View in EDS

The Effects of Gaining Early Awareness and Readiness for Undergraduate Programs on Educational Outcomes: A Meta-Analysis

Saved in:
Bibliographic Details
Title: The Effects of Gaining Early Awareness and Readiness for Undergraduate Programs on Educational Outcomes: A Meta-Analysis
Language: English
Authors: Haemin Kim (ORCID 0000-0002-1685-134X), Marcia L. Montague, Linda G. Castillo
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1506317
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Gaining Early Awareness and Readiness for Undergraduate Programs on Educational Outcomes: A Meta-Analysis
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Haemin+Kim%22">Haemin Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1685-134X">0000-0002-1685-134X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marcia+L%2E+Montague%22">Marcia L. Montague</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+G%2E+Castillo%22">Linda G. Castillo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2025 18(1):S473-S481.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Department of Education (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: P334A200032
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22College+Enrollment%22">College Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment+Rate%22">Enrollment Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Length%22">Program Length</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22ACT+Assessment%22">ACT Assessment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dhe0000586
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506317
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506317
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/dhe0000586
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: S473
    Subjects:
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: College Enrollment
        Type: general
      – SubjectFull: Enrollment Rate
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Program Length
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
    Titles:
      – TitleFull: The Effects of Gaining Early Awareness and Readiness for Undergraduate Programs on Educational Outcomes: A Meta-Analysis
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Haemin Kim
      – PersonEntity:
          Name:
            NameFull: Marcia L. Montague
      – PersonEntity:
          Name:
            NameFull: Linda G. Castillo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1938-8926
            – Type: issn-electronic
              Value: 1938-8934
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Diversity in Higher Education
              Type: main
ResultId 1