past students, and high school graduates of

the Upward Bound - Central program during the 2006-2007, 2007-2008, 2008-2009, and

2009-2010 academic years.

2. The study results cannot be generalized to a greater population as locations,

circumstances, grant goals, and strategjes differ from grant project to grant project.

3. Misinterpretation by the Upward Bound staff and this researcher of the data as it was

given, collected, recorded in databases, described, and analyzed would limit definitive

accuracy.

13

Assumptions of the Study

The following was assumed in the study:

1. The researcher assumed all data in the databases was accumulated and entered correctly.

2. The researcher assumed all participants were honest in their responses.

3. Data that was analyzed was assumed to be valid and reliable. School districts,

postsecondary institutions, and state and federal goverrunents used these data sets;

therefore they are deemed valid and reliable.

Methodology

This is a descriptive research study. The participants included current Upward Bound -

Central students, past Upward Bound - Central 'dropout' students, and Upward Bound - Central

graduates enrolled in post-secondary education. Collection of resources included interviews,

surveys, reports, and databases over a four-year period. Database collections included, but were

not limited to FileMaker Pro 5.5, National Student Clearinghouse, and Annual Performance

Reports. Data was retrieved and analyzed in the summer term of 20 10. The data provided by

these techniques permitted a significant program evaluation.

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Chapter II: Review of Literature

While Upward Bound began almost 50 years ago, research related to the program and its

initiatives have been sporadic and mixed in results. Some researchers have praised its success

and others denoted its failures. Considered to be both a relatively young program and an old

program, this analysis of published knowledge found limited summaries and modest

comparisons. Additional research including initiatives for consideration of funding and

replication appeared to be needed. The author highlighted the establishment of Upward Bound,

success and failure of Upward Bound, and Forward Service Corporation's Upward Bound-

Central.

Establishment of Upward Bound

Upward Bound was one of the first programs to be developed by the Office of Economic

Opportunity in 1964 by President Lyndon Johnson in his War on Poverty (Pitre & Pitre, 2009).

The purpose was to give low-income high school students who were underachieving

educationally, the motivation to pursue postsecondary education (Grout, 2003). The program

was designed to provide equal educational opportunities for all United States citizens. By

increasing college readiness and working to increase educational skills and aspirations for low-

income, first-generation college-bound, and ethnic/racial minority students, the road to success

would be made more equal (Pitre & Pitre, 2009). In the summer of 1965, there were 17 pilot

projects, which served 2,061 students. Scholar and educational activist, Stanley Salett,

structured Upward Bound from other experimental pre-college programs used at several

colleges. In 1968, the Higher Education Act transferred the Upward Bound program from the

Office of Economic Opportunity to the Office of Education (Grout, 2003).

15

Statistics have succeeded to convince some politicians, educators, and legislators to

support programs and failed to convince others to assist the poor with education and upward

mobility. It was determined equality was a fundamental Constitutional right of the nation's

people. Many fought and died taking extreme action to bring attention to the need to provide

equal educational access to all students. Gladieux (1996) stated stakes in these post-secondary

debates were high. To our economy and competitive position in the world, a post-secondary

education was more important than ever. Throughout the 1980's a~d 1990's, the gap between

the salaries with a college degree and high school diploma continued to increase. Garcha and

Baldwin (1997) believed it was the ethical and the moral responsibility of a democratic society to

educate its citizens. When surveyed, 94.3% of Upward Bound students repolied they liked the

program because it helped them gain entry into college (Grimard & Maddaus, 2002). In 2006,

Capriccioso reported one in six freshmen were first-generation college students. Nearly 30% of

first-generation students came from homes with family incomes under $25,000 (Capriccioso,

2006). Students where neither parent attended college were known as first-generation students.

Choy reported 27% of students were first-generation in 1992. First-generation status was also a

significant increased indicator of students leaving a four-year institution before their second year

by 13% (2001).

The Council for Opportunity in Education believed TRIO programs were impOliant

because they would boost the United States academic and economic competitiveness on a global

level. Evidence showed the country was leaving behind the low-income students. Eighty-one

percent (81 %) of high school seniors with the highest incomes went directly to college compared

to 38% of low-income students. Only 21 % of low-income students earned a Bachelor's degree

once they were enrolled compared to 45% of high-income students. This growing achievement

16

gap was viewed as detrimental to our country's success as a nation (2008).

