Some first-generation and low-income students enrolled in an Upward Bound (UB) program in a university in the southeastern United States are not prepared to transition from high school to college; therefore, they may need additional guidance, support, resources, and tools to help them with the process. For this reason, precollege programs such as the UB program were designed to prepare first-generation, low-income students for transitioning from high school to college. The purpose of this bounded qualitative case study was to describe first-generation, low-income students' perspectives of the UB program. The conceptual framework for this case study was Tinto's student integration model. Purposeful sampling was used to select 7 UB graduates who were enrolled in the program for at least 2 years. Opened-ended interview questions were used to gather data for open coding and axial coding data analysis process. The results of this study were used to develop an UB Report which described UB gradates' perspectives of the program. Included in the report are the findings, which revealed that UB graduates identified benefits (motivation, social exposure, and student experiences) and resources (services and guest speakers) as major components of the program that contributed to their transition from high school to college. Reporting the perspectives of UB graduates will help UB directors and secondary and postsecondary administrators better understand how the UB program positively affects first-generation, low-income students' successful transition from high school to college.

The current study assessed the efficacy of one TRIO program, Talent Search. This study compared the postsecondary enrollment of Talent Search participants and non participants. The comparison was conducted on a sample of 284 low-income college ready seniors from three south central Kentucky high schools. Results indicated that low-income students participating in the Talent Search program did enroll at a significantly higher rate than non-participants. This study also examined if the length of time students participated in the Talent Search program was significantly related to postsecondary enrollment. Results indicated no significant correlations. Additionally, this study examined if a relationship in postsecondary enrollment among Talent Search participants as related to their classification by Talent Search eligibility criteria of (a) low income only, (b) first generation only, and (c) both low-income and first generation exist. Results indicated no significant correlations. The findings in this study will help provide support of the effectiveness of TRIO, particularly Talent Search.

The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions. / text

Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.

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The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.