Upward Bound Case Study

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The researcher used twenty-eight (28) interview questions, and as such, could not cover the gamut of other relevant issues that influenced students and program effectiveness. Moreover, there were other unforeseen variables beyond the researcher’s control, which the researcher may not be able to grasp a comprehensive assessment of other pertinent variables that may affect the outcome of the study. Although there are eight hundred and twenty six (826) Upward Bound programs operating nationwide, many of the Upward Bound directors were not comfortable in participating in the study. The randomly selected population presents limitations in scope, as the study captured and represented two of the eight hundred twenty Upward Bound programs nationwide. Issues of time constraints in relation to meet and conduct interviews with Upward Bound directors hindered grasping some qualitative aspect of the research. Directors though compliant, could not answer some of the questions posed as it related to the new APR requirements at the time of the research was completed; and could not provide the results of their current APR report for analysis whether the stated objectives in their Upward Bound grant objectives were met or approaching the target percentage performance. In addition, due to a high turnover in summer and year round staff, the quality and reliability of survey may offer a skewed perspective of the surveyor and this may affect the quality or lack thereof, a true representation of the Upward Bound program’s effectiveness and the participants’ perspective. Programs with similar gender and/or ethnic composition may be able to glean information from this research, some aspects of this research, and integrate the findings in their ... ... middle of paper ... ...l program management and an existential disposition are essential in maintaining the viability of the Upward Bound program, which services disenfranchised populations. Moreover, program planning mechanisms and assessment used by Upward Bound during the academic year and summer are essential, mainly because it uses a combination of human capital, emotional and intellectual interactions, all of which have some immeasurable impact on student preparedness for college, the global economy and the knowledge capital economy. Using observations, and interviews, the researcher used audiovisual methods to capture the qualitative process. This is necessary and often missing component in program evaluation. The values, beliefs, as well as the intellectual, psychosocial models are intricate processes, which take place during program planning (inputs), implementation (outputs).

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