In 2010, the United States Department of Education reported 956 Upward Bound projects

nationwide providing 64,566 students with services. While Upward Bound was one of three

original TRlO programs, expansion has included eight programs today. In 2010,25 projects

existed in Wisconsin (Department of Education, 20 I 0).

Upward Bound Participants and Delivery

Upward Bound targeted high school students who came from low-income families where

neither parent earned a bachelor's degree. The program's goal was to increase college

attendance and graduation rates for the targeted students. Participants engaged in a multi-year

design that provided services, which enhanced their regular school experience prior to college

(McElroy & Armesto, 1998).

All Upward Bound programs were required to provide instruction in laboratory science,

mathematics, composition, literature, and a foreign language. Other program services consisted

of instruction in reading, writing, and study skills, academic and financial counseling, tutoring,

exposure to academic programs and cultural events, mentoring, post-secondary education

information and opportunities, assistance in completing college applications and financial aid

applications, and work-study positions (Department of Education, 2009).

According to the Council of Opportunity in Education (2008), TRlO programs served the

following race/ethnic groups: 37% Caucasian, 35% African American, 19% Hispanic American,

4% Native American, 4% Asian American, and 1 % other. Also, there were 22,000 students with

disabilities and 25,000 veterans served. Universities, community colleges, and agencies have

held Upward Bound grants nationwide including in the Caribbean and the Pacific Islands.

17

Success and Failure of Upward Bound

Critiques and program effectiveness appeared sporadically in the research. McElroy and

Armesto (1998) stated that the critical issue facing Upward Bound was how to provide for the

students who met the program requirements, but who were not receiving any services.

Schultz and Mueller of Wilder Research (2006) examined effective pre-college programs

serving undenepresented youth. The features demonstrating sound evidence included by most of

the effective programs were academic preparation, social support, early intervention, parent and

family involvement, assistance with the admissions process, support that was longer term and

comprehensive, long-term systemic services, and financial assistance.

Another study indicated nine characteristics were essential to developing successful pre-

college programs: embracing students' culture, involving parents and family, incorporating

peers, starting no later than ninth grade with structured assistance, available and quality

counselors, providing curriculum for college preparation, encouraging mentoring, and

demonstrating results while being fiscally responsible (Tierney, Corwin, & Colyar, 2005). An

extensive review of literature was undertaken by Gandara & Bial who found the level of

evidence was acceptable to demonstrate effectiveness in only 13 programs (2001).

The primary factor for influencing high school completion rates as well as college

attendance and completion rates was poverty (GrimaI'd & Maddaus, 2002). Providing more

equal opportunity for low-income and minority students to enter and succeed in college was

deemed important by Congress to close the achievement gap, so Upward Bound was created in

1964 and remained part of the budget cycle. Overall, research studies have noted modest gains

in Upward Bound programs.

18

In 1974, the General Accounting Office (GAO) raised questions about Upward Bound

retaining students in college. Getting students in college did not mean they had the skills and

motivation to succeed. Between 1965 and 1973, approximately $206 million had been spent on

various Upward Bound projects. Many waited for proof of success (General Accounting Office,

1974). Tonn (1988) concluded in a five-year assessment that Upward Bound was doing the job

it was designed to do by the Department of Education.

Upward Bound students were compared to other college-bound students. Students self-

reported their responses on the ACT college admissions examination. Forty percent of Upward

Bound students selected "professional-level degree" compared to 33% of non-Upward Bound

students. Nearly 17% of Upward Bound students compared to 12.3% of non-Upward Bound

students expected grade point averages no lower than a B- when asked to estimate their grade

point average at the end of their first year of college (McLure & Child, 1998).

Students from Upward Bound seemed fairly prepared for postsecondary education.

When questioned about their major areas of study in the ACT interest inventory, four career

areas were selected more frequently by Upward Bound students: Engineering and Related

Technical majors; Health and Allied Health majors; Social Sciences, Community, and Personal

Services; and Mathematics, Science, Computer and Information Science. When asked about

their confidence in their choice of major, 44.5% of Upward Bound students were "very sure"

compared to 37% of non-Upward Bound students (McLure & Child, 1998).

