A Profile of the

Upward Bound 

Math-Science

Program: 2000–2001

U.S. DEPARTMENT OF EDUCATION

OFFICE OF POSTSECONDARY EDUCATION

FEDERAL TRIO PROGRAMS

2004

A Profile of the 

Upward Bound 

Math-Science Program:

2000–2001

Prepared for:

U.S. Department of Education 

Office of Postsecondary Education

Federal TRIO Programs

By:

Research Triangle Institute

Thomas R. Curtin

Margaret W. Cahalan
This report was prepared for the U.S. Department of Education under Contract No. ED–01–CO–0052/0007.

The views expressed herein are those of the contractor. No official endorsement by the U.S. Department of

Education is intended or should be inferred.

U. S. Department of Education

Rod Paige

Secretary

Office of Postsecondary Education 

Sally L. Stroup

Assistant Secretary

Federal TRIO Programs

Larry Oxendine

Director

December 2004

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of

Postsecondary Education, A Profile of the Upward Bound Math-Science Program: 2000–2001, by Thomas R. Curtin

and Margaret W. Cahalan, Washington, DC, 2004.

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20794–1398;

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This report is also available on the Department’s Web site at: www.ed.gov/programs/triomathsci/index.html.

On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer

diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260–9895 or

(202) 205–8113.
CONTENTS

TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

HIGHLIGHTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Grantees and target schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Program participation levels, services, and academic measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

Postsecondary enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

CHAPTER 1 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

A. The program’s purpose, origins, and requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

B. Program funding history . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

C. The changing national context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

D. Purpose and development of the UBMS performance report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

E. Report structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

CHAPTER 2 CHARACTERISTICS OF GRANTEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

A. Federal region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

B. IPEDS comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

CHAPTER 3 UPWARD BOUND MATH-SCIENCE PARTICIPANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

A. Participant distribution, by eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

1. Context: National data on poverty and parent education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2. Distribution of UBMS participants, by eligibility status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

B. Participant distribution, by race/ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1. Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2. Distribution of UBMS participants, by race/ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

C. Participant distribution, by gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

1. Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

2. UBMS distribution, by gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

D. Participant need for services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

E. Participant distribution, by grade and age at entry into the program . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1. Grade at entry into UBMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

2. Age at entry into UBMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

CHAPTER 4 UPWARD BOUND MATH-SCIENCE TARGET SCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

A. Number of target schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

B. Estimates of the percentage of potentially eligible students served . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

C. Comparison of percentage eligible for free lunch and percentage minority . . . . . . . . . . . . . . . . . . . . 29

iii
CHAPTER 5 HIGH SCHOOL PROGRAM PARTICIPATION, SERVICES, AND ACADEMIC MEASURES . . . . . . . . . . . . . . 33

A. Participation level and number served . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

1. Participation level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

2. Number served and number funded to serve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

B. Participant status and length of participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

1. Participation length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

2. Reason for leaving the program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3. Overlap among UB and UBMS participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

C. Services offered and received . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

1. Percentage of projects offering service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

2. Percentage of participants receiving instruction in the subject area . . . . . . . . . . . . . . . . . . . . . . . . 40

3. Other services for UBMS in 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

D. High school grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

1. GPA at the start and end, by grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

2. GPA change status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

E. College entrance exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

1. Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

2. UBMS college entrance exam results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

F. Credits earned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

CHAPTER 6 POSTSECONDARY ENROLLMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

A. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

B. Context: National data on enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

1. Enrollment status of dependent family members 18- to 24-years-of-age . . . . . . . . . . . . . . . . . . . 51

2. College enrollment for high school graduates the October following graduation . . . . . . . . . . . . 54

C. UBMS performance report data on postsecondary enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

1. Source of information on postsecondary enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

2. Type of postsecondary enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

3. Postsecondary enrollment status, financial aid sources, and standing . . . . . . . . . . . . . . . . . . . . . . . 57

4. Postsecondary grade level and degree and certificate completion status . . . . . . . . . . . . . . . . . . . . 58

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

APPENDIX A UPWARD BOUND MATH-SCIENCE PERFORMANCE REPORTING: METHODS AND DATA QUALITY 

FOR THE FIRST YEAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

APPENDIX B GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

iv
TABLES

1. TRIO funding, number of grants, number of participants, average award, 

average number served, and amount per person served: 2002–03 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2. TRIO funding, by program in current and constant 2002 dollars: 1967–2002 . . . . . . . . . . . . . . . . . . . . 5

3. Total number of bachelor’s, master’s, and doctoral degrees awarded and number awarded to U.S. 

citizens and permanent residents: 1990 and 1998–1999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4. Percentage distribution of bachelor’s, master’s, and doctoral degrees awarded and total awarded to 

U.S. citizens and permanent residents, by race/ethnicity: 1990 and 1998–99 . . . . . . . . . . . . . . . . . . . . . 9

5. Projects and unduplicated counts of current and prior-year UBMS, UB, and VUB participants 

included in the project reports, by type of project and grantee sector: 2000–01. . . . . . . . . . . . . . . . . . . 12

6. Number and percentage of Upward Bound projects, by federal region: 2000–01 . . . . . . . . . . . . . . . . . 13

7. Number and percentage of two- and four-year degree-granting institutions serving undergraduates 

that have Upward Bound grants, by type of postsecondary institution: 2000–01 . . . . . . . . . . . . . . . . . . 14

8. Comparison of the distribution of Carnegie classified postsecondary institutions and UBMS grantees, 

by type of degree awarded: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

9. Postsecondary institutions serving undergraduates and institutions with Upward Bound projects, by 

type of institution: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

10. Percentage distribution of UBMS participants, by eligibility status and by sector of grantee: 2000–01 20

11. Percentage distribution of U.S. population, by race/ethnicity: 1970–2001 . . . . . . . . . . . . . . . . . . . . . . . 21

12. Percentage distribution of reported reason for needing UBMS services, by sector: 2000–01 . . . . . . . . 24

13. Percentage distribution of types of tests used to assess academic need and mean PLAN-ACT and 

PSAT test scores for UBMS projects: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

14. Percentage distribution of UBMS participants, by grade at entry into program: 2000–01. . . . . . . . . . . 26

15. Percentage distribution and mean age at program entry for new, current, and re-entry participants in 

UBMS projects, by sector of host institution: 1999–2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

16. Number of UBMS and UB projects, number of target schools, and target schools as a percentage of 

total public schools serving grades 9–12, by state: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

17. Number of participants served by Upward Bound and Talent Search projects and estimated 

percentage of students eligible for free lunch served by the programs, by state: 2000–01 . . . . . . . . . . . 30

18. Percentage of students in grades 9–12 eligible for the federal free lunch program in Upward Bound 

target schools and other secondary schools, by state: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

19. Percentage of minority students in grades 9–12 in Upward Bound schools and other secondary 

schools, by state: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

20. Number and percentage distribution of Upward Bound Math-Science participants, by grantee sector 

and type of participation in reporting year: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

21. Percentage distribution of participants, by participant status (new, continuing, and re-entry) and by 

type of Upward Bound project: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

22. Percentage distribution, mean, and median number of months between entry date and date of last 

participation (or end of reporting period) for UBMS participants, by participant status: 2000–01 . . . . 37

23. Percentage distribution, mean, and median number of months between entry date and exit date (or 

end date of reporting period) for prior-year participants in UBMS projects, by project sector: 2000–01 . . 38

24. Percentage distribution of reported reasons for leaving the program of UBMS participants with a 

reported date of last service: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

v
25. Number of UBMS and UB projects with overlapping current and prior-year participants, by grantee 

sector: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

26. Percent of UBMS projects having at least one participant receiving service in academic areas, and 

percent of current participants receiving the service: 2000–2001. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

27. Percentage distribution of UBMS projects providing academic year and/or summer service, and 

percentage of current participants receiving the service: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

28. Mean high school GPA on 4-point scale for new, continuing, and re-entry UBMS participants, by 

grade entering at end of reporting period: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

29. Mean GPA at entrance into program, start of reporting period, and end of reporting period, by GPA 

change status for participants served by UBMS and UB: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

30. Average national scores for SAT and ACT, by selected socioeconomic categories: 2001 . . . . . . . . . . . . 48

31. Percentage of UBMS participants in performance reports with test information and mean score for 

college entrance exams, by end grade level: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

32. Percentage of UBMS participants earning credits and credits earned, by type of credit earned: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

33. Percentage distribution of enrollment status of dependent primary family members 18- to 

24-years-old, by family income level: 2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

34. Estimated number of persons in family income categories and percentage of high school graduates 

enrolled in college the October following high school graduation, by gender and family income: 

October 2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

35. Percentage distribution of source of information on postsecondary activities for UBMS and UB prior 

participants, by gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

36. Percentage distribution of the types of postsecondary institutions first attended by UBMS 

participants, by sector of grantee institution: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

37. Percentage distribution of postsecondary enrollment status among those reported as enrolled, by 

gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

38. Percentage distribution of type of financial aid among those having financial aid status reported, by 

gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

39. Percentage distribution of postsecondary enrollment standing among those reported as enrolled in or 

accepted at postsecondary institutions, by gender: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

40. Percentage distribution of postsecondary grade level among those reported to have completed 

secondary education, by gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

41. Percentage distribution of postsecondary degree completion status among those reported to have 

completed secondary education, by gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

A–1. Number of Upward Bound projects funded and number and percentage that submitted performance 

reports, by program type: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

vi
FIGURES

1. TRIO funding in constant 2002 dollars, by program: 1967–2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2. Percentage of the population 18–24 years old who have dropped out of high 

school (status dropout rate), by race/ethnicity: 1967–2000. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

3. Percentage of 18–24-year-olds enrolled in postsecondary institutions, by race/ethnicity: 1967–2000. . 7

4. Percentage of high school graduates enrolled in college the October following graduation, by family 

income: 1972–2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

5. Percentage distribution of UBMS projects, by sector of host grantee: 2000–01. . . . . . . . . . . . . . . . . . . 11

6. Percentage of people under 18 years who were below the poverty level, by race/ethnicity: 1970–2001 . . 17

7. Percentage of U.S. population and of persons under 18 in families in poverty and under 150 percent 

of poverty level, by race/ethnicity: 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

8. Percentage of children 6–18 years of age having a mother with a bachelor’s degree and percentage 

having a father with a bachelor’s degree, by race/ethnicity: 1974–1999. . . . . . . . . . . . . . . . . . . . . . . . . . 19

9. Percentage of high school students who were potentially first-generation four-year college graduates, 

by race/ethnicity: 1972, 1980, 1990, and 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

10. Percentage distribution of UBMS participants, by eligibility status: 2000–01. . . . . . . . . . . . . . . . . . . . . 20

11. Percentage distribution of UBMS participants, by race/ethnicity: 2000–01 . . . . . . . . . . . . . . . . . . . . . . 21

12. Percentage distribution of UBMS participants, by race/ethnicity and by host 

grantee sector: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

13. Percentage distribution of participants, by race/ethnicity and by type of Upward Bound program: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

14. Percentage of 18–24-year-olds who dropped out of high school (status dropout rate), by gender: 

1967–2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

15. Percentage of high school graduates aged 14–24 who were enrolled in or completed some college, 

by gender: 1967–2000. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

16. Percentage distribution of participants, by gender and by type of Upward Bound project: 2000–01 . . 23

17. Percentage distribution of participants, by grade at entry into program and by type of Upward Bound 

program: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

18. Average number of target schools, by type of Upward Bound project: 2000–01. . . . . . . . . . . . . . . . . . . 29

19. Percentage of UBMS and UB participants involved at various levels during the reporting year: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

20. Number served over course of the reporting year, number funded to serve, and number served in a 

summer component, among UBMS projects submitting performance reports: 2000–01. . . . . . . . . . . . 36

21. Percentage distribution of UBMS current (re-entry, continuing, and new) participants, by grantee 

sector: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

22. Percentage of participants who received instructional services in each of the academic areas in 

UBMS and UB during the academic year and the summer program: 2000–01 . . . . . . . . . . . . . . . . . . . 42

23. Percentage of participants who received instructional services in selected mathematics subject areas 

in UBMS and UB during the academic year and the summer program: 2000–01 . . . . . . . . . . . . . . . . . 43

24. GPA of UBMS participants served in reporting period at program entry, start of reporting period, 

and end of period, by GPA change status: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

25. Percentage of dependent primary family members 18–24-years-old enrolled full and part time in 

two-year and four-year postsecondary institutions or having a bachelor’s degree, by family income 

level and by gender: October 2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

26. Percentage of UBMS participants enrolled (or accepted for enrollment) in postsecondary education, 

who first attended the grantee institution, by grantee sector: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . 56

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FOREWORD

To help achieve our collective goal of “no child left behind,” high-quality educational opportunities must be

available to all students. In keeping with this goal, the Federal TRIO Programs provide outreach and support to

help low-income and potentially first-generation college students who need academic support to progress through

the academic pipeline from middle school to postbaccalaureate programs.

