Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Cynthia Topdemir, Ph.D.

Committee Member

Lilliana Rodriguez, Ph.D.

Committee Member

Tony Tan, Ph.D.

Committee Member

Kathleen Moore, Ph.D.

Keywords

Effectiveness of Upward Bound on College Graduation

Abstract

This study examines the impact of high school academic indicators and participation in the federally funded Upward Bound program on college graduation rates for first-generation, low-income students. Specifically the extent to which participation in the federally funded TRIO Upward Bound program and related factors—high school GPA, course rigor, program involvement, gender, race, and college type—predict 6-year college graduation rates for first-generation, low-income students. Using stepwise logistic regression analysis on data of 163 students in an Upward Bound program in the Southeast, the results show that students with higher GPAs, active engagement in the program, and females were significantly more likely to graduate within six years. These findings underscore the importance of taking rigorous high school courses and active program participation in promoting college success among first generation, low-income students. Implications include accessibility for opportunities to take rigorous courses in high school, finding programs like Upward Bound that help increase college success, developing mentoring relationships with students, and public policy that addresses college affordability along with support of funding of programs like Upward Bound. This study also reveals the need to consider gender disparities in college success with males needing direct support services.

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