ACT composite scores were significantly higher for non-Upward Bound students

compared to Upward Bound students, 21.04 compared to 18.37 respectively (McLure & Child,

1998). This study also linked income to ACT scores. It concluded that students who reported a

higher income received a higher score. It also showed that students who were in Upward Bound

19

were more likely to participate in more years of core courses. This study concluded that Upward

Bound was achieving the goals of its purpose by the students expressing their need for help in

key academic areas, which showed high self-awareness. The Upward Bound student indicated

college was an achievable goal (McLure & Child, 1998). Gladieux (1996) pointed out a student

in 1994 from a high income family was ten times more likely to receive a degree by age 24 than

a low-income student.

Garcha and Baldwin found students involved in the Upward Bound program showed

more educational aspirations and expectations. Upward Bound students were more likely than

other groups to attend a four-year university. Upward Bound participants were more likely to

receive scholarships and grants for their college education. Also, these students were more likely

to ask for services such as tutoring or counseling which were designed to improve their grades

and retention (Garcha & Baldwin, 1997).

Saliwanchik-Brown found Upward Bound successful in creating relationships and caring

for students. Students were able to build relationships with adults based on mutual respect and

the program encouraged relationships with peers to be themselves and meet peers from diverse

backgrounds and cultures. Many of the students studied believed the Upward Bound program

helped build their self-confidence, helped them become more aware of other's feelings, and

insisted that being part of the Upward Bound family positively affected their academic and social

growth (Saliwanchik-Brown, 2005). Thirty extensive interviews were transcribed and published

by Upward Bound students and family members (Kinne, 2008). Clearly Upward Bound's

intervention brought change and personal growth in the lives and relationships of its participants.

Other studies disagreed with claims of Upward Bound success. The influence of Upward

Bound on freshman grade point average, dropout rates, mathematics performance, and English

20

performance showed there were no significant differences in grade point average from Upward

Bound participants and non-Upward Bound participants (Laws, 1999). There were no

differences in dropout rates between the two groups. The average mathematics grade was higher

for non-Upward Bound participants than it was for Upward Bound participants. Upward Bound

students had a higher English grade average than non-Upward Bound participants (Laws, 1999).

Pearl (1972), who directed an Upward Bound program, believed Upward Bound

programs were full of biases, white racism, cultural deprivation, class prejudice, and were simply

a numbers game. If an institution kept its enrollment and objective numbers, then it was funded

for another year. He claimed there was not enough support for disadvantaged students in college

and maintained it was a hostile place. Pearl (1972) stated that if an institution was challenged on

racist traditions, it investigated the accusations itself and found itself innocent.

The literature showed a movement was underway to provide more accountability through

a research design with an experimental and control group to evaluate Upward Bound in 2005.

The effort was abandoned because of ethical issues (Schultz & Mueller, 2006; Dervarics, 2006;

Viadero, 2007; Field, 2008).

Forward Service Corporation's Upward Bound - Central

The author searched the literature for any specific mention of Upward Bound - Central.

No references surfaced demonstrating the effectiveness or evaluation of Upward Bound-

Central. No published articles were specific to Upward Bound - Central. While general Upward

Bound studies have surfaced intermittently since the Upward Bound program began, none of the

stated research questions could be answered from the current literature.

Forward Service Corporation has directed the Upward Bound - Central project in central

Wisconsin since 1999 (Forward Service Corporation, 2007). The company has served Waushara

21

and Marquette Counties, small rural counties with populations of24,760 and 15,060

respectively. Both counties have shown significantly lower median household income in 2008

than the average in the state of Wisconsin. Statistics from both counties indicated 78% were

high school graduates compared with the Wisconsin state average of 85 .1 % and the national

average of80%. Waushara County had 11.7% persons with Bachelor' s degrees, while

Marquette County had 10.1 % persons with Bachelor's degrees as compared with the Wisconsin

average of 22.4% and the national average of 24.4% (U.S. Census Bureau, 2009). The school

districts in both counties struggled to offer advanced coursework for students to prepare for

college. In addition, these schools have limited extraculTicular activities and limited sports.

