Editing Upward Bound (section)

== Effectiveness ==
{{Primary sources section|date=May 2019}}
[http://www.pellinstitute.org/publications.shtml Several studies] have shown that TRIO Upward Bound is tremendously successful.<ref>{{cite web |url=http://www.pellinstitute.org/downloads/trio_clearinghouse-Norfles_February_2001.pdf |title=Archived copy |access-date=2017-03-16 |url-status=live |archive-url=https://web.archive.org/web/20170317144927/http://www.pellinstitute.org/downloads/trio_clearinghouse-Norfles_February_2001.pdf |archive-date=2017-03-17 }}</ref> A study released by the U.S. Department of Education (ED) in 2004, provides a detailed analysis of program demographics. Notable alumni of Upward Bound programs include<ref>{{cite web|title=Famous TRIO|url=http://www.msjc.edu/StudentServices/UpwardBound/Pages/Famous-TRIO.aspx|website=msjc.edu|access-date=19 March 2017|url-status=live|archive-url=https://web.archive.org/web/20170320144447/http://www.msjc.edu/StudentServices/UpwardBound/Pages/Famous-TRIO.aspx|archive-date=20 March 2017}}</ref>  [[John Quiñones]], [[Angela Bassett]], [[José M. Hernández]], [[Troy Polamalu]], [[Emmy-winning Journalist Rick Blalock]], [[Kenny Leon]], [[Donna Brazile]], [[Patrick Ewing]], [[Henry Bonilla]], [[Cardi B]]{{cn|date=December 2022}}, [[LALA Castillo]], [[Raphael Warnock]], Oprah [[Oprah Winfrey|Winfrey]] and [[Viola Davis]]. Effectiveness varies from program 
to program, as local program directors determine the strategy most optimal vis-a-vis the student base, from being very strict and hands-on with students, to being more lenient in terms of student life and academic management.{{citation needed|date=September 2021}} Students enrolled in Upward Bound were shown to be more likely to enroll in a four-year institution than students participating in comparable programs, and were also less likely to enroll in remedial courses.<ref>{{cite thesis |last1=Wooldridge |first1=Heather R.C. |year=2018 |title=College Ready? A Longitudinal Study of the Effectiveness of AVID, GEAR UP, and Upward Bound on College Degree Completion |id={{ProQuest|2125096691}}}}</ref> Unique aspects of the Upward Bound program include a summer immersion program conducted on college campuses. The program exposes students to college-level rigor, while also allowing students to enter university courses before high school completion bypassing the need for remedial classes upon beginning postsecondary education.

=== College Readiness ===
According to a study done by [https://www2.ed.gov/about/offices/list/opepd/ppss/index.html Policy and Program Studies Service] of the [[United States Department of Education]], in students with lower educational expectations, Upward Bound was shown to increase both enrollment and credits earned at four-year institutions. Repeated participation in Upward Bound until high school graduation was shown to improve educational results such as the rate of four-year college attendance and credits earned at four-year institutions. Students who were enrolled in the Upward Bound program were categorized into distinct groups based on the length of time they participated. The groups were low-duration (1 to 12 months of participation), medium-duration (13 to 24 months of participation) or high-duration (25 or more months of participation), and also as program completers (through graduation) or noncompleters. The results of the [[observational study]] showed that an additional year participating in Upward Bound can significantly improve students’ motivation and persistence to pursue higher education, apply for [[Student financial aid (United States)|financial aid]], apply for highly selective 4 year college programs, and complete [[higher education]]. Different effects were measured by looking at the data for noncompleters and the impact of completing the program. The rate at which the students would pursue postsecondary enrollment would increase from 74% to 91%. There are confounding variables in this study, mostly due to the characteristic of students who decide to stay involved in the program and therefore have higher educational expectations for themselves. The true effects of an additional year of participation may be lower than the actual findings. The researchers attempted to control for the variable by [[Matched pairs|matching]] participants with similar characteristics and different duration of participation in the program. The general effect of Upward Bound is only significantly seen in 4-year colleges.<ref name=":0">{{cite web |first1=David |last1=Myers |first2=Robert B. |last2=Olsen |first3=Neil |last3=Seftor |first4=Julie |last4=Young |first5=Christina Clark |last5=Tuttle |title=The Impacts of Regular Upward Bound: Results from the Third Follow-Up Data Collection |url=https://www.mathematica.org/our-publications-and-findings/publications/the-impacts-of-regular-upward-bound-results-from-the-third-followup-data-collection |id={{ERIC|ED518667}} |website=Mathematica }}</ref>