On behalf of the Federal TRIO Programs, I am pleased to present this report, A Profile of the Upward Bound

Math-Science Program: 2000–2001. The goal of the Upward Bound Math-Science Program is to help students recognize and develop their potential to excel in the fields of math and science and to encourage them to pursue postsecondary degrees in math and science.

This report is the first in a series that presents a national profile of the Upward Bound Math-Science (UBMS)

Program. We are also preparing similar national profile reports on the classic Upward Bound and Veterans

Upward Bound programs. In addition, individual project reports, which will be provided under separate cover,

summarize specific information submitted by each project and provide aggregate information on other UBMS

projects in the same federal region, the same institutional sector, and the nation. The 2000–01 performance

reports, submitted by the UBMS projects, were the primary data source for this national profile report and for

each individual project report. The 2000–01 performance reports from “classic” Upward Bound projects were

similarly the source of data about that program cited for purposes of comparison at various points in this report.

We are proud to formally begin a process for sharing national statistical information on the UBMS Program

and related national data. It is our hope that the collection and dissemination of this information will foster communication aimed at assessing our mission and implementing measures of how well we are doing. We also hope

that this profile report will serve as the catalyst for a dialogue on ways to provide program services to more students, improve the effectiveness of program services, and increase postsecondary enrollment and degree completion for low-income, first-generation college students.

I appreciate the collective effort of the Upward Bound community to help ensure that our children will have

access to the opportunities afforded through a quality education.

Larry Oxendine

Director

Federal TRIO Programs

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ACKNOWLEDGMENTS

Publishing this report was a team effort, and we appreciate the support of all who contributed. First we thank

the project staff members of the Upward Bound Math-Science projects who reported the data upon which this

profile report is based. We also want to thank Larry Oxendine, director of the Federal TRIO Programs, and

Margarita Benítez, team leader for the Upward Bound Math-Science Program, for their contributions. Frances

Bergeron, team leader, Program Management and Development, Federal TRIO Programs, coordinated the data

collection and reporting processes, provided feedback as the report developed, and reviewed the report. Kathy

Fuller, Mia Howerton, Teresita Kopka, Geraldine Smith, Gaby Watts, Crystal Wheeler, and Sheryl Wilson, also

of TRIO, provided a careful review of the document in preparation for publication.

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HIGHLIGHTS

This report provides a comprehensive profile of the

Upward Bound Math-Science (UBMS) Program1 using

individual student-level information for UBMS participants served in 1999–2000 and 2000–01. Ninety-eight

percent of the UBMS projects (118 out of 121 projects)

provided student-level data for this report. The 

118 projects provided information in the performance

reports for 8,788 UBMS participants. After removing

duplicates (e.g., students who were listed more than

once in a project), some 8,684 UBMS project participants were identified. This included 6,880 new, continuing, and re-entry participants served during the

2000–01 project year (79 percent); 1,751 prior-year

participants (20 percent)—those participants served in

1999–2000 but not in 2000–01; and 53 participants

whose status was unknown (1 percent).

The highlights below provide information on the

characteristics of Upward Bound Math-Science grantees

and program participants, program participation levels,

services, and secondary school academic measures; also

provided are preliminary data on postsecondary enrollment. (For comparison, the highlights also include the

findings for “classic” Upward Bound projects based on

the 2000–01 performance reports for those projects.)

Grantees and target schools

• During the 2000–01 program year, a total of 

121 regular Upward Bound Math-Science projects

were funded.

• The largest percentage of UBMS grantees 

(81 percent) was four-year postsecondary institutions. Fourteen percent were two-year postsecondary institutions and 5 percent were community-based organizations. By comparison, 63 percent of classic Upward Bound (UB) grantees were

four-year postsecondary institutions, 32 percent

were two-year institutions, and 5 percent were

community-based organizations.

• UBMS projects had high representation at minority

institutions. While Historically Black Colleges and

Universities constitute 3 percent of the nation’s

degree-granting institutions that serve undergraduates, they are grantees for 13 percent of UBMS

projects. While Hispanic Serving Institutions represent 6 percent of degree-granting institutions, they

house 10 percent of UBMS projects.

• A typical UBMS project served 18 target high

schools and classic Upward Bound served an average of six target schools.

• Among UBMS and UB target schools, 34 percent

of students were eligible for free lunch, while

about 25 percent of the high school students

attending schools that were neither UBMS nor

UB target schools were eligible for free lunch.

• Almost half (47 percent) of the total enrollment in

UBMS and UB target schools was minority; in

high schools that were not Upward Bound target

schools, 31 percent of enrollment was minority.

Participants

• Overall, 75 percent of UBMS participants were

both low-income and potentially first-generation

college students; 18 percent were first-generation

only; and 7 percent were low-income only.

1There are three types of Upward Bound projects: regular, or

classic, projects that prepare high school students for programs of

postsecondary education; Math-Science Centers that prepare high

school students for postsecondary programs that lead to careers in

the fields of math and science; and Veterans projects that assist military veterans to prepare for entry into postsecondary education programs. The acronym UB refers to classic Upward Bound; UBMS

refers to Upward Bound Math-Science, and VUB refers to Veterans

Upward Bound.
• Fifty-three percent of UBMS participants served

in 2000–01 were new (first-time) participants; 

47 percent were continuing participants having

also participated in the program in 1999–2000;

and a very small percentage—less than one-half of

one percent—were classified as re-entry participants. For classic UB participants, 38 percent

were new and 61 percent were continuing.

• The largest percentage (41 percent) of UBMS participants in 2000–01 were black or African

American followed by white (25 percent), Hispanic

or Latino (20 percent), Asian (7 percent), American

Indian or Alaska Native (4 percent), Native

Hawaiian or other Pacific Islander (1 percent), and

those of more than one race (2 percent). Among

classic UB, 45 percent of participants in 2000–01

were black or African American, 25 percent were

white, 19 percent were Hispanic or Latino, 5 percent were Asian, 4 percent were American Indian or

Alaska Native, 2 percent were Native Hawaiian or

Other Pacific Islander, and 1 percent reported more

than one race.

• Just under two-thirds (62 percent) of UBMS participants in 2000–01 were female. In classic UB, 

64 percent of participants were female.

• On average, UBMS projects served three students

per target school, while UB served 12 students

per target school.

• Interest in careers in math and science was the reason cited for needing the program for over half of

UBMS participants (52 percent). The next most

frequent reasons reported were being a member of

a predominately low-income community (11 percent); lack of opportunity, support and/or guidance to take challenging college preparatory

courses (9 percent); rural isolation (6 percent);

lack of confidence and self-esteem (5 percent);

and lack of career goals or information (5 percent). For classic UB participants, the most commonly cited reasons for need for services were

those related to low grades, low achievement

scores, and low aspirations (30 percent).

• The majority of UBMS participants (61 percent)

entered the program as 10th-graders or above; 

39 percent entered as ninth-graders or rising

ninth-graders. For classic UB, approximately 

57 percent entered as either ninth-graders or 

rising ninth-graders.

• The mean age of UBMS participants at entry into

the project was 15.7 years. About 27 percent of

UBMS participants entered the program at age 14

or under. In UB, about 44 percent of participants

entered the program at age 14 or under.

Program participation levels, services, and

academic measures

• About 54 percent of the UBMS participants were

involved in the program during both the summer

or summer bridge and the academic year. Another

27 percent participated in only the summer or

summer bridge components and 17 percent in the

academic-year component only. In classic UB, 

61 percent of participants were involved in both

academic year and summer components.

• The mean number of months between the participant’s entry date and the date of last participation

or the end of the reporting period for those served

in 2000–01 was 14.2 months; the median was

12.0. (Average length of participation of Upward

Bound Math-Science students cannot be accurately reported at this time because the data reported

do not include a complete grade-level cohort.)

• Virtually all UBMS projects had participants

receiving instruction in the required areas of math,

science, foreign languages, and English.

• The overall mean SAT score for UBMS participants who took the test was 966. The mean score

for those who were enrolled in postsecondary education at the end of the reporting period was 1010.

In classic UB, the mean SAT scores were 899 and

917, respectively.

• The overall mean combined ACT scores for

UBMS participants who took the test was 20.6.

The mean for those enrolled in postsecondary

education was 21.5. In classic UB, the mean ACT

scores were 18.8 and 19.1, respectively.

Postsecondary enrollment

For this first UBMS profile report, participantlevel data were only available for individuals served in

1999–2000 and 2000–01. Since about 75 percent of

UBMS participants enter the program before the 11th

grade, most of the participants included in the 2000–01

report had not completed high school. Thus, the data

provided below on postsecondary enrollment rates do

xiv
not include a complete grade-level cohort of UBMS

participants. The following information is reported for

those 1999–2000 and/or 2000–01 UBMS participants

enrolled in postsecondary education at the end of the

report period (summer/fall 2001).

• Of the UBMS participants enrolled in postsecondary education, 86 percent were enrolled in

public or private four-year institutions and 

13 percent in two-year institutions. In classic UB,

74 percent were enrolled in four-year institutions

and 25 percent in two-year institutions.

• There was a positive association between type of

grantee institution and the type of postsecondary

institution attended. For example, among UBMS

participants from programs hosted by two-year

institutions, 37 percent of those enrolled in postsecondary education attended public two-year

institutions, while 13 percent of all enrolled 

participants attended public two-year schools. In

classic Upward Bound, among participants from

programs hosted by two-year institutions, over

half (52 percent) attended public two-year institutions, while 24 percent of all enrolled participants

attended such schools.

• Twenty-one percent of UBMS participants who

enrolled in a postsecondary institution enrolled in

the institution that hosted their UBMS project

(i.e., the grantee institution). The percentage of

the total enrolled that attended the grantee institution was highest among projects hosted by twoyear institutions (29 percent; 46 percent in classic

UB) and lowest among projects hosted by private

four-year institutions (11 percent; 17 percent in

classic UB).

• Over 90 percent of those enrolled were reported

to be attending full time, with only 2 percent

being reported as less than full time and 5 percent

reported to have varied enrollment.

• The majority of those enrolled (56 percent) were

reported to have “multiple federal and other

sources of financial aid,” with another 21 percent

reported to have “multiple federal aid.” About 

4 percent had a Pell grant only.

• Among those for whom postsecondary status was

reported, a small percentage (1 percent) was

reported as not being in good standing.

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The U.S. Department of Education’s Strategic

Plan 2002–2007 (2002) established an objective to

“reduce the gaps in college access and completion

among student populations differing by race/ethnicity,

socioeconomic status, and disability while increasing

the educational attainment of all.” Upward Bound,

which made its first awards in 1965, has always sought

to increase the academic performance and motivation

of low-income youths and potentially first-generation

college students enrolled in high school, so that these

students may complete secondary school and successfully pursue postsecondary education programs. In

1990, the Department created the Upward Bound

Math-Science (UBMS) program with the specific goal

to help low-income, first-generation college students

recognize and develop their potential to excel in math

and science and encourage them to pursue postsecondary degrees and careers in these fields. The UBMS

Program thus addresses two important national goals:

(1) to foster increased math and science educational

participation to prepare a U.S. work force able to

address the scientific and technological issues and

problems of the 21st century, and (2) to increase the

representation within the math and science fields of

persons from low-income and minority backgrounds,

and of persons who are in their families’ first generation to obtain bachelor’s degrees.