Forward Service Corporation (2006) listed six reasons demonstrating need for the

Upward Bound project. Points made by Forward Service Corporation included: low income

levels of families in the target area, low levels of education attainment in the target area, high

dropout rates in the target area's high schools, college enrollment rates low in target high

schools, student/counselor ratios very high in target area high schools, and unaddressed

academic, social, and economic conditions in the target area that posed serious problems for at-

risk students. The Wisconsin Information Network for Successful Schools (2009) showed that

one of Upward Bound - Central's rural, target high schools in the 2003-2004 school year had

189 weapons or drug-related incidents resulting in suspension or expulsion. Another small, rural

target school in the 2001-2002 school year had 144 weapons or drug-related incidents resulting

in suspension or expulsion.

Four stated standard objectives set by the Department of Education provided

measurement for Upward Bound - Central. Individual percentages chosen for each objective

were expected to be ambitious, yet attainable by the individual grant holders.

22

Forward Service Corporation (2006) Upward Bound - Central A-D objective grant goals

included:

Objective A) 67% of all Upward Bound participants, who at the time of entrance into the

project had an expected high school graduation date during the school year, will have achieved at

the proficient or advanced level during high school on state assessments in reading, language arts

and math (p. 9).

Objective B) 90% of 9th , 10th, and 11 th grade project participants served during each

school year will continue to participate in the Upward Bound Project during the next school year

(p.9).

Objective C) 80% of all Upward Bound participants, who at the time of entrance into the

project had an expected graduation date during the school year, will enroll in a program of

postsecondary education by the fall term immediately following the expected graduation date

from high school (p. 10).

Objective D) 80% of all Upward Bound participants who enrolled in a program of

postsecondary education during the fall term immediately following high school graduation will

be enrolled for the fall term of the second academic year (p. 10).

For Objective A, Upward Bound - Central embraced the goal of 67% of participants

achieving proficient or advanced on their 10th grade WKCE state assessment. Upward Bound -

Central agreed the program would have a 90% participant retention rate for 9t,\ 10t,\ and 11 til

graders continuing in the program the following school year for Objective B. Objective C

proposed Upward Bound - Central would have 80% of all its senior program participants enroll

in postsecondary education the fall following their graduation. Of the Upward Bound - Central

23

participants who enrolled in postsecondary directly after high school graduation, Objective D

established 80% of those palticipants would continue on for a second year.

Research Needed

The nation's economy has slowed and all initiatives, including Upward Bound equity-

based programs have been under scrutiny for funding cuts. Sound research has enabled sound

decision-making. Extending higher education opportunities to all citizens has been a vision,

which could be lost in times of recession. Continuation of research was needed to support the

Department of Education's Upward Bound programs and continued to remain critical for its

program evaluation. Limited research existed on the Upward Bound program even though it has

been in existence for 50 years and served thousands of students.

24

Chapter III: Methodology

The purpose of this study was to evaluate the TRIO Upward Bound - Central program

because evaluation of the Upward Bound - Central project is critical to secure continued grant

funding. The literature review demonstrated a need for more research to be conducted related to

effectiveness of Upward Bound. The researcher evaluated Upward Bound - Central based on

the academic evaluation of Wisconsin standardized testing, project retention, postsecondary

enrollment, and postsecondary persistence. Sections to be addressed included: subject selection

and description, data collection procedures, data analysis, and limitations and assumptions.

Subject Selection and Description

The accessible and sample populations were rural isolated high school students

participating in the Upward Bound - Central program during the 2006-2007,2007-2008,2008-

2009, and 2009-2010 academic years. Upward Bound required two-thirds of accepted program

participants be from a family who met federal low-income guidelines where neither parent

earned a bachelor's degree. One-third of students were allowed to be either low-income or from

a family where neither parent earned a bachelor's degree (United States Department of

Education, 2009).

Table 1 presents a graphic representation of Upward Bound - Central pmticipants. In

2006-2007, nine of the 51 participants were freshmen, 19 of the 51 participants were

sophomores, seven of the 51 participants were juniors, and 16 of the 51 participants were seniors.

During the program in 2007-2008, 14 of the 50 participants were freshmen, 17 were sophomores,

12 were juniors, and seven were seniors in high school. In 2008-2009, there were a total of 55

students in Upward Bound - Central: 16 freshmen, 15 sophomores, 14 juniors, and 10 seniors.

25

In 2009-2010, 10 of the 52 participants were freshmen, 15 of the students were sophomores, 15

were juniors, and 12 of the 52 participants were seniors.

