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Improving College Access at Low-Income High Schools? The Impact of GEAR UP Iowa on Postsecondary Enrollment and Persistence

Improving College Access at Low-Income High Schools? The Impact of GEAR UP Iowa on Postsecondary... GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federal program designed to promote college access and success for students from low-income backgrounds. Although some literature has examined K–12 outcomes, little research has explored the extent to which GEAR UP achieves its intended postsecondary objectives. The present study used a difference-in-differences design with a sample of 17,605 students to explore the impact of GEAR UP Iowa on college enrollment and persistence. The findings indicate that GEAR UP Iowa promotes the college enrollment of high school graduates by 3 to 4 percentage points, whereas it appears to have no effect on college persistence. Results are similar regardless of students’ socioeconomic status, race/ethnicity, sex, and K–12 special education status. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Evaluation and Policy Analysis SAGE

Improving College Access at Low-Income High Schools? The Impact of GEAR UP Iowa on Postsecondary Enrollment and Persistence

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Publisher
SAGE
Copyright
© 2018 AERA
ISSN
0162-3737
eISSN
1935-1062
DOI
10.3102/0162373718778133
Publisher site
See Article on Publisher Site

Abstract

GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federal program designed to promote college access and success for students from low-income backgrounds. Although some literature has examined K–12 outcomes, little research has explored the extent to which GEAR UP achieves its intended postsecondary objectives. The present study used a difference-in-differences design with a sample of 17,605 students to explore the impact of GEAR UP Iowa on college enrollment and persistence. The findings indicate that GEAR UP Iowa promotes the college enrollment of high school graduates by 3 to 4 percentage points, whereas it appears to have no effect on college persistence. Results are similar regardless of students’ socioeconomic status, race/ethnicity, sex, and K–12 special education status.

Journal

Educational Evaluation and Policy Analysis – SAGE

Published: Sep 1, 2018

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