An Evaluation of the

Upward Bound Math/Science Southeastern Regional Institute

Lauren Dailey, Charles Kelley and Michael Maxwell

ITEC 8435
Georgia Southern University
Spring 2011
 TABLE OF CONTENTS

EXECUTIVE SUMMARY………………………………………………………………..3

INTRODUCTION…………………………………………………………………………6

FOCUS OF THE EVALUATION………………………………………………………..7

BRIEF OVERVIEW OF THE EVALUATION PLAN AND PROCEDURES………..9

PRESENTATION OF EVALUATION RESULTS……………………………………..13

CONCLUSIONS AND RECOMMENDATIONS………………………………………16

APPENDIX………………………………………………Separate Document – Appendix.PDF

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 EXECUTIVE SUMMARY

The purpose of this study is to evaluate the funded program objectives of the Upward Bound

Math/Science Southeastern Regional Institute at Morehouse College. The main objective of the

Upward Bound Math/Science Southeastern Regional Institute is to design a program that will

prepare 9th, 10th, and 11th grade students to undertake a program in science, technology,

engineering and mathematics that reside in the southeastern region and attend one of the target

high schools. This evaluation is intended to provide information to the Federal TRIO Program

division of the U.S. Department of Education regarding program objective measures for future

funding decisions. The funded program objectives are:

(a) Funding Number: The project will serve 60 students each program year.

(b) Student Distribution: The project will have a distribution of two-thirds (2/3) of the

participants will be classified as first-generation AND low-income, while one-third (1/3)

of the participants will be classified as first-generation OR low-income.

(c) Academic Improvement on Standardized Test: 85% of all UBMS participants, who at

the time of entrance into the project had an expected high school graduation date during

each school year will have achieved at the proficient level during high school on state

assessments in reading, language arts, and math.

(d) Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entrance

into the project had an expected graduation date during the school year, will enroll in a

program of postsecondary education by the fall term immediately following the expected

graduation date from high school.

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 (e) Postsecondary Persistence: 80% of all UBMS participants who enrolled in a program

of postsecondary education during the fall term immediately following high school

graduation will be enrolled for the fall term of the second academic year.

Program data detailing student eligibility, standardized test scores, student retention, and high

school graduation was collected from the program’s student files. Postsecondary enrollment and

persistence information was collected via the National Student Clearinghouse, an online database

of post-secondary enrollment within the United States. Access to the National Student

Clearinghouse will be provided by the Program Manager to the evaluators. Evaluations findings

concluded the following:

 Funding Number: The project served 60 students in the 2009-2010 academic

year. This objective was MET successfully by the project.

 Student Distribution: 53 out of 60 (88%) were classified as First-Generation

College Student AND Low-Income, while 7 out of 60 (12%) were classified as

Low Income only. This objective was MET AND EXCEEDED by the project.

 Academic Improvement on Standardized Test: 24 out of 24 students (100%)

achieved proficiently on state assessments. This object was MET AND

EXCEEDED by the project.

 Postsecondary Enrollment: 35 out of the 39 (90%) students enrolled in a

program of postsecondary education by the fall term immediately following the

expected graduation date from high school. This objective was MET AND

EXCEEDED by the project.

 Postsecondary Persistence: 23 students were classified as seniors in 2007-2008

and enrolled in enrolled in a program of postsecondary education during the fall

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 term immediately following high school graduation. 20 out of those 23 (87%)

enrolled in a program of post-secondary education for the fall term of the second

academic year. This objective was MET AND EXCEEDED by the project.

The following are recommendations from the evaluators to the stakeholders:

 The U.S. Department of Education must increase the amount of money provided to

the program to allow for more students to be impacted by the program services.

 Students who cannot be found in the National Student Clearinghouse database and

fax in a signed declaration of enrollment should be verified by the program. Each

student signs an authorization to release enrollment information and transcripts

through the completion of a post-secondary program of study. The program should

utilize this authorization to obtain actual enrollment verification from the specified

school by the student.

The Morehouse College Upward Bound Math/Science Southeastern Regional Institute has

satisfactorily met, and in some cases exceeded, the funded objectives of the program. The

funding of this program should continue, and hopefully increase, for the 2011-2012 academic

year.