Overall, during the 2006-2007, 2007-2008, 2008-2009, and 2009-2010, there were 49

freshmen in the Upward Bound - Central program, 66 sophomores in the program, 48 juniors in

the program, and 45 seniors in the program. A total of 208 students were served between the

2006-2007,2007-2008,2008-2009, and 2009-2010 academic years.

Table 1

Upward Bound-Central Participants by Grade

Program Year

2006-2007

2007-2008

2008-2009

2009-2010

Total

Freshmen Sophomores

9

14

16

10

49

19

17

15

15

66

Juniors

7

12

14

15

48

Seniors

16

7

10

12

45

Total

51

50

55

52

208

Table 2 is a graphic representation of Upward Bound - Central participants by sex. In the

2006-2007, there were 51 participants. Fifteen were male students and 36 were female students.

During 2007-2008, there were 50 participants. Twenty were male students and 30 were female

students. In 2008-2009, Upward Bound - Central had 55 students participating in the program:

24 were male students and 31 were ferriale students. In 2009-2010, 52 students participated in

the project. Twenty were male students and 32 were female students.

26

Overall, Upward Bound - Central served 208 students throughout the 2006-2007, 2007-

2008,2008-2009, and 2009-2010 school years. There were 79 male students and 129 female

students.

Table 2

Upward Bound-Central Participants by Sex

Program Year Male Female Total

2006-2007 15 36 51

2007-2008 20 30 50

2008-2009 24 31 55

2009-2010 20 32 52

Total 79 129 208

Table 3 presents a graphic representation of Upward Bound - Central participants by

race. In 2006-2007, Upward Bound - Central served 41 Caucasian students, nine

Hispanic/Latino students, and one student claiming more than one race. In 2007-2008, Upward

Bound - Central served 41 Caucasian students, eight Hispanic/Latino students, and one Native

American student. In 2008-2009, Upward Bound - Central served 44 Caucasian students, nine

Hispanic/Latino students, one Native American student, and one Asian student. In 2009-2010,

Upward Bound - Central served 41 Caucasian students, nine Hispanic/Latino students, one

Native American student, and one Asian student.

27

Overall, during the target academic years, Upward Bound - Central served 167

Caucasian students, 35 Hispanic/Latino students, three Native American students, two Asian

students, and one student with more than one race.

Table 3

Upward Bound-Central Participants by Race

Program Year Caucasian African Hispanic Native Asian More than Total American /Latino American one race

2006-2007 41 0 9 0 0 51

2007-2008 41 0 8 0 0 50

2008-2009 44 0 9 0 55

2009-2010 41 0 9 0 52

Total 167 o 35 3 2 208

Research Method

Descriptive statistical research was the method used by the researcher. The goal was to

conduct statistical analyses to make conclusions and recommendations based on the data.

Frequencies, averages, and other statistical calculations were computed and analyzed. Primarily,

archival research was used as the basis for this study provided by Upward Bound - Central from

the school districts, parents, participants, and postsecondary institutions. Written records

including WKCE results from state standardized testing, Department of Education Annual

Performance Reports to verify objectives, and postsecondary institution reporting enrollment on

National Student Clearinghouse verified self-reports and behaviors (Wisconsin Knowledge and

28

Concepts Exam, 2006, 2007, 2008, 2009; Department of Education Annual Performance Report,

2006,2007,2008,2009; National Student Clearinghouse, 2010).

Instrumentation

The researcher used data complied starting with the 2006-2007 school year through the

2009-2010 academic year. Data complied included the collection of individual WKCE tenth

grade standardized test results reported to the state of Wisconsin, National Student

Clearinghouse records for patticipants enrolled in postsecondary education reported by specific

postsecondary institutions, and Annual Performance Reports submitted by Upward Bound-

Central to the Department of Education (Wisconsin Knowledge and Concepts Exam, 2006, 2007,

2008,2009; Department of Education Annual Performance Report, 2006, 2007, 2008, 2009;

National Student Clearinghouse, 2010). The database FileMaker Pro 5.5 was used to analyze

data collected by Upward Bound - Central staff (FileMaker Pro 5.5, 1999).

Data was collected on Upward Bound - Central participants during the selected school

years. Parents and guardians of participants signed waivers and releases for all data collected.

Families were aware of data being collected and voluntarily supplied Upward Bound - Central

staff with the information. Since integrity for each source reporting was necessary, the validity

and reliability of each database was high.

