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EFFECTIVENESS OF THE PRE-COLLEGE
OUTREACH PROGRAM AT WEBER STATE
UNIVERSITY
Kelsey Boyer, Shaylee Wheeler, Christopher Griffith
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Research Objectives To investigate the success of pre-college outreach
programs in providing the following among traditionally non-college bound high school seniors: awareness of college access to college exposure to college and campus life academic preparation for college and assistance in transitioning to college
To investigate the strengths and weaknesses of the delivery of the pre-college outreach services
To investigate the influence of pre-college outreach programs on students’ decision to go to college
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Research Questions
What did the pre-college outreach programs do to achieve the above listed outcomes?
Did the students find the delivery of the services to be effective in accomplishing the outcomes?
Did the provided services influence the students’ decision to go to college?
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Background Information:Research from Literature
National survey conducted by College Board in 2001 Programs do in fact get traditionally non-
college bound students into higher education more so than without intervention
Programs proven to be effective in terms of college enrollment, although little research has been done to measure the impact of such programs on the students who participate in them Not much is known regarding the extent to
which they are helpful and how they can assist students more effectively
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WSU Education and Outreach
Education Access and Outreach Office Mission: to increase educational opportunities and college
participation for underrepresented students who are traditionally non-college bound
Student to Student Provides academic support to students in Ogden city’s
middle and high schools through student tutors from WSU
Educational Talent Search Identifies qualified students and encourages them to
complete high school and to attend and graduate from college by providing them with the necessary information
Multicultural Youth Conference Conference designed for ethnic minorities that includes
workshop sessions on leadership, planning for student success, communication skills, diversity and inclusion, and applying to college
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Effect of Pre-College Outreach Program in Ogden City School District
Study of six target schools The percentage of students who enrolled at
Weber State University was higher among outreach program participants than among the student body in general Of the 176 participants in the program, 80
enrolled at Weber State University with an enrollment rate of 45%, as compared to only a 17% enrollment rate among all students in the target schools.
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Concepts Defined Awareness: increased visibility of WSU in local junior high
and high schools Access: providing step-by-step guidance to help students
enroll at college Exposure: interactive experience on college campus in
order to know available programs and opportunities Readiness: ensuring that students are prepared to handle
college-level coursework Transition: following through after enrollment into college
to assist the students in their first semester
Traditionally Non-College Bound (TNCB): students that are identified as being low income, first generation, and minority students
Pre-College Outreach Programs: Student to Student, Educational Talent Search, and Multicultural Youth Conference
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Subjects for Study
Thirty 2009 high school graduates from both Ogden and Ben Lomond High Schools Participation in Student to Student, Educational
Talent Search, and Multicultural Youth Conference Twenty-two enrolled at Weber State during 2009
summer semester Made contact and received information from nine
students One student did not wish to participate
Eight students not included in study Six did not enroll at any educational institution
Were originally going to be comparison group Two enrolled at other educational institutions
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Demographic Characteristics Gender
4 Female 5 Male
Race/Ethnicity 1 African American 3 Caucasian 5 Hispanic
Credit hours enrolled in current fall 2009 semester 1 not enrolled 1 six to eleven 7 twelve to seventeen
Hours of work per week 4 not employed 4 30-39 hours 1 40+ hours
Living Situation 7 in home with parents 2 off campus housing
without parents
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Data Collection Methods
Focus Groups October 27th and November 4th in Student Service
Center Pizza and drinks provided
Phone Interviews November 10th
All participants received $5 on their Wildcard All participants were told that all the
information they provided would be kept confidential
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Measurement of Concepts
Open-ended questions concerning effectiveness and influence of the pre-college outreach programs
Questions framed around five aspects of awareness, access, exposure, readiness, and transition Did the programs help accomplish each
aspect? What services did the program provide to do
so? Anything that could have been improved? Did it influence decision to go to college?