A Profile of the Upward Bound Math-Science

Program: 2000–2001 is one component in a series of

reports that present a national profile of the Upward

Bound program. We are preparing similar national

profile reports on the classic Upward Bound (UB) and

Veterans Upward Bound (VUB) programs. Although

the three types of Upward Bound programs have

shared goals and similar performance reports, each

program has a unique mission, with different participant characteristics and services. Each profile report

follows the same outline and includes some overarching tables that provide findings across the three types of

programs.2 However, in-depth information in this

report is presented only for the UBMS Program.

In this introductory chapter, we provide information on program background, the changing context of

UBMS, and the purpose and development of the performance reports. We also outline the report structure.

A. The program’s purpose, origins, and

requirements

Classic UB was the first TRIO program and

remains the largest of the programs in terms of annual

funding allocations. TRIO began with the Economic

Opportunity Act of 1964, which authorized 18 pilot

Upward Bound programs in 1965. In the same year, the

Higher Education Act of 1965 authorized the Talent

Search (TS) program designed to identify and assist

youths with the potential for success in higher education. In 1966, Upward Bound was expanded from the

18 pilot programs to 220. It was not until 1968 that the

term TRIO was coined to encompass the three initial

programs—UB, TS, and the newly authorized Student

Support Services (SSS) program, which provides support services to undergraduates to assist them in completing programs of postsecondary education. At the

same time (in 1968), all three programs were placed

under Title IV of the Higher Education Act, as amended. In 1972, during the Vietnam War, VUB was initiated to assist veterans in their transition from military

service to postsecondary education. Also in 1972, the

Educational Opportunity Centers (EOC) Program to

serve adults was authorized. Fourteen years later, in

1986, the Ronald E. McNair Postbaccalaureate

Chapter I Introduction 1

CHAPTER 1 

INTRODUCTION

2Throughout this report, unless otherwise noted or implied, the

acronym UBMS refers to Upward Bound Math-Science. We refer to

classic Upward Bound as UB and Veterans Upward Bound as VUB. 
Achievement (McNair) Program was authorized to

prepare undergraduates from groups underrepresented

in graduate education for graduate study and the

attainment of Ph.D. degrees. In 1990, the Department

created the UBMS Program to address the need for

specific instruction in the fields of math and science.

The Training Program for Federal TRIO Programs,

authorized in 1976, supports training programs to

enhance the skills and expertise of project directors and

staff employed in the Federal TRIO Programs. The

newest program, the TRIO Dissemination

Partnership, authorized in 1998, encourages the replication of successful practices of TRIO programs at

institutions and agencies that do not have a federally

funded TRIO project.

The purpose of Upward Bound has always been to

foster, among low-income youths and potentially firstgeneration college students enrolled in high school, the

skills and motivation necessary for enrollment and success in education beyond high school. UBMS shares

this goal, but adds a special focus on math and science.

UBMS began in the early 1990s as an initiative to help

address national concerns about attracting and retaining more students within science and mathematics in

the light of predicted shortfalls in the number of individuals entering science and mathematics fields. It was

recognized that the United States could meet future

potential shortfalls of scientists and engineers only by

reaching out and bringing members of underrepresented minorities into science and engineering (Task Force

on Women, Minorities, and the Handicapped in

Science and Technology 1988). Data from the National

Science Foundation (2003) indicated that, in 1990,

underrepresented minorities (blacks or African

Americans, Hispanics or Latinos, and American

Indians or Alaska Natives) represented 19 percent of

the total labor force but only 8 percent of the science

and engineering labor force.

As originally conceived in 1990, UBMS was to

operate exclusively through regional centers that would

serve participants drawn from regular Upward Bound

projects. The program has evolved so that most of the

participants in UBMS are no longer recruited from UB

projects, and it no longer operates exclusively as

regional centers. Indeed, the majority of UBMS projects active in the 2000–01 reporting period operated

within a locality or a state; of the 121 UBMS projects,

only 49, or 41 percent, were regional. The regions

served by projects varied in size from two to eight

states. Of the nonregional projects, some operated

within localities that could be as compact as one city,

county, or school district. Others drew students from

large portions of a state; one grant’s intrastate service

area included 51 counties.

To participate in UBMS, students must be between

the ages of 13 and 19 (except for veterans), have completed eight years of elementary education, plan to go

to college, have an interest in math and or science, and

need UBMS services to fulfill their goals. Students are

generally recruited for participation in UBMS through

the high schools they attend. Selection of the participants is based upon recommendations from their counselors, teachers, and social services agencies. Twothirds of project participants must be low-income

(defined as an individual whose family’s taxable income

did not exceed 150 percent of the poverty level; e.g.,

the income level for a family of four was approximately $26,475 in 2001) and potentially first-generation college students. “Potentially first-generation college student” means that neither of the student’s parents has

completed a bachelor’s degree. The remaining onethird of participants must be either low-income or

potentially first-generation college students.

In applying for UBMS grants, projects identify

specific local, state, or regional geographic areas (i.e.,

target areas) that the project plans to serve. MathScience projects generally serve larger target areas than

do UB projects, and they also serve fewer participants,

on average. The program regulations state that UBMS

projects annually serve between 50 and 75 participants,

while UB projects serve between 50 and 150 participants and VUB projects serve a minimum of 120 veterans. In program year 2000-01, on average UBMS projects were funded to serve 50 participants while UB

projects were funded to serve about 71 participants.

UBMS projects must provide an intensive summer

residential or nonresidential program (at least six weeks

in length) designed to simulate the college-going experience. All Upward Bound projects must provide

instruction in its core curriculum (mathematics

through pre-calculus, laboratory science, foreign language, composition, and literature). In addition, all

Upward Bound projects may provide instruction in

areas other than the core subjects and other services

such as personal counseling, academic advising, tutori2 A Profile of the Upward Bound Math-Science Program: 2000–2001
al services, exposure to cultural events, career preparation, and mentoring. Moreover, UBMS projects must

provide other services that relate to its unique mission.

These include:

1. Intensive instruction in mathematics and science,

including hands-on experience in laboratories, in

computer facilities, and at field sites;

2. Activities that will provide participants with

opportunities to learn from mathematicians and

scientists who are engaged in research and teaching at the grantee institution, or who are engaged

in research or applied science at hospitals, government laboratories, or other public and private

agencies;

3. Activities that will involve pairing participants

with graduate and undergraduate science and

mathematics majors who may serve as tutors and

counselors for participants; and

4. Content in the summer instructional component

that includes daily coursework and other activities specified in sections 645.11 and 645.13 of the

program’s regulations.

UBMS projects may also include a summer bridge

component, consisting of math- and science-related

coursework for those participants who have completed

high school and intend to enroll in an institution of

higher education in the following fall term. Grantees

also offer academic-year services that vary in intensity

from project to project, usually influenced by the geographic dispersion of the students served. In general,

UBMS projects’ academic-year offerings are less structured than those provided by classic UB projects. In

some cases, to reach participants across a broad geographic area during the academic-year, UBMS grantees

use cost-effective measures such as distance learning.

UBMS stipends may be provided to all participants

who participate on a full-time basis as evidenced by

regular attendance and performance up to the standards established by the project. The stipend for the

summer months must not exceed $60 per month; 

for the academic-year component, it must not exceed

$40 per month.

UBMS grants are generally four years in length,

with the top-scoring proposals receiving five-year

awards. Demonstrating the need for the project is a

major factor in the Upward Bound grant award

process. Upward Bound general needs criteria, as listed

in the program regulations, include factors such as low

income and educational level of families in the target

area; higher-than-average dropout rates and lower college-going rates for the target high schools; high student-counselor ratios in the target high schools; and

unaddressed academic, social, and economic needs in

areas that pose problems for low-income and firstgeneration college students.

For UBMS projects, the criteria for need, as stated

in the regulations, are more specific to the math and

science focus. They include factors such as student performance on standardized achievement and assessment

tests in mathematics and science in the target area that

is lower than state or national norms; the lack of

resources and coursework that would help prepare persons for entry into postsecondary programs in mathematics, science, or engineering; the need within the

target area for additional educational opportunities

available to low-income, first-generation students; and

the interest and capacity of eligible students in the target area to pursue academic programs and careers in

mathematics and science.

Prior experience points may be earned by grantees

that have conducted a UBMS project during the three

years prior to the year in which the new application is

submitted. During a program competition, these points

are added to field readers’ scores to arrive at a total

score for the grantee. UBMS grantees may earn up to

15 prior experience points based on the following five

regulatory criteria reflecting the goals of Upward

Bound; each criterion is worth three points:

1. Whether the project serves the agreed-upon

number of participants under the approved

application;

2. The extent to which participants have demonstrated improvement in academic skills and competencies as measured by standardized achievement tests and grade-point averages;

3. The extent to which participants continue to participate in the Upward Bound program until they

complete their secondary program;

4. The extent to which participants who complete

the project, or were scheduled to complete the

project, undertake programs of postsecondary

education; and

5. The extent to which participants who complete

the project, or were scheduled to complete the

project, succeed in education beyond high

school, including the extent to which they graduate from postsecondary education programs.

Chapter I Introduction 3
B. Program funding history

With an annual appropriation of $802.5 million in

Fiscal Year 2002 (FY 2002), the Federal TRIO

Programs are the largest set of discretionary grant programs in the U.S. Department of Education. Table 1

gives a summary of TRIO funding information and

participant numbers for FY 2002 (2002–03 academic

year). Table 2 gives historical information on funding

for TRIO programs from 1967 to 2002 in current and

constant 2002 dollars. During the 1990s, the annual

appropriation for the Federal TRIO Programs

increased substantially in current dollars and in constant dollars, after a flat period for much of the 1980s.

In 2002, 2,600 grants were awarded with the intent of

serving approximately 800,000 students. The number

of students actually served by the TRIO Programs was

greater: approximately 873,000. Upward Bound has

historically had—and continues to have—the largest

total funding allocation of any of the TRIO programs

($264 million in 2002 for UB and $32 million for

UBMS) and the second largest funding per student

served ($4,648 for UB and $5,215 for UBMS in 2002).

In 2002, UBMS served just over 6,000 students and

UB programs served nearly 57,000 students. Figure 1

displays TRIO funding in constant 2002 dollars across

the periods in which the programs were operating.

4 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 1. TRIO funding, number of grants, number of participants, average award, average number served, and

amount per person served: 2002–03

Grant Average Amount

amount Number of Number of Average served per

Program (millions) grants participants1 award per project participant

Upward Bound2 $264.2 770 56,841 $343,103 74 $4,648

Upward Bound Math-Science2 31.8 123 6,093 258,312 50 5,215

Talent Search 143.5 475 389,454 302,117 820 368

Educational Opportunity Centers 48.0 139 217,836 345,405 1,567 220

Student Support Services 262.7 937 198,551 280,375 212 1,323

McNair 38.4 156 3,774 245,880 24 10,164

Dissemination 3.4 17 — 200,740 — —

Training 6.8 29 4,164 233,181 144 1,642

— Not applicable.

1 Participants in the Federal TRIO Training Program are project directors and other staff employed in TRIO Programs. The participants in all other programs are students.

2 Veterans Upward Bound projects are included with the totals for classic Upward Bound (43 Veterans Upward Bound projects in 2002) and Upward

Bound Math-Science (2 Veterans Upward Bound projects in 2002).

