The Effects of Gaining Early Awareness and Readiness for Undergraduate Programs on Educational Outcomes: A Meta-Analysis
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| Title: | The Effects of Gaining Early Awareness and Readiness for Undergraduate Programs on Educational Outcomes: A Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Haemin Kim (ORCID |
| Source: | Journal of Diversity in Higher Education. 2025 18(1):S473-S481. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | P334A200032 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | College Preparation, College Readiness, Access to Education, Undergraduate Study, Meta Analysis, Outcomes of Education, Minority Group Students, Disproportionate Representation, College Entrance Examinations, Scores, College Enrollment, Enrollment Rate, Graduation Rate, Program Length |
| Assessment and Survey Identifiers: | ACT Assessment |
| DOI: | 10.1037/dhe0000586 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | There has been much effort to minimize the educational disparities among students with diverse linguistic, cultural, and socioeconomic backgrounds. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is one of the national efforts to combat the educational inequity that started in the late 1990s. Since then, evidence of how GEAR UP contributes to diminishing the educational gap in students' educational outcomes accumulated, including academic and behavioral outcomes. Yet, no study comprehensively evaluated the overall effects of such empirical studies. Thus, the goal of the current meta-analysis is to quantitatively synthesize the studies that investigated the effects of GEAR UP on historically underrepresented students' college readiness. Across various educational outcomes, eight studies were identified. A random-effects model was employed to account for heterogeneity across the studies, followed by moderator analyses. Findings from four separate meta-analyses revealed that the magnitude of the overall effects of GEAR UP on educational outcomes varied from small (e.g., American College Test scores) to large (e.g., attendance rate), according to Kraft (2020). Results of two proportional meta-analyses revealed that both college enrollment rate and graduation rate were higher for GEAR UP participants compared to non-GEAR UP participants. The program length was found to not moderate the effect of GEAR UP. Implications and future research directions are suggested. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506317 |
| Database: | ERIC |
| Abstract: | There has been much effort to minimize the educational disparities among students with diverse linguistic, cultural, and socioeconomic backgrounds. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is one of the national efforts to combat the educational inequity that started in the late 1990s. Since then, evidence of how GEAR UP contributes to diminishing the educational gap in students' educational outcomes accumulated, including academic and behavioral outcomes. Yet, no study comprehensively evaluated the overall effects of such empirical studies. Thus, the goal of the current meta-analysis is to quantitatively synthesize the studies that investigated the effects of GEAR UP on historically underrepresented students' college readiness. Across various educational outcomes, eight studies were identified. A random-effects model was employed to account for heterogeneity across the studies, followed by moderator analyses. Findings from four separate meta-analyses revealed that the magnitude of the overall effects of GEAR UP on educational outcomes varied from small (e.g., American College Test scores) to large (e.g., attendance rate), according to Kraft (2020). Results of two proportional meta-analyses revealed that both college enrollment rate and graduation rate were higher for GEAR UP participants compared to non-GEAR UP participants. The program length was found to not moderate the effect of GEAR UP. Implications and future research directions are suggested. |
|---|---|
| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000586 |