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Results: Achieving the Outcomes Awareness Access Exposure Readiness Transition
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Results: Effectiveness of Services Awareness
“I was into the idea that I wanna get out, I don’t wanna live here…but ETS helped me a lot. You realize that I will be living with my parents and everything will be a lot more affordable.”
Access “I don’t think without it I would…get any
scholarships…so it did help me a lot.” “I don’t even know how I got enrolled, so it was
pretty cool…. I loved the fact that…I was just enrolled.”
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Results: Effectiveness of Services Exposure
“…I would see people going on trips and stuff and everything and [my friends and I] were like, ‘What’s going on? We wanna be in there! We wanna go places.’ That’s actually how I got enrolled. I had no idea what it was about or anything. All I knew is that they would go on field trips.”
Readiness A respondent who went on to participate with TRIO in his first
semester at Weber State said, “…they actually helped me with some stuff academically…they helped me out getting a tutor and now I’m actually doing kinda good.”
One respondent who utilized S-to-S while in high school then was a mentor for it in college said, “When I was in high school I’d say it would probably help me just a little bit…but then for, like, college and everything I don’t think that it…really did very much.”
Another respondent told us, “I felt kinda stressed ‘cause I didn’t do much in high school.”
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Results: Effectiveness of Services Transition
“I actually got a lot of help from everybody.” “They still talk to me sometimes. Whenever I have
questions I just go talk to them.”
Overall Suggestions included starting the outreach at an
earlier age for the students and more communication between students and advisors, but overall the participants we interviews seemed to have a positive reaction to the outreach
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Results: Decision to go to College It was evident that the programs
definitely had a positive effect on their decision Four already planning on going to college Two wanted to go but didn’t know if they
were going to be able to Two were not planning on going at all One did not answer
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Results: Decision to go to College Made college a more attainable goal
College education seemed out of reach on several different levels
Respondent who did not know if she was able to go to college: “The whole college thing scared me for a while,” but “[the programs] made it a lot easier…[They] made me want to come more to college.”
Respondent who already knew he wanted to go to college: “…it made me realize that college isn’t really that bad – really isn’t as bad as you think it is.”
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Results: Decision to go to College Being told that college would positively
affect their chances of getting a better job
Respondent who was not planning on attending: “They told me that without college, you basically can’t really get a good job after that, so that kinda pushed me to go to college too, ‘cause everyone wants a good job.”
Respondent who was already planning on attending: “They told me how it’s better to get a job if you go to college…you can get a better career. Yeah, it just makes my life easier to go to college.”
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Conclusions
The Program was considered to be successful in the following areas:
Availability of financial assistance Any help in this area is invaluable Information regarding financial aid (FAFSA and
scholarship help) mentioned often
Excitement for on-campus experiences Great motivating factor
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Conclusions
Program Success Continued:
Ease of the enrollment process Stress of enrolling was almost non-existent First big milestone to make college a reality
Affect on decision to attend college Programs do indeed have positive affect on students Although some felt as though there were minor
troubles, program came through where it was most important
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Conclusions
The Program was considered to have fallen short in these areas:
Preparation for college academics Many did not feel overly confident in their preparedness However, some respondents had not participated in S-to-
S Program Advisors
Great influence on students and were held in very high esteem
Consistency very important Had strong desire for communication Needed that connection during time of change
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Recommendations
Maintenance of positive aspects Availability of Financial Assistance On-Campus Experience Ease of Enrollment Affect on Decision to Attend College
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Recommendations
More focus on academic preparation for college Encourage Student to Student More information regarding reality of college
coursework Consistency of program advisors
Students created a bond with their advisor Communication extremely important Students are going through a time of change and
uncertainty and crave that connection and stability with the person or persons who are guiding them through
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Limitations of the Study
Small sample size Focus groups vs. phone interviews
Depth and length of answers Differences between focus groups
Social Setting Gender
Further research would enrich existing data Follow-up with respondents Interview other participants
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“…Being in these programs really
opened my eyes and really showed me
that there are really good opportunities
for me to be able to go to college still.”