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 INTRODUCTION

Stemming from the Higher Education Act of 1965, The Federal TRIO Programs are

designed to provide equal opportunity educational access to first-generation, low income

students. Starting as 3 programs, the program has grown to over 7 federally funded programs,

with an appropriation of 858.7 million dollars. In 1990, the Upward Bound Math/Science

program was added to the Federal TRIO Programs. This program has a overall objective of

increasing the number of high school students attending college within the Science, Technology,

Engineering, Mathematics (STEM) programs of study. Due to the current economic conditions,

funding for federal grants are being cut when objectives are not satisfactorily met. The purpose

of this study is to evaluate the funded program objectives of the Upward Bound Math/Science

Southeastern Regional Institute at Morehouse College. This evaluation is intended to provide

information to the Federal TRIO Program office program objective information for future

funding decisions. The audiences for this evaluation report are the Federal TRIO Programs, the

Executive Cabinet of Morehouse College, the Executive Director of Federal TRIO Programs at

Morehouse College, and the Upward Bound Math/Science Southeastern Regional Institute

program staff. This report will include a description of the Upward Bound Math/Science

Southeastern Regional Institute, an overview of the Evaluation Plan and Procedures, Evaluation

Results, Conclusions and Recommendations, and Appendicies.

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 FOCUS OF THE EVALUATION

Established in 1990, The Upward Bound Math/Science Southeastern Regional Institute is

a federally funded program through a grant from the U.S. Department of Education. The

program is designed to provide 60 first generation, low-income students an intensive six-week

summer curriculum to students currently enrolled in high school throughout the Southeastern

Region of the United States. This program assists students to develop critical thinking, scientific,

analytical skills, and effective expressions. Students are given the opportunity to work in various

science laboratories and get hands-on computer experience. Students are exposed to a variety of

science, math and engineering careers. While in attendance, students experience innovative

instructional methodologies. Further, students are provided with the opportunity to interact with

their peers from different regions of the state, which in turn, fosters an environment of diversity

and friendship. Students take classes in Mathematics, Technical Writing, Research Sciences, and

a Foreign Language. Students will also spend a significant amount of time working in small

groups on a research project. Students will spend time in the field, laboratory, library, and at the

computer lab. At the conclusion of the program, students will have completed the final project,

prepared a group presentation, and written a manuscript for their research journal. The overall

goal of the program is to ensure that low-income first generation students successfully

matriculate the secondary school arena and gain entry and enrollment into a post-secondary

institution.

The main objective of the Upward Bound Math/Science Southeastern Regional Institute

is to design a program that will prepare 9th, 10th, and 11th grade students to undertake a

program in science, technology, engineering and mathematics that reside in the southeastern

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region and attend one of the target high schools. The evaluation will focus on program

objectives, by which the grant was funded.

FUNDED PROGRAM OBJECTIVES

(f) Funding Number: The project will serve 60 students each program year.

(g) Student Distribution: The project will have a distribution of two-thirds (2/3) of the

participants will be classified as first-generation AND low-income, while one-third (1/3)

of the participants will be classified as first-generation OR low-income.

(h) Academic Improvement on Standardized Test: 85% of all UBMS participants, who at

the time of entrance into the project had an expected high school graduation date during

each school year will have achieved at the proficient level during high school on state

assessments in reading, language arts, and math.

(i) Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entrance

into the project had an expected graduation date during the school year, will enroll in a

program of postsecondary education by the fall term immediately following the expected

graduation date from high school.

(j) Postsecondary Persistence: 80% of all UBMS participants who enrolled in a program

of postsecondary education during the fall term immediately following high school

graduation will be enrolled for the fall term of the second academic year.

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 BRIEF OVERVIEW OF THE EVALUATION PLAN AND PROCEDURES

To evaluate the objectives of the Morehouse College Upward Bound Math/Science Southeastern

Regional Institute, information detailing student eligibility, standardized test scores, student

retention, and high school graduation was collected from the program’s student files.

Postsecondary enrollment and persistence information was collected via the National Student

Clearinghouse, an online database of post-secondary enrollment within the United States. Access

to the National Student Clearinghouse will be provided by the Program Manager to the

evaluators. The program is mandated to undergo a yearly evaluation and prior approval was

obtained from the U.S. Department of Education and the Executive Cabinet of Morehouse

College to utilize the current evaluators. A meeting was held between the Program Officer from

the USDOE, Provost of Academic Affairs of Morehouse College, Executive TRIO Director of

Morehouse College, Program Manager, Program Assistant to review the federal regulations,

evaluation plan, procedures, timeline and format of evaluation report. The following is the plan

for evaluating each mandatory objective:

(a) Funding Number: Program will provide official 2009-2010 program roster and will

provide student files which show current application and acceptance documentations.