Data Collection Process

The researcher used data complied over the past four years in multiple databases.

Databases included: FileMaker Pro 5.5, National Student Clearinghouse, Annual Performance

Reports 2006-2007,2007-2008,2008-2009 (FileMaker Pro 5.5, 1999; National Student

Clearinghouse, 2010; Department of Education Annual Performance Report, 2006, 2007, 2008,

2009). As a lead employee of Upward Bound - Central, the researcher had access to these

databases through employment at Upward Bound - Central.

29

The researcher ran data reports and cross-tabulated reports to confirm WKCE test scores,

project retention, postsecondary enrollment, and postsecondary persistence.

Data Analysis

This research focused on the compilation and analysis of existing data and records. All

appropriate descriptive statistics were conducted and the results presented in the form of

percentages to the total sample.

Limitations



the Upward Bound - Central program during the 2006-2007, 2007-2008, 2008-2009, and


2. The study results carmot be generalized to a greater population as locations,

circumstances, grant goals, and strategies differ from grant project to grant project.



accuracy.

Assumptions

Assumptions of the study were examined and listed below:

1. The researcher assumed all data in the databases was accumulated and entered correctly.

2. The researcher assumed all participants were honest in their responses.

30

3. Data that was analyzed was assumed to be valid and reliable. School districts,

postsecondary institutions, as well as state and federal governments maintained and used

these data sets; therefore they were assumed valid and reliable.

Summary

The effectiveness of the Upward Bound - Central Program was studied critically and

objectively by examining statistical data on 208 students enrolled in the Upward Bound - Central

program from 2006-20 I O. Four years of recent performance data was analyzed and described by

this researcher. Conclusions and recommendations were offered as a result of this research.

31

Chapter IV: Results

This study evaluated the Forward Service Corporation Upward Bound - Central program.

It took an in depth look at academic evaluation by Wisconsin state standardized testing, project

retention, postsecondary enrollment, and postsecondary persistence. The researcher focused the

study to evaluate the 2006-2007, 2007-2008, 2008-2009, and 2009-2010 academic years.

Continued grant funding requires extensive research and evaluation of services.

Item Analysis

Question 1: Do participants from Upward Bound - Central during the 2006-2007,

2007-2008,2008-2009, and 2009-2010 academic years achieve proficient or advanced level

on the WKCE standardized test during 10th grade testing in reading, language arts, and

math?

2006-2007. Eighty-three percent of Upward Bound - Central 10'11 grade students scored

at the proficient or advanced level in reading and language arts on the WKCE standardized test.

Seventy-seven percent of Upward Bound - Central 10'h grade students scored at the proficient or

advanced level on the math section on the WKCE standardized test (Wisconsin Knowledge and

Concepts Exam, 2006). Table 4 shows a graphic representation of the 2006-2007 WKCE results.

Table 4

2006-2007 WKCE Test Scores

Subject

Reading

Language Arts

Math

Percent of Students Proficient or Advanced

83%

83%

77%

32

2007-2008. Ninety-four percent of Upward Bound - Central 10th grade students scored

at the proficient or advanced level in reading on the WKCE standardized test. Eighty-eight

percent scored in the proficient or advance for the language and math sections on the WKCE

standardized test (Wisconsin Knowledge and Concepts Exam, 2007). A graphic representation

of the WKCE data for 2007-2008 is presented in Table V.

Table 5


Subject

Reading

Language Arts

Math


94%

88%

88%

2008-2009. Seventy-three percent of Upward Bound - Central participants achieved at

the proficient or advanced level during high school on state assessments in reading and language

arts. Sixty-seven percent of students achieved proficient or advanced in the math section on the

WKCE standardized test (Wisconsin Knowledge and Concepts Exam, 2008). A graphic

representation ofthe WKCE data for 2008-2009 is shown in Table 6.

Table 6


Subject

Reading

Language Arts

Math


73%

73%

67%

33

2009-2010. Ninety-four percent of Upward Bound - Central participants achieved at the

proficient or advanced level during high school on state assessments on all three subject areas:

reading, language arts, and math (Wisconsin Knowledge and Concepts Exam, 2009).

Table 7


Subject

Reading

Language Arts

Math


94%

94%

94%

Upward Bound - Central's goal over the four years was to reach 67% of their students

being proficient or advanced during high school on state standardized tests. The data shows this

goal was met each of the four academic years.

