Aspire to Achieve: A Student-Led, Service-Learning Approach for SAT Equity.
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| Title: | Aspire to Achieve: A Student-Led, Service-Learning Approach for SAT Equity. |
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| Authors: | Nguyen, Ngoc-Trang Adrienne H.1,2, Achanta, Nikhila3, Baloch, Ayesha4,5 |
| Source: | Journal of Higher Education Outreach & Engagement. Fall2026, Vol. 30 Issue 3, p61-90. 30p. |
| Subject Terms: | *Service learning, *Low-income students, *Peer teaching, *Educational intervention, *Educational equalization, *University & college admission, Mentoring |
| Company/Entity: | University of Houston |
| Abstract: | On average, low-income students score significantly lower on the SAT than their wealthier peers, causing a cascade of disadvantages that decrease opportunities for college admission and receiving financial aid. To address this disparity, undergraduates at the University of Houston created Aspire, a service-learning project that provides SAT tutoring and postsecondary preparation to students at a predominantly Hispanic, low-income urban high school. From 2019 to 2023, 125 students participated in Aspire, attending five to 11 weekly sessions per semester for up to 22 hours of SAT and postsecondary prep mentorship. Of these students, 53 met inclusion criteria for analysis, with results showing that students in the Aspire program exhibit statistically significant SAT score improvements, with a mean increase of 54 points on a 1,600-point scale. This study demonstrates that undergraduate-led service-learning programs can improve outcomes for underserved students at a relatively low cost, offering a model for replication by other universities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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