Abstract
Brief Literature Review
Diversity represents a compelling interest for the University of California in achieving its mission to promote the state's economic development through a well educated workforce (Outreach Task Force, 1997; Conklin, Curran & Gandal, 2005). There is a working assumption that students who participate in academic preparations programs will improve their likelihood of attending and succeeding in college (Gandara, 1999, 2002; Villalpando & Solarzano, 2005). There are limited studies of the Early Academic Outreach Program (EAOP), one of the University-sponsored outreach program, which claim that participation in the program increases the likelihood that students will complete the necessary college preparatory courses ('a-g') that are integral in meeting the University of California eligibility requirements (Quigley, 2002). However, there is very little evaluative study that identifies which programmatic elements are most likely to improve the educational achievement of students (Gullatt & Jan, 2003), especially those from disadvantaged backgrounds (Tierney & Hagedorn, 2002). This study explores the value of two specific types of early intervention as part of college
preparation programs.
Statement of Problem
This study will attempt to answer the following research questions: 1) Does participation in EAOP individual academic planning sessions and group workshops influence students' completion of the 15 'a-g' courses required for University of California eligibility?
2) Does participation in EAOP individual academic planning sessions and group workshops impact students' 'a-g' GPA earned in 10th and 11th grade, which determines UC eligibility?
Methodology
Data analysis will include collection of EAOP participation records of students who graduated from high school in 2007 and were enrolled in EAOP since 9th grade. Participants' academic transcripts will be evaluated to determine 'a-g' course-taking patterns and completion, and their grade point average in the 'a-g' courses completed will be calculated.
Conclusions and Recommendations
Results confirm that student participation in individualized academic advising sessions and student participation in group workshops are significantly linked to completion of 'a to g' coursework and to higher GPA in that coursework. The marginal impact of every individual academic planning session attended is about twice that of the marginal impact of participation in group workshops.
Recommendations supported by these findings include systematic evaluation of program practices in order to identify which activities have a positive impact on meeting programmatic objectives. This includes examination of specific college-readiness programs and quantitative assessment of their relative impact on the success of educationally disadvantaged groups. Given the reality of finite time and resources available, this analysis revealed a need for sustained evaluative mechanisms that will inform program staff of the most effective means of improving the preparation of the students EAOP serves.