PubPol final
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Minorities, Enrichment, Success Megan Ahlquist, Anais Felt, Brenda Cuellar Research Question: Are enrichment programs such as CASA and Upward Bound effective in increasing minority students’ success? Thesis: Enrichment programs are successful in increasing minority student’s success, and this is reflected in both high school and college graduation rates as well as college enrollment levels. Variables: Dependent: High School graduation rates, College Enrollment, College graduation rates Independent: College enrichment programs 66% 3% 5% 13% 13% White Other Asian Hispanic Black Associates Degree 70% 4% 7% 9% 10% Bachelors Degree “Schools in lower SES communities are often deprived of basic and necessary educational materials.” -The Journal of Negro Education Conclusion: Abstract Analysis References: 0 17.5 35 52.5 70 Completors Noncompletors 4-year college 2-year college Vocational Highly Selective 4-year Co-curricular enrichment programs are often touted as the saviours of the educational sphere, particularly pertaining to the gap between the various races and socioeconomic statuses (and where these two groups intersect). Through a comparison between a variety of studies regarding minorities’ education levels and success rates of enrichment programs like Upward Bound, we show that there is a correlation between both race and education level as well as enrichment program participation and education level. This correlation could prove that co-curricular programs do have an effect on a student’s education level and future socioeconomic status, thereby proving their effectiveness. -Advocacy coalition theory -Economic implications in the community -“Enriching Children, Enriching the Nation” -why not investing in enrichment programs is detrimental. -Making a difference for minorities -Pew Research Data -Case Studies -CASA and Upward Bound -Emails to superintendents US Dept. of Education. "TRIO Home Page." TRIO Home Page. March 25, 2013. Accessed April 25, 2013. http:// www2.ed.gov/about/offices/list/ope/trio/index.html. Seftor, Neil S., Arif Mamun, and Allen Schirm. The Impacts of Regular Upward Bound on Postsecondary Outcomes 7-9 Years After Scheduled High School Graduation.Report no. MPR 6130-800. January 2009. Accessed April 25, 2013. http://mathematica-mpr.com/publications/pdfs/upwardboundoutcomes.pdf . Pew Research Foundation Limitations: Lack of causation, further data collection needed, CASA does not measure against anything, Pre-k programs do not give a wide enough scope when considering economic impact, emails were not returned. Overall, it can be concluded that the correlation between enrichment programs, benefiting the community as a whole(mainly economically and enrichment wise), along with entering and graduating from a higher educational program, is possible, and more apt with an enrichment program. Monday, April 29, 13
Transcript of PubPol final
Minorities, Enrichment, Success Megan Ahlquist, Anais Felt, Brenda Cuellar Research Question: Are enrichment programs such as CASA and Upward Bound effective in increasing minority students’ success?
Thesis: Enrichment programs are successful in increasing minority student’s success, and this is reflected in both high school and college graduation rates as well as college enrollment levels.
Variables: Dependent: High School graduation rates, College Enrollment, College graduation rates Independent: College enrichment programs
66%3%5%
13%
13%
White Other Asian Hispanic Black
Associates Degree
70%
4%7%9%
10%
Bachelors Degree
“Schools in lower SES communities are often deprived of basic and
necessary educational materials.”
-The Journal of Negro Education
Conclusion:
Abstract Analysis
References:
0
17.5
35
52.5
70
Completors Noncompletors4-year college 2-year college Vocational Highly Selective 4-year
Co-curricular enrichment programs are often touted as the saviours of the educational sphere, particularly pertaining to the gap between the various races and socioeconomic statuses (and where these two groups intersect). Through a comparison between a variety of studies regarding minorities’ education levels and success rates of enrichment programs like Upward Bound, we show that there is a correlation between both race and education level as well as enrichment program participation and education level. This correlation could prove that co-curricular programs do have an effect on a student’s education level and future socioeconomic status, thereby proving their effectiveness.
-Advocacy coalition theory
-Economic implications in the community
-“Enriching Children, Enriching the Nation” -why not investing in
enrichment programs is detrimental.
-Making a difference for minorities
-Pew Research Data
-Case Studies
-CASA and Upward Bound
-Emails to superintendents
US Dept. of Education. "TRIO Home Page." TRIO Home Page. March 25, 2013. Accessed April 25, 2013. http://www2.ed.gov/about/offices/list/ope/trio/index.html.
Seftor, Neil S., Arif Mamun, and Allen Schirm. The Impacts of Regular Upward Bound on Postsecondary Outcomes 7-9 Years After Scheduled High School Graduation.Report no. MPR 6130-800. January 2009. Accessed April 25, 2013. http://mathematica-mpr.com/publications/pdfs/upwardboundoutcomes.pdf.
Pew Research FoundationLimitations: Lack of causation, further data collection needed, CASA does not measure against anything, Pre-k programs do not give a wide enough scope when considering economic impact, emails were not returned.
Overall, it can be concluded that the correlation between enrichment programs, benefiting the community as a whole(mainly economically and enrichment wise), along with entering and graduating from a higher educational program, is possible, and more apt with an enrichment program.
Monday, April 29, 13
