A New Field Emerges: College Access Programs. Executive Overview. Volume I.

Autor/inn/en	Bailis, Lawrence Neil; Hahn, Andrew; Aaron, Paul; Nahas, Jennifer; Leavitt, Tom
Institution	Brandeis Univ., Waltham, MA. Center for Human Resources.
Titel	A New Field Emerges: College Access Programs. Executive Overview. Volume I.
Quelle	(1995), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; College Admission; College Bound Students; Cost Effectiveness; Disadvantaged Youth; Higher Education; Literature Reviews; Low Income Groups; Minority Groups; Program Effectiveness; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Benachteiligter Jugendlicher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This volume, first in a series, contains a literature review of the college access field, as well as case studies and lessons for community leaders interested in designing or reforming college access programs. The college access field contains many well thought out programs that are widely believed to be effective in helping minority and low-income youth overcome barriers in their efforts to get to college. For the most part, these beliefs have not been based on the kind of social science evaluation techniques usually believed necessary to demonstrate program effectiveness. Conduct of a sophisticated analysis of CollegeBound (Baltimore, Maryland) operations and outcomes, site visits and analyses of six urban college access programs, and a review of the literature on college access programs leads to three basic conclusions. The Baltimore CollegeBound program evaluation provides the best empirical evidence that a college access program can have a demonstrable impact on college attendance for some types of students at some types of programs. A second conclusion is that, to be successful, a college access program must reflect the existing realities and relationships within school systems and between school systems and communities. It is therefore both inappropriate and misleading to look for one best way to design and carry out college access activities or to rank order programs. A third conclusion is that in the Baltimore CollegeBound program the benefits far outweigh program costs. Findings from this report are used to make specific recommendations to the Baltimore program, and recommendations for college access programs in other cities that center on improved cooperation, access to information, networking, and research to improve these programs through a variety of approaches. (SLD)
Anmerkungen	Center for Human Resources, Brandeis University, Heller Graduate School, Waltham, MA 02254-9110. Tel: 617-736-3770; Fax: 617-736-3773.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC