The Princeton University Preparatory Program and Participants’ Postsecondary Outcomes

Abstract

This study examines the effectiveness of the Princeton University Preparatory Program (PUPP), a college access program. College access programs have been developed at the federal and university-level to address the weak pipeline of low-income students applying to postsecondary institutions. Few university-sponsored programs have been systematically evaluated. RESEARCH QUESTIONS: The first part of the study examines the association of PUPP and participants’ postsecondary outcomes. To provide a counterfactual, this study compares the outcomes of students who were admitted to the program (2010-12) to those of students who applied but were not admitted for the same years. Using multivariate regression analyses, the section tests the following hypotheses: 1. PUPP participants are more likely than non-participants to attend a 4-year institution vs. a 2-year institution. 2. PUPP participants are more likely than non-participants to attend a selective 4-year institution vs. a non-selective 4-year or 2-year institution. The second part of the study examines whether PUPP mitigates the effect of different school environments on the postsecondary outcomes of only PUPP graduates (2004-12). Using multivariate regression analyses, the section tests the following hypotheses: 3. PUPP participants who attend less well-endowed school districts are no less likely than PUPP participants from more well-endowed schools to attend a 4- year institution vs. a non-selective 4-year or 2-year institution. FINDINGS: The results from the multivariate analyses revealed several key findings: 1. PUPP participation remained significantly and positively associated with higher odds of attending 4-year and selective institutions, controlling for prior academic ability. 2. For PUPP graduates, high school attended remained a significant factor that impacted students’ postsecondary outcomes. CONCLUSIONS: The study recommends that PUPP continues to support students through counseling and academic enrichment. In addition, it recommends that federal programs conduct more research to understand the academic abilities of students served and the effects of programming intensity. These recommendations will serve to strengthen college access programs for the future.