34

Question 2: What is the year-to-year retention rate for participants of Upward

Bound - Central during the 2006-2007, 2007-2008, 2008-2009, and 2009-2010 academic

years?

2006-2007. Ninety-four percent of the project participants continued in the Upward

Bound - Central project from one year to the next.

2007-2008. Eighty-six percent of the Upward Bound - Central participants were retained

from one year to the next. During the 2007-2008 school year, data showed four students quit the

program and two students who moved were included in the data.

2008-2009. Ninety-one percent of project participants continued to participate in the

Upward Bound - Central project from one year to the next.

2009-2010. One hundred percent of the project participants continued in the Upward

Bound - Central project from one year to the next.

Table 8 is a graphic representation of the retention rate from 2006-2010.

Table 8

Upward Bound - Central Retention Rates

Program Year

2006-2007

2007-2008

2008-2009

2009-2010

Retention Rate

94%

86%

91%

100%

35

Upward Bound - Central's goal was to have 90% of their students continue in the

program. The data showed the goal was achieved each year, except the 2007-2008 academic

year.

Question 3: What is the post-secondary enrollment of Upward Bound - Central

students in their first year of college during the 2006-2007,2007-2008,2008-2009, and 2009-

2010 academic years?

2006-2007. Eighty-six percent of Upward Bound - Central graduates enrolled in

programs of postsecondary education. In 2006-2007, one student joined the military and one

student enrolled in a short-term certificate program.

2007-2008. One hundred percent of Upward Bound - Central graduates enrolled in

programs of postsecondary education.





Table 9 is a graphic representation of the postsecondary enrollment of Upward Bound-

Central students in their first year of college.

Table 9

Upward Bound - Central Postsecondary Enrollment

Program Year

2006-2007

2007-2008

2008-2009

2009-2010

Postsecondary Enrollment

86%

100%

100%

100%

36

The stated goal for students to enroll in a postsecondary education option was 80%. Data

shows the program achieved this goal each year. For the previous three years, Upward Bound -

Central has met this goal at the 100% level.

Question 4: What is the post-secondary enrollment of Upward Bound - Central

students in their second year of college during the 2006-2007, 2007-2008, 2008-2009, and

2009-2010 academic years?

2006-2007. Data was not available.

2007-2008. Of the Upward Bound - Central graduates who enrolled in postsecondary

education in the fall of2007, 86% enrolled for the fall semester of2008.


education in the fall of 2008, 100% enrolled for the fall semester 2009.


education in the fall of 2008, 92% enrolled for the fall semester 2010.

37

Table 10 presents a graphic representation of Upward Bound - Central's postsecondary

enrollment of students in their second year of college.

Table 10

Upward Bound - Central Postsecondary Enrollment of Second Year

Program Year

2006-2007

2007-2008

2008-2009

2009-2010

Postsecondary Enrollment of Second Year

N/A

86%

100%

92%

The data clearly shows Upward Bound - Central's objective of 80% was achieved during

the 2007-2008 and 2008-2009 academic years. For the current 2009-2010 reporting year, 92%

has been projected and final documentation will be collected by the National Student

Clearinghouse in October of 20 1 0 (National Student Clearinghouse, 2010).

Summary

This study took a comprehensive look at Upward Bound - Central's Wisconsin state

standardized tests, project retention, postsecondary enrollment, and postsecondary persistence of

the Upward Bound - Central participants from the 2006-2007 academic year through the 2009-

2010 academic year. This chapter presented an analysis of data collected and answered the four

research questions. Chapter Five discusses a summary of the findings, draws conclusions, and

makes recommendations.

38

Chapter V: Discussion

This study evaluated the Upward Bound - Central program because evaluation of the

project is critical to secure continued grant funding. The literature review was clear in its need

for more research to be conducted related to the effectiveness of Upward Bound. The researcher

evaluated Upward Bound - Central based on the academic evaluation of Wisconsin state

standardized testing, project retention, postsecondary enrollment, and postsecondary persistence.

Limitations



the Upward Bound - Central program during the 2006-2007,2007-2008,2008-2009, and


2. The study results cannot be generalized to a greater population as locations,

circumstances, grant goals, and strategies differ from grant project to grant project.



accuracy.

