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|Title:||Assessing the Impact of Pep on Selected Students From a Chicago Public High School (Pilot Enrichment Program, Illinois)|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The Pilot Enrichment Program (PEP) is a collaboration between the University of Chicago and the Chicago Public School system to strengthen the educational ties between secondary and post-secondary institutions. It has as its goal that of preparing secondary school youth for college matriculation and graduation through college preparation classes and tutorials; cultural, social, and recreational enrichment; and counseling, guidance, and test preparation sessions.
In 1973, PEP was created out of the concern shared by college counselors that educationally disadvantaged students critically need to develop their basic as well as technical skills in order to compete effectively for college admissions. These skill failures are often masked by apparent good grades: students earn A's and B's according to their local school standards; yet many of them rank well below average on nationally standardized tests.
PEP is an example of the relatively recent relationship being developed by some universities with their local school communities across the country. The projects range from teacher training programs to direct services for students. Yet PEP goes beyond the range of these projects. It involves parents, the community, and businesses, in addition to the interaction of a college and a high school.
Data collected on participants, in the form of test scores, school records, participation in activities, and questionnaires, indicated that, overall, PEP has had a tremendous impact on student achievement. Ninety percent of PEP graduates are either presently attending college or have graduated. The students, staff, and parents working together have helped to produce students who excel academically and personally.
This evaluation has made clear the importance of the use of post-secondary institutions as a resource in secondary school academic achievement. From these findings, it is clear that all components, partcularly parental involvement, are important to a student's academic success.
The research findings from this study suggest that future studies are needed to provide a more in-depth analysis of the components of the PEP Program. A residual effect seems to have occurred on the non-PEP students from the influences of the PEP Program. This has tremendous implications on effecting a larger student population.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-15|