Evaluators will cross reference student files, approved student applications, official 2009-

2010 program roster, and program database to determine if the program served 60

students within the 2009-2010 fiscal year. A spreadsheet containing each student’s start

date and end date with a calculation to determine the length of time students received

program services. Students with 10 calendar days or more length of received services

days will be calculated to determine the number of students served in the fiscal year.

(Appendix A)

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(b) Student Distribution: Evaluator will examine student files, which will be provided by

the program staff, for evaluation of information source. Evaluators will reference

program application for responses to parent/guardian educational background to

determine first generation eligibility. Evaluators will reference income verification

documentation and cross reference income statement with federal guidelines to determine

income eligibility. A spreadsheet containing each students eligibility status will be

supplied. Students who are considered first generation and low income will be classified

as both. Students who only meet one criteria will be classified by the satisfied criteria

(FG or LI). Students who are classified as both will be divided by the total number of

students served to determine percentage of classified both students. Students who are

classified as either FG or LI will be combined and divided by the total number of students

served to determine percentage of FG, LI classified students. (Appendix B)

(c) Academic Improvement on Standardized Test: Evaluator will examine student files,

which will be provided by the program staff, for evaluation of information source.

Evaluators will check student transcripts and state assessment reports to see if students

received a proficient or passing score on state assessment examinations. These

assessments will be in Math, Science, Reading, and Graduation Exams, where applicable.

A spreadsheet containing each students' state assessment achievement will be supplied.

Students who have passed the state assessment will be classified with a F. Students who

have failed the state assessment will be classified with a F. Students who have not taken

a state assessment exam will be classified with NT. Students who are classified as P will

be divided by the total number of eligible students served to determine percentage of

eligible students who have achieved proficiently on state assessment test. (Appendix C)

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(a) Postsecondary Enrollment: Evaluator will examine student files, which will be

provided by the program staff, for evaluation of information source. In addition, post-

secondary enrollment will be verified through the National Student Clearinghouse.

Evaluators will check the graduation status of all students who are classified as seniors

within the 2009-2010 program year. Evaluators will check the post-secondary enrollment

status of all students who are classified as seniors within the 2009-2010 fiscal year

through the National Student Clearinghouse. A spreadsheet containing each student who

is classified as a senior graduation and post-secondary enrollment status will be supplied.

Students who graduated in 4 years from high school will be classified with a Y. Students

who enrolled in a post-secondary program of study the fall term immediately following

graduation will be classified with an E. Students who did not enroll in a program of study

the fall term immediately following graduation will be classified with an N/E. Students

who did not graduate in 4 years from high school will be classified with an N. Students

who are classified as G and E will be divided by the total number of senior classified

students served to determine percentage of classified seniors who graduated from high

school in the appropriate number of years and immediately enroll in a post-secondary

program of study. (Appendix D)

(d) Postsecondary Persistence: Evaluators will utilize National Student Clearinghouse to

verify post-secondary enrollment for fall term of the second academic year. Evaluators

will check the postsecondary enrollment status of all students who were classified as

seniors in the 2007-2008 fiscal year and enrolled in a program of study at a post-

secondary institution during the fall term immediately following their high school

graduation. Evaluators will verify that the student enrolled in a post-secondary program

11
of study for the fall term of the second year. A spreadsheet containing each student, who

during the 2007-2008 fiscal year are classified as seniors and enrolled in post-secondary

program of study immediately following graduation will be supplied. Students who are

enrolled in a post-secondary program of study during the immediate fall term of the

second year will be classified as S. Students who did not enrolled in a post-secondary

program of study during the immediate fall term of the second year will be classified as

NS. Students who are classified as S will be divided by the total number of students who

during the 2007-2008 fiscal year are classified as seniors and enrolled in post-secondary

program of study immediately following graduation to determine percentage of students,

who during the 2007-2008 fiscal year were classified as seniors and enrolled in post-

secondary program of study immediately following graduation, who are enrolled in a

post-secondary program of study during the immediate fall term of the second year.

(Appendix E)

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 PRESENTATION OF EVALUATION RESULTS

The following are the results of the evaluation pertaining to each funded objective.

