The Relationship Between GEAR UP Participation and High School Freshman Year Performance Indicators

Abstract

ABSTRACT The purpose of this study was to determine whether a relationship exists between participation in the GEAR UP program and academic success in the freshman year of high school in a program house in Topeka, Kansas. GEAR UP is a federally funded pre-college grant program charged with preparing cohort groups of at-risk students for the successful pursuit of college. Utilizing the Freshman Year Performance Indicators, developed by the University of Chicago Consortium on Chicago School Research (freshman year GPA, number of credits earned and number of class period absences), this study examined the relationship between GEAR UP participation (by number of hours) and these Freshman Year Performance Indicators. The freshman year in high school is a critical time in the academic development of at-risk students, as 9th grade academic performance can predict the likelihood of on-time high school graduation. There exists a void in the literature regarding what freshman year interventions are related to the academic success of program participants. This study sought to provide guidance in this area. The participants in this study were 200 9th graders at Highland Park High School in Topeka, Kansas. Using 9th grade participation data and student GPA, credits earned and attendance information, correlation and multiple one-way ANOVAs were run to determine which categories of activities were most significantly related to academic achievement, and to determine relationships based upon race and gender. A t-test was run to determine demographic differences among participants. Finally, multiple regression models were run to determine what level of GEAR UP participation had the most impact on the three outcome variables (GPA, credits earned, and attendance), what categories of activities had the most impact, and how student level demographics impacted participation. Results from this quantitative study showed students who participated in Highland Park GEAR UP were primarily Hispanic and female, with an average GPA of 2.15, had earned an average of six credits and had missed an average of thirty-eight class periods during the 9th grade year. There was a statistically significant difference in gender and GPA, with females having higher GPAs than males. Participation hours in GEAR up activities showed statistically significant differences by race/ethnicity, with White students having the most participation hours. Additionally, a significant correlation was found to exist between Total Hours of Participation and Counseling Services participation and all three of the Freshman Year Performance Indicators (GPA, number of credits earned and number of class period absences), as well as Summer Experience participation with credits earned and GPA. Finally, linear regression determined significant relationships existed between Counseling Services participation and all three of the Freshman Year Performance Indicators. The results from this study coincide with recent research indicating primary success of pre-college programs found in the areas of grit, motivation and personal growth, all of which were components of the Highland Park GEAR UP Counseling Services slate of activities.