SOURCE: U.S. Department of Education, Federal TRIO Program (administrative and financial records from program files).
Chapter I Introduction 5

Table 2. TRIO funding, by program in current and constant 2002 dollars: 1967–2002

(amounts in millions of dollars)

Classic Student Educational

Upward Talent Support Opportunity Upward Bound

Year Bound* Search Services Centers McNair Math-Science*

Current dollars

1967 $27.0 $2.5 † † † †

1970 29.6 5.0 $10.0 † † †

1975 38.3 6.0 23.0 $3.0 † †

1980 62.5 15.3 60.0 7.7 † †

1985 73.1 20.7 70.2 9.2 † †

1990 102.6 27.0 90.9 11.9 $3.0 $3.4

1992 144.1 65.7 127.1 20.5 9.6 14.6

1995 171.6 78.8 143.5 24.6 19.1 19.0

1999 220.5 98.5 178.9 29.8 32.1 29.3

2000 249.7 100.6 183.3 30.5 34.9 31.3

2002 264.2 143.5 262.7 48.0 38.4 31.8

Constant 2002 dollars

1967 $123.3 $11.4 † † † †

1970 118.9 20.1 $40.2 † † †

1975 113.0 17.7 67.8 $8.8 † †

1980 129.1 31.6 124.0 15.9 † †

1985 116.6 33.0 112.0 14.7 † †

1990 136.8 36.0 121.2 15.9 $4.0 $4.5

1992 181.0 82.5 159.7 25.8 12.1 18.3

1995 201.2 92.4 168.2 28.8 22.4 22.3

1999 237.9 106.3 193.0 32.1 34.6 31.6

2000 260.6 105.0 191.3 31.8 36.4 32.7

2002 264.2 143.5 262.7 48.0 38.4 31.8

* Veterans Upward Bound projects are included with the totals for classic Upward Bound and Upward Bound Math-Science, as applicable.

† Not applicable, time period prior to program initiation.

NOTE: Amounts of TRIO funding presented in millions of dollars.

SOURCE: U.S. Department of Education, Federal TRIO Program (administrative and financial records from program files); U.S. Department of Labor,

Bureau of Labor Statistics, Consumer Price Index: 1967–2000.
C. The changing national context

Since 1965, when Congress authorized the first

TRIO programs, significant advances in the educational achievement and attainment of low-income, firstgeneration, and minority students have taken place

within the United States. To provide context for the

program profile for 2000–01, we review national data

on changes in high school dropout rates and postsecondary enrollment over the period since TRIO began.

When Upward Bound and Talent Search began in

the late 1960s, there was considerable emphasis on

increasing high school graduation rates as the first step

towards increasing college enrollment. Indeed, since

that time secondary school dropout rates have

declined, especially among black or African American3

youths. For example, dropout rates in 2000 were less

than half of what they were at the time of TRIO program implementation in the late 1960s. However, as

the Census data indicate, the percentage of high school

students who have dropped out of high school remains

high among all groups in the United States, but especially so for Hispanic youth, who may be children of

non-English-speaking parents (figure 2).

Figure 3 presents the postsecondary education

enrollment rates from 1967 to 2000 for 18- to 24- yearold individuals, by racial/ethnic group. Overall rates

increased from 26 percent in 1967 to 36 percent in

2000. Black or African American youths had the largest

increase—more than doubling, from 13 to 30 percent.

The rate of college attendance among Hispanic youth

was 20 percent in 1975; it declined to 16–17 percent

in the 1980s, and was 22 percent in 2000 (figure 3).

6 A Profile of the Upward Bound Math-Science Program: 2000–2001

Figure 1. TRIO funding in constant 2002 dollars,

by program: 1967–2002

NOTE: UB=classic Upward Bound; TS =Talent Search; SSS= Student

Support Services; EOC= Educational Opportunity Centers;

McNair = Ronald McNair Postbaccalaureate Achievement Program;

UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Program

(administrative and financial records from program files); U.S. Department

of Labor, Bureau of Labor Statistics, Consumer Price Index: 1967–2000.

11.4

143.5

8.8

264.2

123.3

262.7

40.2 48.0

4.0

38.4

4.5 31.8

$0

$50

$100

$150

$200

$250

$300

UB

1965 1970 1975 1980 1985 1990 1995 2000 2005

SSS TS EOC UBMS McNair

Million dollars

Figure 2. Percentage of the population 18–24 years

old who have dropped out of high school

(status dropout rate), by race/ethnicity:

1967–2000

NOTE: The term “status dropout rate” in this figure is based on the self

reports of 18–24-year-old respondents to the Current Population Survey

(CPS) question on high school graduation status. This figure reflects

cumulative data on dropouts among 18–24-year-olds and is considerably higher than that reported by Census for the annual dropout rate of

15–17-year-olds, which is the proportion of students who left school in

the year reported. For example, for 15–17-year-olds the annual rate was

4.5 percent for the national rate and 6.8 for Hispanics in 2000 (as

reported in Census Table A–4. Annual High School Dropout Rates by

Sex, Race, Grade, and Hispanic Origin October 1967 to 2000).

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current

Population Surveys, 1967–2000 (Table A-5. The Population 14 to 24

Years Old, by High School Graduate Status, College Enrollment,

Attainment, Sex, Race, and Hispanic Origin: October 1967 to 2000)

(www.census.gov/population/www/socdemo/school.html).

12.2

17.9 15.3

34.5

4.6

32.3

0

5

10

15

20

25

30

35

40

45

1965 1970 1975 1980 1985 1990 1995 2000 2005

Hispanic Black Asian or Pacific Islander

Percent

40.4

White

3Consistent with the U.S. Census, tables and figures reporting

U.S. Census information use only the term “black.”
Figure 4 displays Census figures on the percentage

of high school graduates enrolling in postsecondary

education immediately after high school graduation

(i.e., by the following October). Overall, postsecondary

enrollment among high school graduates went from 

49 percent in 1972 to 61 percent in 2000. Among

youths from low-income families, the Census Bureau

estimates were 26 percent and 38 percent, respectively, in 1972 and 2000 (figure 4).

Although it is important not to minimize these

gains, there remain unacceptably large gaps in postsecondary educational attainment among student populations differing by race/ethnicity and socioeconomic

status. For example, in 2000, the potential for a college

degree by age 24 was estimated to be about 8 percent

for those in the lowest economic quartile, as compared

with 52 percent for those in the highest quartile

(Mortenson 2001). For these reasons, the U.S.

Department of Education’s Strategic Plan for

2002–2007 stated an objective to reduce these gaps by

half over the five-year period (U.S. Department of

Education 2002).

Of special concern for the UBMS Program was the

extent to which members of minority groups were

entering postsecondary institutions and graduating

with degrees in mathematics, science, and engineering.

Chapter I Introduction 7

Figure 3. Percentage of 18–24-year-olds enrolled in

postsecondary institutions, by

race/ethnicity: 1967–2000

SOURCE: U.S. Department of Commerce, Bureau of the Census,

October Current Population Surveys, 1967–2000

(www.census.gov/population/www/socdemo/school.html).

25.5

26.9

35.6

30.3

13.0

21.7 20.4

0

5

10

15

20

25

30

35

40

1965 1970 1975 1980 1985 1990 1995 2000 2005

White All students Black Hispanic

Percent

Figure 4. Percentage of high school graduates

enrolled in college the October following

graduation, by family income: 1972–2000

NOTE: Low income from 1972–95 was the lowest 20 percent of family

incomes; high income was the top 20 percent; and middle income was

the 60 percent in between. Percentages reported for low income for

1990 and 1995 represent three-year averages due to small yearly sample sizes. In 2000, the percentage groupings changed somewhat: low

income included the bottom 19 percent, and high income was the

upper 33 percent. Middle income was the 48 percent between the

two other groups.

SOURCE: U.S. Department of Commerce, Bureau of the Census,

October Current Population Surveys, 1972–2000

(www.census.gov/population/www/socdemo/school.html).

37.7

26.1

45.2

59.2

63.8

76.7

49.2

61.0

0

10

20

30

40

50

60

70

80

90

1970 1975 1980 1985 1990 1995 2000 2005

High income Total U.S. Middle income Low income

Percent
Data at the start and end of the last decade (1990 and

1998/99) on bachelor’s, master’s, and doctoral degrees

awarded by race/ethnicity are presented in tables 3 and

4. Overall, about one-third of bachelor’s, 20 percent of

master’s, and almost two-thirds of doctoral degrees

were in science, mathematics, or engineering in both

periods (table 3). In 1998, about 96 percent of bachelor’s and 75 percent of master’s degrees in science and

engineering awarded by postsecondary institutions in

the United States were awarded to U.S. citizens or permanent residents; the comparable figure for 1999 for

doctoral degrees was 67 percent. It is significant that

one-third of doctorates in science and engineering

(including mathematics) were awarded to graduate students in U.S. schools who were neither citizens nor

permanent residents of the United States.

Table 4 gives the distribution of bachelor’s, master’s, and doctoral degrees among those awarded to

U.S. citizens and permanent residents by race/ethnicity in 1990 and 1998/99 for all degrees and among science, mathematics, and engineering degrees.

Among the science and engineering degrees

awarded to U.S. citizens and permanent residents, the

proportion of science and engineering degrees awarded to all minority groups increased substantially in the

decade of the 1990s (table 4). For example, the percentage of doctorates in science and engineering

awarded to minorities went from 14 to 22 percent

between 1990 and 1999. Among minority groups, the

largest proportion of degrees in science and engineering continue to be awarded to Asians. For example,

Asians went from 6 to 9 percent of bachelor’s degrees

in science and engineering between 1990 and 1998, and

from 7 to 11 percent of doctoral degrees between 1990

and 1999. Substantial gains, however, were made by

other minority groups as well. For example, the percentage of science and engineering doctorate degrees

awarded to black or African Americans almost doubled,

from 2 percent in 1990 to 4 percent in 1999.

Similarly, the percentage of bachelor’s degrees in science and engineering awarded to black or African

American students went from 6 to 8 percent between

1990 and 1998. American Indians and Alaska Natives

went from 0.3 percent of doctorates in science and

engineering to 0.7 percent in 1999, more than doubling. Degrees in science and engineering awarded to

Hispanic students went from 4 to 7 percent for bache8 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 3. Total number of bachelor’s, master’s, and doctoral degrees awarded and number awarded to U.S.

citizens and permanent residents: 1990 and 1998–1999

Bachelor’s degree Master’s degree Doctorate

Degree category 1990 1998 1990 1998 1990 1999

Total degrees awarded

All fields 1,062,151 1,199,579 324,947 431,871 36,067 41,140

Science and engineering fields* 345,793 411,286 72,228 87,144 22,868 25,953

Percentage of total degrees in 

science and engineering fields 32.6% 34.3% 22.2% 20.2% 63.4% 63.1%

Degrees awarded to U.S. citizens 

and permanent residents

All fields 1,035,598 1,160,692 290,345 379,666 26,603 29,922

Science and engineering fields* 333,475 396,558 55,890 65,748 15,364 17,428

Percentage of degrees in all fields 

awarded to U.S. citizens and 

permanent residents 97.5% 96.8% 89.4% 87.9% 73.8% 72.7%

Percentage of science and 

engineering degrees* awarded to 

U.S. citizens and permanent residents 96.4% 96.4% 77.4% 75.4% 67.2% 67.2%

*These fields include life sciences, physical and earth sciences, mathematical science, computer science, social sciences, and engineering fields.

SOURCE: Tabulations by National Science Foundation, Division of Science Resources Statistics; data from U.S. Department of Education, National

Center for Education Statistics, Integrated Postsecondary Education Data System, Completions Survey, various years. National Science Foundation,

Division of Science Resources Statistics, Survey of Earned Doctorates, various years.
lor’s degrees, 3 to 5 percent for master’s degrees, and 

3 to 4 percent for doctorates.

D. Purpose and development of the UBMS

performance report

The requirements for performance reports in each

of the Federal TRIO programs were revised in recent

years in response to the Government Performance and

Results Act of 1993 (GPRA) and the U.S. Department of

Education’s strategic plan. In addition to providing statistical information on the TRIO programs, the new

performance reports are designed to provide tools for

measuring program outcomes and progress towards

meeting program goals. To date, national profile

reports have been published for the SSS, McNair, TS,

and EOC programs using recent performance report

data and other relevant data sources. This report is the

first national profile report on the UBMS Program

using data from the new performance reports.