(a) Funding Number: The project will serve 60 students each program year.
The official program roster contained 60 student names. Each student had a file containing

signed application by the student and parent attesting to accurate and truthful information

displayed on the application, income verification, transcript, and 2 recommendations (Counselor

and Teacher). All 60 students had a calendar start date of June 18, 2010. 52 had no calendar end

date, indicating their continued participation in the program, while 8 students had a calendar end

date of July 6, 2010. These students were dismissed from the program for behavior problems. All

students received program services for at least 10 calendar days, per federal regulations. Thus,

the project served 60 students in 2009-2010.

(b) Student Distribution: The project will have at least a distribution of two-thirds (2/3) of

the participants will be classified as first-generation AND low-income, while one-third

(1/3) of the participants will be classified as first-generation OR low-income.

The project’s student application contains the following question: Is either parent a graduate of a

4-year college or university? This question is utilized to determine first-generation status for

each student. Of the 60 students, 53 of the student applications contained an answer of “NO”

indicating they are first generation college students. Each student application contained family

income verification, including copy of filed 1040, W-2 form, check stub, or governmental

assistance letter. The taxable family income is then compared to the federal low-income family

guideline (Appendix F). Governmental assistance is automatically considered low-income. All

60 students were classified as low-income. Of the 60 students, 53 out of 60 (88%) students are

classified as first-generation AND low income, while 7 (12%) were classified as low-income

only.

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 (c) Academic Improvement on Standardized Test: 85% of all UBMS participants, who at

the time of entrance into the project had an expected high school graduation date during

each school year will have achieved at the proficient level during high school on state

assessments in reading, language arts, and math.

Students who were classified as seniors within the 2009-2010 academic year were isolated by the

evaluators, totaling 39 students. State assessments are qualified as either state graduation tests or

end of course tests (EOCT).Final results are captured on the student’s high school transcripts,

which is part of the student file. Review of their transcripts revealed that 31 of the 39 students

took and achieved at proficient level on state graduation tests. The remaining 8 students took and

achieved at proficient level on end of course tests. Thus 39 out of 39 students achieved at a

proficient level during high school on state assessments in reading, language arts, and math.

(d) Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entrance

into the project had an expected graduation date during the school year, will enroll in a

program of postsecondary education by the fall term immediately following the expected

graduation date from high school.

39 students had an expected graduation date during the 2009-2010 academic year. 39 out of 39

successfully graduated from high school based on high school transcripts and high school

counselor official letters to project staff. According to the National Student Clearinghouse, 35

out of 39 (90%) senior classified students successfully enrolled in a program of postsecondary

education in the fall term of the 2010-2011 academic year (immediately following the expected

graduation date from high school).

(e) Postsecondary Persistence: 80% of all UBMS participants who enrolled in a program of

14
 postsecondary education during the fall term immediately following high school

graduation will be enrolled for the fall term of the second academic year.
23 students were classified as seniors during the 2007-2008 academic year, completed their first

year in post-secondary education. According to National Student Clearinghouse, 20 out of those

23 (87%) students who enrolled in a program of postsecondary education during the fall term

immediately following high school graduation will be enrolled for the fall term of the second

academic year.

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 CONCLUSIONS AND RECOMMENDATIONS

Based on the evaluation of the program data from the Morehouse College Upward Bound

Math/Science Southeastern Regional Institute, this evaluation study concludes the following as it

pertains to the funded objectives:

(a) Funding Number: The project will serve 60 students each program year.

 The project served 60 students in the 2009-2010 academic year. Each student file

contained the appropriate admissions items and each student was administered

project services for more than ten (10) calendar day. This objective was MET

successfully by the project.

(b) Student Distribution: The project will have a distribution of two-thirds (2/3) of the

participants will be classified as first-generation AND low-income, while one-third (1/3)

of the participants will be classified as first-generation OR low-income.

 During the 2009-2010 academic year, the project’s student distribution was 53 out

of 60 (88%) were classified as First-Generation College Student AND Low-

Income, while 7 out of 60 (12%) were classified as Low Income only. Federal

regulations require that least 2/3 (67%) of the students be classified as First

Generation College Student AND Low-Income. The remaining students must be

classified as First Generation College Student OR Low-Income. This objective

was MET AND EXCEEDED by the project.