=== Higher Educational Pursuit ===
In an examination of the [https://nces.ed.gov/surveys/els2002/ Educational Longitudinal Study] of 2002, collected by the [[National Center for Education Statistics]], researchers found that only 7% of students eligible for federally funded precollege programs enrolled in such programs. They found that participating students were .576 times as likely not to enroll in a four-year institution and .555 times as likely not to enroll in a postsecondary institution of any kind compared to all eligible students. However, Upward Bound students were 31% more likely to drop out of the postsecondary institution in which they enrolled. Though some of the statistics reporting participants' outcome are not optimal, the students participating in Upward Bound are an academically vulnerable population. Therefore, these results do not necessitate that Upward Bound is a deficient program, but that the students may require more support than they receive.<ref>{{cite journal |last1=Alhaddab |first1=Taghreed A. |last2=Aquino |first2=Katherine C. |title=An Examination of Relationships Between Precollege Outreach Programs and College Attendance Patterns Among Minority Participants |journal=Journal of the First-Year Experience & Students in Transition |date=2017 |volume=29 |issue=1 |pages=33–55 |url=https://www.ingentaconnect.com/content/fyesit/fyesit/2017/00000029/00000001/art00002 }}</ref>

Additionally, research at the [[Journal of Hispanic Higher Education]] suggests that Upward Bound programs can specifically help more (otherwise discouraged) Latino students pursue dreams of college. There are low rates of enrollment of Latino students due to discouraging factors like “policies that encourage quick job placement over career development, lack of understanding of the benefits of a college degree, lower expectations for Latino students, poor financial planning, and lack of guidance”, but Upward Bound programs should help combat them and support students. The key to these programs’ intervention is education and providing students the opportunities that come with a college education. As a result, it would motivate more students to go to college and encourage them that college is attainable. They would also offer more college preparation, guidance in college and help students plan to ensure they not only enroll at an institution but also graduate and find a career. A main drawback of these programs is that many students are unaware that they are available to them. Another one is that these programs should not just aim to get underprivileged students into college but facilitate them finishing. Furthermore, with the Latino population in this country growing, having more educated Latino students could help bring more revenue and benefit society as a whole.<ref>{{cite journal |last1=Rodriguez |first1=Eric |last2=Rhodes |first2=Kent |last3=Aguirre |first3=Geoffrey |s2cid=145756564 |title=Intervention for High School Latino Students in Preparing for College |journal=Journal of Hispanic Higher Education |date=29 September 2014 |volume=14 |issue=3 |pages=207–222 |doi=10.1177/1538192714551369 }}</ref>

=== Research Complications ===
Another research study done by the [[University of Wisconsin–Madison|University of Wisconsin]] explains that many studies may have falsely suggested that Upward Bound programs are not meeting their mission of increasing the rate of college enrollment of underprivileged students. The researcher suggests there are actual methodical and analysis errors in other researchers' work and that these programs can close the success attainment gaps between students from different socio-economic statuses.<ref>{{cite thesis |last1=Nathan |first1=Alan B. |year=2013 |title=Does Upward Bound Have an Effect on Student Educational Outcomes? A Reanalysis of the Horizons Randomized Controlled Trial Study |id={{ProQuest|1355756348}}}}</ref>

In response to misleading data being published on the efficacy of Upward Bound and Upward Bound Math and Science programs in 2009, the [http://pellinstitute.org Pell Institute] performed a re-analysis of positive impacts achieved by the programs. Data reported by the Pell Institute shows positive effects found in legislatively mandated programs. Upward Bound students were more likely to receive a bachelor's degree than students receiving no or less thorough supplemental educational services. Of students participating in an Upward Bound program, three-quarters enrolled at a post-secondary educational institution within one year of their projected high school completion, as opposed to less than half of students without access to supplemental college services. One-fifth of Upward Bound students enrolled in post-secondary education completed a degree within six years of their high school graduation date, in contrast with less than one-tenth of students without supplemental services.<ref>{{cite book |first1=Margaret |last1=Cahalan |first2=David |last2=Goodwin |date=June 2014 |title=Setting the Record Straight: Strong Positive Impacts Found from the National Evaluation of Upward Bound |id={{ERIC|ED555877}} |url=http://pellinstitute.org/downloads/publications-Setting_the_Record_Straight_June_2014.pdf |publisher=The Pell Institute for the Study of Opportunity in Higher Education, The Council for Opportunity in Education |page=28 }}</ref>