Chapter I Introduction 9

Table 4. Percentage distribution of bachelor’s, master’s, and doctoral degrees awarded and total awarded to

U.S. citizens and permanent residents, by race/ethnicity: 1990 and 1998–99

Bachelor’s Master’s Doctorate

Degrees awarded 1990 1998 1990 1998 1990 1999

Number of degrees awarded to 

U.S. citizens and permanent residents

All fields awarded 1,035,598 1,160,692 290,345 379,666 26,603 29,922

Science and engineering degrees* 333,475 396,558 55,890 65,748 15,364 17,428

Percentage of degrees awarded to 

U.S. citizens and permanent residents,

by race/ethnicity

White non-Hispanic

Percentage of all fields 82.7% 75.6% 81.6% 76.9% 86.0% 79.3%

Percentage of science and engineering* 81.0 73.2 79.5 4.6 85.7 78.4

Asian or Pacific Islander

Percentage of all fields 3.7 6.0 3.4 5.3 4.9 8.4

Percentage of science and engineering* 5.8 8.7 7.3 9.4 6.6 11.2

Black or African American non-Hispanic

Percentage of all fields 5.7 8.3 5.0 7.5 3.9 5.8

Percentage of science and engineering* 5.5 7.9 3.3 5.7 2.4 4.1

Hispanic

Percentage of all fields 4.2 6.7 2.9 4.6 3.1 4.2

Percentage of science and engineering* 4.2 6.7 2.8 4.7 3.0 3.9

American Indian or Alaska Native

Percentage of all fields 0.4 0.7 0.4 0.5 0.4 0.7

Percentage of science and engineering* 0.4 0.6 0.3 0.5 0.3 0.7

Unknown race/ethnicity

Percentage of all fields 3.2 2.7 6.7 5.2 — —

Percentage of science and engineering* 3.1 2.8 6.7 5.1 — —

*Includes life sciences, physical and earth sciences, mathematical science, computer science, social sciences, and engineering fields.

— Not applicable.

NOTE: Percentage distributions in this table are based on only those degrees awarded to U.S. citizens and permanent residents. Degrees awarded to

noncitizens and nonresidents are excluded.

SOURCE: Tabulations by National Science Foundation, Division of Science Resources Statistics; data from U.S. Department of Education, National

Center for Education Statistics, Integrated Postsecondary Education Data System, Completions Survey, various years. National Science Foundation,

Division of Science Resources Statistics, Survey of Earned Doctorates, various years.
The Upward Bound programs were the last of the

TRIO programs to implement a revised performance

reporting form following GPRA. The report was carefully developed after several working groups considered draft forms and after substantial comment by

Upward Bound projects. The new form includes individual participant records and incorporates measures of

the extent and type of services received by program

participants. Projects are expected to track eligible participants (those that participated for a calendar year for

UB and a summer for UBMS) for four years following

completion of high school.

For the 2000–01 data collection (the first using the

new report requirements), all Upward Bound MathScience projects were asked to include all individuals

that were served in program years 1999–2000 and

2000–01. Since cohort data on project participants are

not available for the years before 1999–2000, some

program outcomes (e.g., postsecondary enrollment and

completion rates) cannot be reported until additional

trend information is collected. The UBMS performance report was designed to provide a rich source of

information concerning participant selection, entering

characteristics, services/participation, and outcomes.

The fact that participant characteristics and outcomes

are reported on individual students can potentially

allow for analyses of the relationship between these factors. The potential also exists to use the information

with other sources of national data such as the Federal

Aid Files maintained by the Office of Postsecondary

Education, U.S. Department of Education.

E. Report structure

This descriptive report endeavors to provide a

summary of the results of the first year’s performance

reporting for UBMS, for which 98 percent of funded

projects submitted individual participant-based performance reports (see appendix A, table A–1). In organizing this report, we largely follow the performance

report structure itself. We begin by presenting demographic profiles of the grantees, participants, and target

schools. We then focus on program participation and

services in high school. Finally, we look at the information reported on postsecondary outcomes, although the

2000–01 performance reports include only a two-year

span of information, thus limiting the scope of the

postsecondary outcome measures.

Specifically, the report is presented in six chapters

and two appendices. Chapter 2 focuses on the characteristics of UBMS grantees and is informed by matching the information from the UBMS performance

reports with the Integrated Postsecondary Education

Data System (IPEDS) for the 2000–01 academic year

(U.S. Department of Education, National Center for

Education Statistics [NCES] 2001b). IPEDS is a core

postsecondary education data collection program for

NCES and includes all institutions and educational

organizations with the primary mission of providing

postsecondary education. Chapter 3 includes information on participant characteristics, providing a demographic profile of participants. Chapter 4 covers the

characteristics of the target schools associated with the

UBMS projects gained from matching the performance report information with the Common Core of

Data (CCD) for the 2000–01 academic year (U.S.

Department of Education, National Center for

Education Statistics 2003). Collected annually by

NCES, the CCD is a universe of all schools in the

United States and outlying areas that provide free public elementary and secondary education. Chapter 5

focuses on project participation, number served, length

of participation in the program, and services provided.

It also includes high school academic measures such as

grades and credits earned. Chapter 6 focuses on postsecondary outcomes. Appendix A includes methodological information and summary information on performance report response rates and data quality. It also

describes plans for future reports. Appendix B includes

a glossary of important terms used in the report.

Throughout the report, we look at selected data by

the sector of the host or sponsoring institution. These

sectors include: (1) public four-year postsecondary

institutions, (2) private four-year postsecondary institutions, (3) two-year postsecondary institutions, and 

(4) secondary schools, nonprofit agencies, and other

community organizations.

10 A Profile of the Upward Bound Math-Science Program: 2000–2001
Upward Bound Math-Science projects may be

hosted by postsecondary institutions and public/private

agencies or combinations of such entities. In exceptional cases, secondary schools may sponsor Upward

Bound programs. Eighty-one percent of UBMS

grantees were four-year institutions (57 percent were

public four-year and 24 percent were private four-year

institutions). Fourteen percent were two-year institutions and 5 percent were community organizations

(figure 5). Table 5 gives the distribution of all three

Upward Bound programs and participants by sector of

the host grantee organization.4 UBMS grantees were

less likely to be two-year institutions and more likely to

be public four-year institutions than were UB grantees.

VUB grantees were less likely to be private four-year

institutions than the other two types of Upward Bound

project grantees. The distribution of participants by

sector of the grantee largely mirrors the distribution of

projects by sector (table 5).

Chapter 2 Characteristics of Grantees 11

CHAPTER 2 

CHARACTERISTICS OF GRANTEES

Figure 5. Percentage distribution of UBMS projects,

by sector of host grantee: 2000–01

NOTE: UBMS = Upward Bound Math-Science. Detail may not sum to

total because of rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

Public four-year 

institutions 

57.0%

Private four-year 

institutions 

24.0%

Community 

organizations 

5.0%

Two-year 

institutions 

14.1%

4The participant numbers represent an unduplicated count of

individuals within projects. Overall, duplicate records for 104

UBMS, 808 UB, and 213 VUB participants were removed.
A. Federal region

Among the 10 federal regions listed in table 6, the

regions with the least number of UBMS projects were

Region X with 2, Region I with 4, and Region VIII

with 6. The regions with the largest number of UBMS

projects were Region IV with 21 and Region IX with

20, and Regions V and VI, each with 18 projects.

These were also the regions with the largest number of

UB projects.

B. IPEDS comparison

To understand the distribution of Upward Bound

grantees relative to the entire group of postsecondary

undergraduate degree-granting institutions in the

United States, we merged the TRIO data with the

institutional characteristics file for IPEDS.5 Overall,

roughly 25 percent of the two- and four-year degreegranting Title IV-eligible institutions6 serving undergraduates have Upward Bound grants of some type and

3 percent have UBMS grants (table 7). UBMS is more

prevalent among four-year public institutions than

among private four-year institutions or among all twoyear institutions. For example, 11 percent of public

four-year degree-granting institutions had UBMS

grants, while 2 percent of four-year private and 1 percent of two-year institutions had UBMS grants.

12 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 5. Projects and unduplicated counts of current and prior-year UBMS, UB, and VUB participants included 

in the project reports, by type of project and grantee sector: 2000–01

Number and percentage Current and prior-year participants included in 

distribution of projects 2000–01 in the individual project reports*

Sector UBMS UB VUB UBMS UB VUB

All 121 100% 727 100% 47 100% 8,684 100% 68,628 100% 8,299 100%

Public four-year 

institutions 69 57.0 302 41.5 26 55.3 5,019 57.8 30,856 45.0 4,287 51.7

Private four-year 

institutions 29 24.0 155 21.3 3 6.4 2,173 25.0 15,828 23.1 749 9.0

Two-year 

institutions 17 14.1 231 31.8 13 27.7 1,146 13.2 18,832 27.4 2,348 28.3

Community 

organizations 6 5.0 39 5.4 5 10.6 346 4.0 3,112 4.5 915 11.0

* The count of current and prior-year participants excludes the duplicate records of Upward Bound participants with valid Social Security numbers

within projects. Overall, duplicate records for 104 UBMS, 808 UB, and 213 VUB participants were removed. For this first reporting cycle, projects were

instructed to include each individual only once. Projects were instructed to include in the individual record file anyone served in either 1999–2000 or

2000–01. Service information was reported only for those who were served in 2000–01.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound; VUB = Veterans Upward Bound. Detail may not sum to totals because of

rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

5The IPEDS Institutional Characteristics file for 2000–01 contains 9,905 institutions (U.S. Department of Education, National

Center for Education Statistics 2001b). For our analyses, we used

postsecondary institutions awarding at least two-year degrees and

excluded private for-profit institutions, institutions not serving

undergraduates, and non-Title IV participants (about 6,700 postsecondary schools were Title IV-participating). The resulting comparison file had 3,455 IPEDS institutions.

6Title IV-eligible institutions are those determined eligible to

participate in federal aid to postsecondary education including the

Federal Pell Grants, the Federal Supplemental Educational

Opportunity Grants (FSEOG), the Federal Work-Study Program

(FWS), the Federal Stafford Loans (subsidized and unsubsidized),

the Federal PLUS Loan Program (Parent Loan for Undergraduate

Students), the Federal Perkins Loan Program, and the William D.

Ford Direct Loan Program.
Chapter 2 Characteristics of Grantees 13

Table 6. Number and percentage of Upward Bound projects, by federal region: 2000–01

Federal region

(states/outlying areas in region) UBMS UB VUB

All 121 100% 727 100% 47 100%

Region I

(CT, ME, MA, NH, RI, VT) 4 3.3 32 4.4 1 2.1

Region II

(NJ, PR, VI, NY) 9 7.4 53 7.3 2 4.3

Region III

(DE, DC, MD, PA, VA, WV) 11 9.1 67 9.2 6 12.8

Region IV

(AL, FL, GA, KY, MS, NC, SC, TN) 21 17.4 153 21.1 9 19.2

Region V

(IL, IN, MI, MN, OH, WI) 18 14.9 117 16.1 8 17.0

Region VI

(AR, LA, NM, OK, TX) 18 14.9 112 15.4 8 17.0

Region VII

(IA, KS, MO, NE) 12 9.9 45 6.2 2 4.3

Region VIII

(CO, MT, ND, SD, UT, WY) 6 5.0 31 4.3 5 10.6

Region IX

(AZ, CA, HI, NV, AS, GU, PM) 20 16.5 94 12.9 6 12.8

Region X

(AK, ID, OR, WA) 2 1.7 23 3.2 0 0

NOTE: UBMS = Upward Bound Math-Science; UB = classic UB; and VUB = Veterans Upward Bound. This table includes projects that did not respond to

the Upward Bound individual performance reports (3 UBMS, 19 classic UB, and two VUB projects). Detail may not sum to totals because of rounding.

State abbreviation key is included in appendix B).

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
The Carnegie Classification System is a systematic

classification of institutions of higher education in the

United States according to variables such as degrees

offered, size, and commitment to research. Table 8

compares the distribution of the total Carnegie classified institutions with that of the UBMS grantees. The

largest number of UBMS projects was located at doctoral-granting/research institutions (43 of the 118 projects that returned Upward Bound performance

reports). As shown in the table, while doctoralgranting/research institutions constituted 7 percent of

the total U.S. institutions classified by Carnegie, they

represented 36 percent of the UBMS grantees.

Master’s degree-granting institutions were also more

represented among UBMS grantees than in the total

Carnegie master’s group (24 percent of the UBMS

grantees were master’s degree institutions in contrast to

17 percent of institutions overall). Conversely, associate’s degree-granting institutions were less numerous as

a proportion of the total UBMS grantees (14 percent)

than they were in the total Carnegie (45 percent).

