ERIC Number: ED255154
Record Type: Non-Journal
Publication Date: 1985
Reference Count: N/A
Helping Disadvantaged Youth and Adults Enter College: An Assessment of Two Federal Programs.
Franklin, Paul L.
Eleven Talent Search (TS) projects and six Educational Opportunity Centers (EOC) were evaluated. Designed to increase college enrollment by low-income youth and adults, these federal programs provide students information, counseling, and other support. Recommendations for national policymakers, U.S. Department of Education officials, and local project administrators are included. Data sources include: census data, program performance data for 1979-1982, and partial data for 1982-1983; funding proposals and reports, and questionnaire and interview data. After briefly tracing program histories and obstacles to access for the disadvantaged, information is provided on clients, services, staffing, and organization of the programs. In evaluating program success, problems in reporting and interpreting information to measure program effectiveness are addressed. It is concluded that service delivery has increasingly been cost-effective and professional and various strategies have helped diverse clients achieve educational access. However, a consistent approach to performance reporting is needed to strengthen the case for continuing support of programs and to improve service delivery. Appended is a list of the TS projects and EOC centers, the sponsoring institutions, start dates, and target groups. (SW)
Descriptors: Access to Education, Adult Students, Ancillary School Services, College Attendance, Data Collection, Delivery Systems, Disadvantaged, Educational Opportunities, Federal Programs, High School Students, Higher Education, Low Income Groups, Minority Groups, Program Descriptions, Program Evaluation
College Board Publications, Box 886, New York, NY 10101 ($7.00 per copy, 20 percent quantity discount for 5 or more copies).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Authoring Institution: College Entrance Examination Board, Washington, DC.