Summary and Conclusions

This study evaluated the Forward Service Corporation Upward Bound - Central program.

It took an in-depth look at academic evaluation by Wisconsin standardized testing, project

retention, postsecondary enrollment, and postsecondary persistence. The researcher focused the

study to evaluate the 2006-2007, 2007-2008, 2008-2009, and 2009-2010 academic years.

Overall, this research has shown Upward Bound - Central is meeting its set objective

goals and is effective. Upward Bound - Central's goal over the four-academic year time frame

39

was to have 67% of their students obtain proficiency or advanced scores during high school on

Wisconsin state standardized tests . The data demonstrated this goal was met each of the four

academic years.

Regarding student retention within the Upward Bound - Central's program, the project

goal was to have 90% of their students continue in the program. The data showed the goal was

achieved each year, except during the 2007-2008 academic year. Four students quit the program

and two students moved out of the target area; therefore, the goal was not achieved. However, if

the two students who moved were not counted against the objective, the goal would have been

achieved.

Question three asked: What is the post-secondary enrollment of Upward Bound - Central

students in their first year of college? The objective goal for Upward Bound - Central stated 80%

of students would enroll in a postsecondary education option. Data showed the program

achieved this goal each year. During the academic years 2007-2008, 2008-2009, and 2009-2010,

100% of seniors met this goal in Upward Bound - Central.

Research question four was focused on postsecondary persistence of the participants

second year of college. There was no data collected during the 2006-2007 academic year. The

reason for this absence is unknown to the researcher. Upward Bound - Central's objective was

to have 80% of its participants persisting in college for their second year. The data showed this

goal was achieved during the 2007-2008 and 2008-2009 academic years. Regarding the 2009-

2010 reporting year, 92% compliance was currently projected. Final documentation by National

Student Clearinghouse will be collected in October of 20 10 (National Clearinghouse, 2010).

Additional studies should be conducted with other Upward Bound programs in

Wisconsin and other states to evaluate their practices and levels of success. According to the

40

literature, research has shown mixed results in Upward Bound programs and no studies were

specific to Upward Bound - Central.

To close the achievement gap for low-income and first-generation college-bound

students, Congress created Upward Bound in 1964. In 1974, the General Accounting Office

raised questions about the retention of Upward Bound students in college. A five-year

assessment conducted by Tonn (1988) concluded Upward Bound was doing the job asked by the

Department of Education. Participants were more likely to seek help as needed and seemed

determined to be successful in college. Eruollment figures for the second year of college

indicated continued postsecondary success. According to McLure and Child (1998), Upward

Bound was achieving the goals of its purpose by the students expressing their need for help in

key academic areas, which showed high self-awareness. Garcha and Baldwin (1997), found

students involved in the Upward Bound program showed more educational aspirations and

expectations. Upward Bound students were more likely to attend a four-year college than

students of other pre-college groups.

Upward Bound success has been challenged over the years and funding has been in

question. Laws (1999), found no significant differences in grade point average from Upward

Bound participants and non-Upward Bound participants. Dropout rates were the same for both

groups. Pearl (1972) did not see enough support for disadvantage student in college and saw the

institution as a hostile place.

Recommendations

Accountability is essential, especially in difficult economic times. Additional research

regarding grade point average, class performance, dropout rates, and completion of

postsecondary education should be conducted.

41

Data should be collected and entered in a consistent manner into databases and paper files

solely by trained staff. Training should be offered to employees and staff to guarantee accuracy

and easy retrieval of vital information. Overall, the program evaluation indicated the need for

consistent and sustained criteria repOlted to the United States Depaltment of Education over time

by the same trained personal.

Upward Bound - Central is achieving its set goals and objectives. However, additional

research on Upward Bound - Central should include longitudinal completion studies. More

research and training is recommended on how to advance students state standardized test scores,

project retention, and postsecondary persistence. Other beneficial studies would analyze Upward

Bound - Central's strategies to look for best practices so other public and private Upward Bound

programs could utilize this successful model project.

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Documents

(~0lAJ! t1m,~t1~ - UW-Stout · 2011. 6. 10. · (~0lAJ! t1m,~t1~ Dr. Carol Mooney The Graduate School University of Wisconsin-Stout July, 2010 1 . Author: Title: The Graduate School