14 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 7. Number and percentage of two- and four-year degree-granting institutions serving undergraduates

that have Upward Bound grants, by type of postsecondary institution: 2000–01

Percentage of IPEDS degree-granting

Number institutions with Upward Bound grants

Type IPEDS UBMS UB VUB All UB UBMS UB VUB All UB

All 3,455 115 688 42 845 3.3% 19.9% 1.2% 24.5%

All four-year 1,955 98 457 29 584 5.0 23.4 1.5 29.9

Public four-year 614 69 302 26 397 11.2 49.2 4.2 64.7

Private four-year 1,341 29 155 3 187 2.2 11.6 0.2 13.9

All two-year 1,500 17 231 13 261 1.1 15.4 0.9 17.4

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound; and VUB = Veterans Upward Bound. Upward Bound grantees that were secondary schools and nonprofit agencies (6 UBMS, 39 UB, and five VUB projects) are not included in the total number of projects listed in the table in

row one; because they are not postsecondary institutions, they are not included in the analysis of the percentages in the Integrated Postsecondary

Education Data System (IPEDS). IPEDS for 2000–01 contains a total of 9,905 postsecondary institutions. Of these, 3,455 were two- or four-year public

or private not-for-profit degree-granting Title IV-eligible institutions that served undergraduates.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and U.S. Department of Education,

National Center for Education Statistics, Integrated Postsecondary Education Data System Institutional Characteristics (IPEDS-IC), 2000–01

Table 8. Comparison of the distribution of Carnegie classified postsecondary institutions and UBMS grantees,

by type of degree awarded: 2000–01

Postsecondary institutions

Carnegie classification with Carnegie classification UBMS projects

All 3,608* 100% 118 100%

Doctoral/Research 255 7.1 43 36.4

Master’s 610 16.9 28 23.7

Baccalaureate 603 16.7 19 16.1

Associate 1,636 45.3 16 13.6

Other 504 14.0 1 0.9

UBMS postsecondary not assigned Carnegie categories — — 5 4.2

UBMS Community organizations — — 6 5.1

* Number reflects the total number of institutions on Integrated Postsecondary Educational Data System (IPEDS) file that had a Carnegie classification

assigned.

— Not applicable.

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and U.S. Department of Education,

National Center for Education Statistics, Integrated Postsecondary Education Data System Institutional Characteristics (IPEDS-IC), 2000–01.
Table 9 gives the number and percentages of

Historically Black Colleges and Universities (HBCU),

Hispanic Serving Institutions (HSI), and Tribal

Colleges and Universities (TCU) among degree-granting institutions found in IPEDS. Among the total

degree-granting institutions serving undergraduates,

about 3 percent (99 institutions) were at HBCU, 

6 percent were at HSI (215 institutions), and 1 percent were at Tribal Institutions (29 institutions).

Representation of UBMS projects at minority institutions exceeded the institutions’ representation within

IPEDS. Among UBMS projects, 13 percent of the

projects (16 institutions) were at HBCUs and 10 percent (12 institutions) were at HSIs. While there were

no UBMS projects located at TCUs, six UB projects

and one VUB project were so located.

Chapter 2 Characteristics of Grantees 15

Table 9. Postsecondary institutions serving undergraduates and institutions with Upward Bound projects, by

type of institution: 2000–01

Degree-granting

institutions Institutions with Upward Bound projects

Institution type serving undergraduates1 UBMS UB VUB

All 3,455 100% 121 100% 727 100% 47 100%

Historically Black Colleges and 

Universities2 (HBCU) 99 2.9 16 13.2 75 10.3 4 8.5

Hispanic Serving Institutions2 (HSI) 215 6.2 12 9.9 87 12.0 2 4.3

Tribal Colleges and Universities2 (TCU) 29 0.8 0 0 6 0.8 1 2.1

Other postsecondary institutions 3,114 90.1 87 71.9 520 71.5 35 74.5

Community organizations — — 6 5.0 39 5.4 5 10.6

— Not applicable.

1 The Integrated Postsecondary Education Data System institutional characteristics file (IPEDS-IC) for 2000–01 contains 9,905 postsecondary institutions. Of these institutions, 3,455 were two- or four-year public or private not-for-profit, degree-granting institutions that served undergraduates.

HBCU and Tribal Institutions are identified on IPEDS.

2 HBCU are historically black postsecondary institutions established before 1964 to educate black Americans. HSI are defined as institutions of higher

education with 25 percent or more Hispanic undergraduate enrollment. TCU are postsecondary schools created to address the higher education needs

of American Indians in isolated areas with little access to postsecondary education. Appendix B includes additional information about these schools.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound; VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and U.S. Department of Education,

National Center for Education Statistics, Integrated Postsecondary Education Data System Institutional Characteristics (IPEDS-IC), 2000–01.
16 A Profile of the Upward Bound Math-Science Program: 2000–2001
This chapter presents information on the demographic characteristics of UBMS participants, including information on eligibility status, race/ethnicity,

gender, need for the program services, and age and

grade at entry into the program. To provide context for

the demographic statistics on UBMS participants, we

also include related information from Census Bureau

statistics and National Center for Education Statistics

(NCES) studies.

A. Participant distribution, by eligibility

1. Context: National data on poverty and parent

education

Upward Bound was first initiated as part of the

“War on Poverty” in the 1960s, manifesting the concept that higher education was a cornerstone for helping to reduce poverty within the U.S. population. Since

1981, Upward Bound eligibility requirements have

stipulated that two-thirds of participants must be lowincome and potentially first-generation college students.7 The other one-third must be either low-income

or potentially first-generation college students. “Low

income” is defined as having a family taxable income

that does not exceed 150 percent of the poverty level

at the time of entry into the project. The U.S.

Department of Commerce, Bureau of the Census, sets

guidelines to determine the definition of the poverty

level. To provide context related to these eligibility criteria, Census Bureau statistics on poverty rates and parent education are provided below. We also include

NCES data on the percentage of high school students

who were potentially first-generation college students

at four points in time: 1972, 1980, 1990 and 2002.

These statistics are useful in understanding the proportion of United States students who have been eligible

for the Upward Bound program historically and in the

more recent period.

In 2001, out of a total U.S. population of 281 million, about 33 million persons lived in poverty, and 

59 million lived at less than 150 percent of the poverty level (U.S. Department of Commerce, Bureau of the

Census 2001a). Poverty rates in the United States for

all persons under 18 years have fluctuated between a

low of 15 percent in 1970 and highs of 21 percent 

in the 1980s up to 1990 (figure 6). By 2001, the poverty rate among persons under 18 had declined again to

16 percent, but remained higher than in 1970.

Chapter 3 Upward Bound Math-Science Participants 17

CHAPTER 3 

UPWARD BOUND MATH-SCIENCE

PARTICIPANTS

Figure 6. Percentage of people under 18 years who

were below the poverty level, by

race/ethnicity: 1970–2001

NOTE: Data for 1970 and for Hispanic children in 1975 are for related

children in families under 18 years old; all other data are for all persons under 18 years old.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current

Population Surveys, Historical Poverty Tables, Table 3. Poverty Status

of People, by Age, Race, and Hispanic Origin: 1959-2002

(www.census.gov/hhes/poverty/histpov/hstpov3.html).

14.9 16.3

33.2

28.0

41.5

30.2

10.8 9.5

17.6

11.5

0

5

10

15

20

25

30

35

40

45

50

1965 1970 1975 1980 1985 1990 1995 2000 2005

All

Hispanic (of any race)

Black

White non-Hispanic

Asian

Percent

7Requirements prior to 1981 were that participants be “disadvantaged” and have need of services; however, the TRIO legislation did

not define a specific income or parent educational level until 1981.
Figure 7 gives the percentage of those under 

18 years in families in poverty and under 150 percent

of the poverty level (the eligibility requirement used in

Upward Bound) in 2001. In that year, 28 percent of

U.S. children under 18 met the Upward Bound 

150 percent of poverty level criterion. This percentage

was just under half among Hispanic and black or

African American children: in 2001, 47 percent of

Hispanic children and 46 percent of black or African

American children were in families under 150 percent

of the poverty level (figure 7).

The second UB eligibility requirement relates to

potentially first-generation college status, defined as not

having a parent or guardian who has received a bachelor’s degree. At the time of TRIO initiation, substantial

proportions of students were potentially first-generation

high school graduates in addition to being potentially

first-generation four-year college graduates. In the

1970s, during the first decade of TRIO, over a quarter of

white mothers and fathers and well over half of black or

African American and Hispanic parents of schoolage children had not completed high school. Census figures discussed in the Condition of Education 2001

(U.S. Department of Education, National Center for

Education Statistics 2001a, see supplemental 

table 4–1) document changes in educational attainment

since the 1970s to more recent years. For example,

between 1974 and 1999, the percentage of children of

black or African American mothers who had less than a

high school diploma went from 58 percent in 1974 to 

20 percent in 1999, and the percentage of children of

black or African American fathers without a high school

diploma went from 61 percent to 15 percent in the

same period. Among Hispanic parents, change was less

pronounced. For example, the percentage of children of

18 A Profile of the Upward Bound Math-Science Program: 2000–2001

Figure 7. Percentage of U.S. population and of persons under 18 in families in poverty and under 150 percent

of poverty level, by race/ethnicity: 2001

NOTE: Figures for “White under 18” and “White” in this figure are for all whites and include those of Hispanic origin. Hence they differ from those in

figure 6 in which the category is “White, not Hispanic.” Note poverty rate for “white, not Hispanic” was 9.5 for all persons under 18 in 2001.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Surveys, Families as of March of following year. Table 2. Age, Sex,

Household Relationship, Race, and Hispanic Origin by Ratio of Income to Poverty Level: 2001 (http://ferret.bls.census.gov/macro/032002/pov/new02_000.htm).

0 5 10 15 20 25 30 35 40 45 50

Poverty Under 150 percent of poverty level

All

All under 18 years

White

White under 18 years

Black

Black under 18 years

Hispanic

Hispanic under 18 years

Poverty Under 150 percent of poverty level Percent

28.0

46.6

21.4

37.6

30.2

45.8

22.7

35.8

13.4

23.7

9.9

18.4

16.3

27.5

11.7

20.8
Hispanic mothers without a high school diploma went

from 62 percent to 49 percent between 1974 and 1999.

Among Hispanic fathers the percentage without a high

school diploma was 58 percent in 1974 and 49 percent

in 1999 (U.S. Department of Education, National

Center for Education Statistics 2001a).

In a parallel development, since 1974—the first

date for which national data are available—the percentage of parents who had a bachelor’s degree has

increased substantially. For example, the percentage of

black or African American children whose mothers and

fathers had bachelor’s degrees increased fourfold, from

4 percent each to 14 percent for mothers and 17 percent for fathers from 1974 to 1999 (figure 8). In the

same period, the percentage of Hispanic mothers with

a bachelor’s degree went from 4 percent to 7 percent,

and the percentage of Hispanic fathers with a bachelor’s degree increased slightly from 8 to 10 percent.

It should be noted that, while figure 8 shows trends

in parents’ educational attainment, the figure does not

precisely reflect the UB program’s criterion for a student’s “first-generation” status. Figure 8 provides separate data on children who had mothers and fathers with

a bachelor’s degree; the UB program requires that neither parent have a bachelor’s degree if a student is to be

considered “potentially first-generation.” Figure 9, on

the other hand, accurately reflects the program’s “firstgeneration” criterion. Using data from four NCES

nationally representative longitudinal studies of high

school students: NLS-72 HS&B, NELS:88, and

ELS:2002 (U.S. Department of Education, National

Center for Education Statistics 1994, 1995, 2002, n.d.),8

figure 9 displays the percentage of potentially first-generation four-year college graduates among high school

students in 1972, 1980, 1990, and 2002 by race/ethnicity. Overall the percentage of potentially first-generation college students was 79 percent in 1972 and 

62 percent in 2002. Among black or African American

Chapter 3 Upward Bound Math-Science Participants 19

8The full names of the studies were the National Longitudinal

Study of the High School Class of 1972 (NLS-72); High School and

Beyond (HS&B 1980) sophomore cohort base year survey; National

Education Longitudinal Study of 1988 first follow-up study

(NELS:88/90); and Education Longitudinal Study of 2002 base year

student survey (ELS:2002).

