Impacts of Regular Upward Bound: Results from the Third Follow-Up Data Collection

摘要

Since December 1991, Mathematica Policy Research, Inc., (MPR) has been conducting the national evaluation of Upward Bound for the U.S. Department of Education (ED). The evaluation has focused on program implementation issues and the effects of the program on student outcomes. The impact study is designed to measure the impacts or effects of regular Upward Bound on student outcomes, and it is based on a longitudinal evaluation in which eligible applicants from a nationally representative sample of projects were randomly assigned to Upward Bound or to a control group. Results from the implementation study were presented in Moore (1997a) and effects of Upward Bound on high school outcomes were presented in Myers and Schirm (1999). The results summarized here are based on the national evaluation's third follow-up data collection, which was completed in 2000. Because the entire sample of students was beyond high school age by that time, the report includes updated findings on the effects of Upward Bound on high school outcomes. In addition, based on data covering the first few years after sample members left high school, the report addresses the following research questions: What effect does Upward Bound have on students' postsecondary experiences. Who benefits most from Upward Bound. What is the association between staying in Upward Bound and student outcomes.