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Education Beyond High School: Factors Associated with Postsecondary Education Access and Persistence Among Vermont Gear Up and Talent Search Participants
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| Presenter(s):
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| Laura Massell,
Vermont Student Assistance Corporation,
massell@vsac.org
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| Abstract:
The Vermont Student Assistance Corporation (VSAC) administers Vermont’s two statewide college access grants, GEAR UP and Talent Search. Working with low-income youth in grades six through 12, these programs are designed to strengthen academic skills, raise educational aspirations, and support students in the college and financial aid application process. This study examines the postsecondary enrollment patterns of GEAR UP and Talent Search participants in High School Classes of 2001 and 2003 (n=1200) using a combination of National Student Clearinghouse, Vermont Grant records, and Telephone Interview data.
Using logistic regression, the study examines the extent to which postsecondary education enrollment, persistence and completion can be predicted from students’ 6th-12th grade participation in either college access program (duration and intensity), students’ educational aspirations and postsecondary planning, high school coursework and grades, Pell and Vermont grant award history and expected family contribution levels, and other student demographic factors.
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Evaluating the Kalamazoo Promise Scholarship Program as a Catalyst for Systemic Change
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| Presenter(s):
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| Gary Miron,
Western Michigan University,
gary.miron@wmich.edu
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| Stephanie Evergreen,
Western Michigan University,
stephanie.evergreen@wmich.edu
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| Abstract:
This paper provides an overview of the evaluation of the Kalamazoo Promise universal scholarship program. The scholarship has garnered considerable national attention, including that of the U.S. Department of Education, which funded the evaluation due to its interest in whether the Promise can work as an effective school reform method. The paper presents the theoretical framework for the evaluation (we use a theory-driven approach). The design and methods for data collection also are explained. A number of obstacles and challenges arose in the process of designing and conducting this evaluation. The paper will examine these challenges and describe the strategies and measures used to address them. Key findings are highlighted related to the response to the Promise by students and families, teachers, administrators, and the broader community. In the paper’s conclusion, both methodological and operational issues are discussed regarding the evaluation.
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