Figure 8. Percentage of children 6–18 years of age

having a mother with a bachelor’s degree

and percentage having a father with a

bachelor’s degree, by race/ethnicity:

1974–1999

SOURCE: U.S. Department of Education, National Center for Education

Statistics, Condition of Education (Table 4–1), 2001.

26.4

33.6

13.9

16.5

7.4

9.3

19.9

3.6 4.0

3.5

10.1

8.4

0

5

10

15

20

25

30

35

40

1970 1975 1980 1985 1990 1995 2000 2005

White mothers

White fathers Black mothers

Hispanic mothers

Hispanic fathers

Black fathers

Percent

Figure 9. Percentage of high school students who

were potentially first-generation four-year

college graduates, by race/ethnicity: 1972,

1980, 1990, and 2002

NOTE: “High school students who were potentially first-generation

four-year college graduates” are defined as having neither mother nor

father, nor guardian with a bachelor’s degree. Information is from high

school sophomores in 1980, 1990, and 2002. NSL-72 began with high

school seniors; information is thus from seniors. “More than one race

reported” was a possible response only in ELS:2002.

SOURCE: Special tabulations using U.S. Department of Education,

National Center for Education Statistics, National Longitudinal Study of

the High School Class of 1972, (NLS–72/73), High School and Beyond

(HS&B, 1980) sophomore cohort base year survey, National Education

Longitudinal Study of 1988 first follow-up study (NELS:88/90) and

Education Longitudinal Study of 2002 base year student survey

(ELS:2002).

57.1

78.7

48.0

62.7

77.0

92.9 91.6

69.0

77.9

88.8

71.0

62.3

79.1

40

50

60

70

80

90

100

1970 1975 1980 1985 1990 1995 2000 2005

More than one race reported

White

Hispanic or Latino

Black or African American Asian

American Indian or Alaska Native

All

Percent
and Hispanic students, the percentages of potentially

first-generation college students were 92 and 93 percent, respectively, in 1972. By 2002, these percentages

had declined to 69 and 79 percent, respectively.

2. Distribution of UBMS participants, by eligibility

status

Figure 10 gives the distribution by eligibility status

for UBMS 2000–01 participants and table 10 presents

this information by host sector. Overall 75 percent of

UBMS participants were both low income and first

generation; 18 percent were first generation only, and

7 percent were low income only. Projects hosted by

private four-year institutions had the largest proportion of participants meeting both low-income and firstgeneration college requirements (table 10).

B. Participant distribution, by race/ethnicity

1. Context

The UBMS Program is not targeted to specific

racial and ethnic groups. Rather, its mission is to serve

low-income and potentially first-generation college

students with an interest in math and science.

However, Upward Bound and the other TRIO programs have historically played an important role in

serving minority groups underrepresented in postsecondary education. Since the initiation of the TRIO

programs, shifts have occurred in the distribution of

the U.S. population by race/ethnicity. Table 11 gives

Census data on the distribution of the U.S. population

from 1970 to 2001. These data document the growth in

minority populations, especially the Hispanic and

Asian or Pacific Islander populations, over the period.

In addition, the 2000 Office of Management and

Budget (OMB) requirement that government surveys

allow for the choice of more than one race is also

reflected in table 11.

2. Distribution of UBMS participants, by

race/ethnicity

The largest percentage of UBMS participants in

2000–01 (41 percent) were black or African American

(see figure 11), followed by whites (25 percent),

Hispanics or Latinos (20 percent), Asians (7 percent),

American Indians or Alaska Natives (4 percent), Native

Hawaiians or Other Pacific Islanders (1 percent), and

those of more than one race (2 percent). UBMS projects hosted by community organizations and private

four-year institutions had the largest proportion of

black or African American participants (figure 12).

20 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 10. Percentage distribution of UBMS participants, by eligibility status and by sector of grantee: 2000–01

Public Private Community

Eligibility status four-year four-year Two-year organizations All projects

Low-income and first-generation 74.6% 77.6% 74.6% 72.8% 75.2%

Low-income only 6.9 9.0 4.1 11.1 7.2

First-generation only 18.6 13.3 21.3 16.1 17.6

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Figure 10. Percentage distribution of UBMS

participants, by eligibility status: 2000–01

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

First-generation 

only 

17.6%

Low-income only 

7.2%

Low–income and first-generation 

75.2%
Chapter 3 Upward Bound Math-Science Participants 21

Table 11. Percentage distribution of U.S. population, by race/ethnicity: 1970–2001

Year

Race/Ethnicity 1970 1980 1990 2001

U.S. population (x 1,000) 200,679 241,154 271,171 284,797

American Indian or Alaska Native † 0.6% 0.8% 1.0%

Asian or Pacific Islander1 † 1.6 3.0 3.9

Native Hawaiian or Other Pacific Islander † † † 0.2

Black 11.3% 11.8 12.3 12.7

Hispanic origin (may be any race) † 6.4 9.0 13.0

White2 88.7 85.9 83.9 †

White non-Hispanic2 † † † 68.9

Two or more races † † † 0.2

† Not available.

1 Guidance on collecting race/ethnicity information in government surveys changed in 2000 to allow respondents to report multiple races. At that time,

the Asian/Pacific Islander category was split into two race/ethnic groups: Asian and Native Hawaiian/Other Pacific Islander.

2 Prior to 2000, whites included white Hispanics and other races not separately categorized. In 2000, the category became “White non-Hispanic.”

Applying the pre-2000 definition to this estimate, the percentage of whites of any ethnicity would be 80.9 percent.

NOTE: Percents do not sum to 100 percent due to rounding and because, prior to 2000, persons of Hispanic origin were counted first in the black or

white category, then counted again in the “Hispanic origin” category.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of United States, 2002, Table 10 Resident Population—Selected

Characteristics, 1950 to 1990, and Projections, 2005–2050; and Table 14, Resident Population by Race, Hispanic Origin, and Single Years of Age: 2001.

Figure 11. Percentage distribution of UBMS

participants, by race/ethnicity: 2000–01

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

American 

Indian or 

Alaska 

Native 

3.7%

Asian 

7.4%

Black or 

African American 

40.7% Hispanic or 

Latino 

19.8%

White 

24.8%

Native Hawaiian 

or Other 

Pacific Islander 

1.4%

More than 

one race 

reported 

2.2%

Figure 12. Percentage distribution of UBMS

participants, by race/ethnicity and by host

grantee sector: 2000–01

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

Public 

four-year

Private 

four-year

Two-year Community 

organizations

All 

projects

0

10

20

30

40

50

60

70

80

90

100

More than one race reported

Native Hawaiian/Pacific Islander

White

Hispanic or Latino

Black/African American

Asian

American Indian/AK Native

4.5

8.9

34.1

20.9

27.7

2.3 1.5

1.7

4.5

57.8

22.9

11.2

0.6

2.9

8.8

27.3

12.4

41.9

3.0 3.6

5.5

1.6

69.6

12.0

0.5 10.7

3.7

7.4

40.7

19.8

24.8

1.4 1.2 2.2
UBMS and UB participants differed little in distribution by race/ethnicity; however, Asians were a higher proportion of UBMS participants than they were of

UB participants (figure 13). VUB participants were

much more likely to be white and somewhat more likely to be American Indian or Alaska Natives than were

participants from UBMS or UB; and they were somewhat less likely to be Hispanic or Latino, or Asian than

UBMS or UB participants.

C. Participant distribution, by gender

1. Context

In the United States, recent years have witnessed a

higher rate of participation in education at most levels

for females than for males. Higher rates of participation in extracurricular and supplemental services have

also been noted among females. This pattern is demonstrated in the Census data on dropout rates and college

attendance between 1967 and 2000. Figure 14 gives

Census data on the percentage of 18–24-year-olds who

dropped out of high school, by gender, and figure 15

gives the percentage of high school graduates ages

14–24 who enrolled in or completed some college

between 1967 and 2000, by gender.

As these data indicate, males increasingly have

higher high school dropout rates than females, and

there is a growing gap between the college participation rates of males and females. Female and male

18–24-year-olds had about the same percentage of

22 A Profile of the Upward Bound Math-Science Program: 2000–2001

Figure 13. Percentage distribution of participants, by race/ethnicity and by type of Upward Bound program:

2000–01

NOTE: UB = classic Upward Bound; UBMS = Upward Bound Math-Science; VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

0 5 10 15 20 25 30 35 40 45 50

5.0

0.5

35.8

13.6

44.1

0.2

0.7

3.7

7.4

40.7

19.8

24.8

1.4

2.2

3.9

4.7

44.9

18.7

24.6

1.7

1.4

American Indian

or Alaska Native

Asian

Black or 

African American

Hispanic or Latino

White

Native Hawaiian or

Other Pacific Islander

More than one race

reported

UBMS UB VUB

Percent
dropouts in 1967 (approximately 20 percent). By 2000,

dropout rates had decreased for both groups, but somewhat more for females—the rate being 11 percent for

females and 14 percent for males (figure 14). More

strikingly, female rates of having completed some college went from 45 percent in 1967 to 70 percent in

2000, while males went from 59 to 63 in the same period (figure 15).

2. UBMS distribution, by gender

Just under two-thirds (62 percent) of UBMS participants were female in 2000–01 (figure 16). There were

almost no differences by grantee sector in the distribution by gender (data not shown). Historically, males have

majored in several math- and science-related disciplines

at higher rates than females; however, there was little difference in the percentage of males between UB and

UBMS projects. UB was 36 percent male and UBMS

was 38 percent male. However, reflecting the distribution of military service, VUB had a much higher proportion of males (81 percent) than females.

Chapter 3 Upward Bound Math-Science Participants 23

Figure 14. Percentage of 18–24-year-olds who

dropped out of high school (status

dropout rate), by gender: 1967–2000

NOTE: The term “status dropout rate” in this figure is based on the self

reports of 18–24-year-old respondents to the Current Population

Survey (CPS) question on high school graduation status. This figure

reflects cumulative data on dropouts among 18–24-year-olds and is

considerably higher than that reported by Census for the annual

dropout rate of 15–17-year-olds, which is the proportion of students

who left school in the year reported. For example, for 15–17-year-olds

the annual rate was 4.5 percent in 2000 (as reported in Census Table

A-4. Annual High School Dropout Rates by Sex, Race, Grade, and

Hispanic Origin October 1967 to 2000).

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current

Population Census, 1967–2000 (Table A5. The Population of 14 to 24-

Year- Olds by High School Graduate Status, College Enrollment,

Attainment, Sex, Race, and Hispanic Origin: October 1967 to 2000)

(www.census.gov/population/www/socdemo/school.html).

1965 1970 1975 1980 1985 1990 1995 2000 2005

0

5

10

15

20

25

Percent

Male Female

11.1

19.6 13.8

20.0

Figure 15. Percentage of high school graduates aged

14–24 who were enrolled in or completed

some college, by gender: 1967–2000

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current

Population Surveys, various years, October.

0

10

20

30

40

50

60

70

80

1965 1970 1975 1980 1985 1990 1995 2000 2005

Percent

Male Female

63.1

58.8

70.1

44.7

Figure 16. Percentage distribution of participants,

by gender and by type of Upward Bound 

project: 2000–01

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward

Bound; VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

81.4

18.6

0

10

20

30

40

50

60

70

80

90

100

35.8

64.2

UB

38.3

61.7

UBMS VUB

Male Female

Percent
D. Participant need for services

In addition to the low-income and potentially firstgeneration college-going eligibility requirements, there

is a requirement that students need the services offered

by the project. Participants are selected based upon recommendations from their counselors, teachers, and

social services agencies. The UBMS performance report

form includes an item on the need for services and lists a

series of possible reasons. Projects were asked to select

the one code that best describes why the participant

needs UBMS services (table 12). Among UBMS center

participants, interest in careers in math and science was

the reason cited for over half of participants (52 percent). The next most frequent reasons reported were

being a member of a predominately low-income community (11 percent); lack of opportunity, support

and/or guidance to take challenging college preparatory

courses (9 percent); rural isolation (6 percent); lack of

confidence and self-esteem (5 percent); and lack of

career goals or information (5 percent). Projects hosted

by private four-year institutions were more likely than

grantees in other sectors to report interest in careers in

math and science as the reason for service (66 percent).