(c) Academic Improvement on Standardized Test: 85% of all UBMS participants, who at

the time of entrance into the project had an expected high school graduation date during

each school year will have achieved at the proficient level during high school on state

assessments in reading, language arts, and math.

16
  24 of the students were classified as seniors and had an expected high school

graduation date during the 2009-2010 academic year. 16 of the students achieved

at a proficient level on the state high school graduation assessment. The

remaining 8 students achieved proficiently on state end of course assessment.

Thus, all students (100%) achieved proficiently on state assessments. This object

was MET AND EXCEEDED by the project.

(d) Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entrance

into the project had an expected graduation date during the school year, will enroll in a

program of postsecondary education by the fall term immediately following the expected

graduation date from high school.

 39 students were classified as seniors and had an expected graduation date during

the 2009-2010 academic year. 35 out of the 39 (90%) students enrolled in a

program of postsecondary education by the fall term immediately following the

expected graduation date from high school. This objective was MET AND

EXCEEDED by the project.

(e) Postsecondary Persistence: 80% of all UBMS participants who enrolled in a program

of postsecondary education during the fall term immediately following high school

graduation will be enrolled for the fall term of the second academic year.

 23 students were classified as seniors in 2007-2008 and enrolled in enrolled in a

program of postsecondary education during the fall term immediately following

high school graduation. 20 out of those 23 (87%) enrolled in a program of post-

secondary education for the fall term of the second academic year. This objective

was MET AND EXCEEDED by the project.

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The Morehouse College Upward Bound Math/Science Southeastern Regional Institute met, and

often exceeded, all funded objectives. It is the recommendation of the evaluators that funding for

the project continues through the 2011-2012 academic year. Listed below are observations of the

findings by the evaluators based on the funded objective:

 Funding Number: The program must keep a revolving role count of 60 students. Once

students graduate from high school, the program must replace those students by the start of

the summer program. It is the summer roster that constitutes the official program roster. Due

to limited financial resources, the project will never be able to serve more than 60 students

per year.

 Student Distribution: The Federal Regulations are confusing as it relates to the criteria

distribution of the student population. The regulations were interpreted by the evaluators as

only 67% of the students were to meet the First Generation AND Low-Income criteria and

only 33% could be classified as First Generation OR Low-Income. After a discussion with

the Program Officer (Liaison between USDOE and project), It was made clear that the

program is funded to assist students who are First Generation AND Low-income. Thus, the

emphasis is placed on programs serving those that are classified as both. However, if there

were any students who were not classified as both, at a minimum, they must be classified as

either First Generation OR Low-Income. Also, it is important to note that the program does

an excellent job of calculating taxable income when the income verification submitted is not

the Federal 1040 form. The accountant for the Morehouse College Federal TRIO Programs

has devised a formula, which was approved by the USDOE, to calculate the taxable income

of a family when the W-2 or check stub is provided. This information is also found in the

student files in front of the income verification provided.

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 Academic Improvement on Standardized Test: No observation

 Postsecondary Enrollment: The program does an excellent job of documentation as it

pertains to Postsecondary Enrollment information from the National Student Clearinghouse.

The program prints out the information provided by the National Student Clearinghouse and

places the information in each applicable student’s file. Those students who cannot be found

in National Student Clearing database are contacted by the program to determine fall status.

Students are then required to e-mail of fax a signed declaration as confirmation. This is

considered acceptable by the USDOE. The 4 students who did not enroll in a postsecondary

program of study enrolled in the military. The USDOE does not count military enrollment in

as successful postsecondary entry.

 Postsecondary Persistence: The same procedure for Postsecondary Enrollment verification

is utilized for Postsecondary Persistence.

The following are recommendations from the evaluators to the stakeholders:

 The U.S. Department of Education must increase the amount of money provided to

the program to allow for more students to be impacted by the program services.

 Students who cannot be found in the National Student Clearinghouse database and

fax in a signed declaration of enrollment should be verified by the program. Each

student signs an authorization to release enrollment information and transcripts

through the completion of a post-secondary program of study. The program should

utilize this authorization to obtain actual enrollment verification from the specified

school by the student.

In conclusion, the Morehouse College Upward Bound Math/Science Southeastern Regional

Institute has satisfactorily met, and in some cases exceeded, the funded objectives of the

19
program. The funding of this program should continue, and hopefully increase, for the 2011-

2012 academic year.

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