In classic UB projects, the need for services categories

having to do with academic need (such as low grades,

low achievement test scores, and low educational aspirations) encompassed about 30 percent of the responses,

followed by lack of opportunity, support, or guidance to

take challenging college preparatory courses (20 percent) and being a member of a predominately lowincome community (18 percent).

The performance report form also asks for the type

of test used to assess academic skills and for information on two common aptitude tests (table 13). Many

projects (46 percent) reported using a test other than

those listed. Among those listed, the test used most frequently to ascertain need was the Stanford

Achievement Test.

24 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 12. Percentage distribution of reported reason for needing UBMS services, by sector: 2000–01

Public Private Community

Reason needing services All four-year four-year Two-year organizations

Low high school grade point average 1.8% 1.7% 1.8% 1.3% 4.9%

Low achievement test scores 3.2 1.4 3.8 10.6 2.0

Low educational aspirations 1.5 1.4 1.4 1.4 4.1

Low high school grade-point average and low aspirations 1.9 2.0 1.1 0.9 8.0

Low high school grade point and low-achievement test scores 1.5 1.6 2.0 0.1 2.2

Low achievement test scores and low aspirations 0.9 0.9 0.3 2.0 1.0

Lack of opportunity, support and/or guidance to 

take challenging college preparatory courses 9.3 9.5 6.9 8.6 21.7

Lack of career goals and/or need for information 

on career goals 4.8 5.5 4.4 3.4 1.2

Limited proficiency in English 1.0 1.3 0.6 1.1 0.2

Lack of confidence, self-esteem, and social skills 4.8 5.6 2.5 5.4 4.9

Predominately low-income community 10.7 11.9 3.9 17.3 13.6

Rural isolation 6.3 7.3 4.3 7.5 1.2

Interest in careers in math and science 51.6 49.6 66.3 39.9 34.3

Other 0.6 0.5 0.8 0.6 0.7

NOTE: UBMS = Upward Bound Math-Science. 202 cases (2.3 percent overall) that were coded as not applicable, missing, or no responses were excluded from the analyses.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
With regard to the aptitude tests, about 9 percent

of projects reported using the PLAN-ACT test, with a

mean score of 17.7. About 9 percent of the projects

reported using the Preliminary SAT (PSAT), with a

mean score of 46.3.9 There was little notable difference

in host grantee sector or between UBMS and UB.

UBMS projects reported scores for about the same percentage of participants for each of the two tests as UB,

with scores about one point higher. (Among UB projects, 9 percent had scores reported for PLAN-ACT,

with a mean score of 16.4; and 10 percent had PSAT

scores reported, with a mean score of 45.7—data not

shown in table.)

E. Participant distribution, by grade and

age at entry into the program

1. Grade at entry into UBMS

Eligibility requirements specify that UB and UBMS

participants should have completed the eighth grade of

elementary/middle school education and be 13 to 

19 years of age at entry into the program. The majority

of UBMS participants entered the program as 10thgraders or above. The category of “rising ninth-grader”

refers to students who will be entering the ninth grade

in the next school term (i.e., the student may first participate in UBMS during the summer prior to entering

the ninth grade). About 7 percent entered as rising

ninth-graders and about one-third (32 percent) as

ninth-graders. Just over one-third (36 percent) entered

as 10th-graders; 20 percent as 11th-graders; and 5 percent as rising 12th-graders (table 14 and figure 17). UB

Chapter 3 Upward Bound Math-Science Participants 25

Table 13. Percentage distribution of types of tests used to assess academic need and mean PLAN-ACT and 

PSAT test scores for UBMS projects: 2000–01

Sector

Public Private Community

Type of test All four-year four-year Two-year organization

Assessment test

Comprehensive Test of Basic Skills (CTBS) 7.8% 6.8% 10.5% 10.2% 0%

Stanford Achievement Test 21.4 25.0 11.8 22.6 19.2

California Achievement Test (CAT) 11.3 12.4 0.4 10.9 53.6

Texas Assessment of Academic Skills (TAAS) 0.8 1.1 0 0.8 0

Nelson Denny 3.3 5.7 0 0 0

ARIO Assessment Tools 0.1 0.1 0 0 0

Other 45.8 41.5 67.4 41.9 6.

Unknown 2.8 3.3 0.1 4.6 4.6

Aptitude tests

PLAN-ACT

Participants reporting 600 391 149 37 23

Percentage reporting 8.6% 9.7% 9.2% 4.0% 5.9%

Mean score 17.7 18.3 15.7 19.8 17.9

PSAT

Number reporting 651 418 134 67 32

Percentage reporting 9.3% 10.4% 8.2% 7.2% 8.3%

Mean score 46.3 47.4 43.8 46.8 39.9

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

9PLAN-ACT is a pre-ACT instrument that measures English

(usage, mechanics, rhetorical skills), math (algebra and geometry),

reading, and science reasoning. PLAN composite scores range from

one to 32. The preliminary SAT (PSAT) measures verbal reasoning,

reading, math problem-solving, and writing, and is scored on a 20-

to 80-point scale.
participants tended to enter the program earlier, with

only 10 percent entering as 11th-graders (compared to

UBMS, 20 percent) and about 1 percent as rising

12th-graders (compared to UBMS, 5 percent).

2. Age at entry into UBMS

The mean age of UBMS participants at entry into

the project was 15.7 years (table 15). About 27 percent

of UBMS participants entered the program at age 14 or

under, while in classic UB about 44 percent of participants entered the program at age 14 or under. Thirtyseven percent were 15 and 25 percent were 16. About

11 percent were 17 or older. On average UBMS participants were five months older than UB participants,

who averaged 15.2 years. This is consistent with the

larger proportion that was in 11th grade at time of

entry into the program.

26 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 14. Percentage distribution of UBMS participants, by grade at entry into program: 2000–01

Rising Rising

Sector 9th-grader 9th-grader 10th-grader 11th-grader 12th-grader

All 6.6% 32.1% 36.1% 20.3% 4.9%

Public four-year 7.3 31.8 35.4 20.2 5.3

Private four-year 5.6 23.5 42.2 23.9 4.8

Two-year 4.4 44.9 30.4 17.3 2.9

Community organizations 8.8 40.7 32.1 13.2 5.2

NOTE: UBMS = Upward Bound Math-Science. The categories of “Rising ninth-grader” and “Rising 12th-grader” refer to students who will be entering

the ninth or 12th grade in the next school term to start. For example, the student may first participate in Upward Bound the summer prior to entering

the ninth grade.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Figure 17. Percentage distribution of participants, by

grade at entry into program and by type

of Upward Bound program: 2000–01

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

0 10 20 30 40 50 60 70 80 90 100

UBMS 6.6 32.1 36.1 20.3 4.9

Rising 9th-grader

9th grade

10th grade

11th grade

Rising 12th-grader

UB 17.2 39.4 33.1 9.6 0.7

Percent

Table 15. Percentage distribution and mean age at program entry for new, current, and re-entry participants in

UBMS projects, by sector of host institution: 1999–2000

Program entry age in years

18 or Mean

Sector 14 or less 15 16 17 more entry age

All 26.9% 37.1% 25.0% 9.8% 1.2% 15.7

Public four-year 25.1 37.1 26.2 10.6 1.1 15.7

Private four-year 25.5 36.4 26.7 10.1 1.4 15.7

Two-year 34.0 37.2 20.3 7.2 1.3 15.5

Community organizations 34.6 39.3 17.7 7.4 1.1 15.5

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
In applying for federal grants, UBMS projects identify discrete local or regional geographic areas that the

project plans to serve. Within these target areas, projects

also identify target schools to be a focus of project services. Projects typically establish relationships with school

personnel and recruit participants from the school.

This chapter provides information on UBMS target

schools, including the number of schools and estimates

of the percentage of eligible students served. It also compares data on UBMS and UB target schools with state

and national averages for percentage of students eligible

for free lunch and percentage of minority populations.

The UB/UBMS performance report instructions

asked projects to provide the U.S. Department of

Education Common Core of Data (CCD) school identification number for the target school for each participant. CCD is a data collection program of the U.S.

Department of Education’s National Center for

Education Statistics (NCES), and it provides a comprehensive, annual, national statistical database of

information concerning all public elementary and secondary schools and school districts in the United

States—approximately 95,000 schools and 17,000 districts during the 2000–01 school year (U.S.

Department of Education, National Center for

Education Statistics 2003).

To obtain estimates of the number and characteristics of schools attended by participants, we merged the

school identification numbers reported in the Upward

Bound performance reports for each participant with

the CCD file. The performance reports included valid

CCD target school identification numbers for 7,174

UBMS participants and for 56,041 UB participants (82

percent of UBMS participants and 81 percent of UB

participants).10 To provide an additional context for

comparison, several tables in this chapter also include

target school information for Talent Search (TS),

another TRIO program that provides services to secondary school students. This information initially

appeared in the aggregate 1998–99 performance

reports for the Talent Search program, as published in

the report A Profile of the Talent Search Program:

1998–99 (Chou, Cahalan, Humphrey, Overton 2002).

A. Number of target schools

By matching performance report data with the

CCD public school information, we found that 5,380

schools were served by UB, UBMS, or both (table 16).

Of these, 986 schools were served by UBMS only;

3,268 were served by UB only; and 1,126 were served

by both UB and UBMS. The total served by UBMS

was thus 2,112 (i.e., 986 + 1,126), while the total served

by UB was 4,394 (i.e., 3,268 + 1,126).

Among the projects that submitted performance

reports, UBMS projects served an average of 18 target

schools and UB projects served six target schools (figure 18). For comparison, we note that TS served an

average of 15 middle and high schools per project.11

On average, UBMS projects served three students per

target school while UB projects served approximately

12 students per target school.

As displayed in table 16, the total number of public

schools attended by UB and UBMS participants represents about 21 percent of the total public schools serving

any student in grades 9–12. Target schools served by

UBMS projects represent about 8 percent of high schools

Chapter 4 Upward Bound Math-Science Target Schools 27

CHAPTER 4 

UPWARD BOUND MATH-SCIENCE 

TARGET SCHOOLS

10The UB Performance Reports actually included school identification numbers for 8,788 UBMS and 69,436 UB participants. Of

these, 1,614 UBMS and 13,395 UB participants (18 and 19 percent,

respectively, of the participants with codes reported) did not “match”

the schools in the CCD dataset. See appendix A for more information.

11A total of 349 Talent Search (TS) projects completed the

1998–99 TS performance report, and 341 submitted a list of target

schools. These projects combined served a total of 5,105 middle and

high schools (p. 12 of A Profile of the Talent Search Program: 1998–99).
28 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 16. Number of UBMS and UB projects, number of target schools, and target schools as a percentage of

total public schools serving grades 9–12, by state: 2000–01

Upward Bound projects Target schools as percent of

serving target schools1 Number of target schools2 total schools serving grades 9–12

State UBMS UB UBMS UB All3 UBMS UB All3

All 118 708 2,112 4,394 5,380 8.4% 17.4% 21.3%

Alabama 5 36 56 220 228 9.3 36.4 37.7

Alaska 1 2 29 45 60 9.4 14.6 19.4

Arizona 2 6 50 61 89 9.1 11.1 16.2

Arkansas 3 13 80 140 190 18.8 32.9 44.7

California 14 69 210 315 395 9.9 14.8 18.6

Colorado 3 11 21 46 54 5.1 11.2 13.2

Connecticut 0 6 2 25 25 0.5 6.4 6.4

Delaware 3 5 25 30 31 62.5 75.0 77.5

District of Columbia 1 7 6 27 28 12.2 55.1 57.1

Florida 2 20 34 136 148 3.0 12.1 13.2

Georgia 4 17 34 94 106 9.2 25.4 28.6

Hawaii 2 4 32 28 38 61.5 53.8 73.1

Idaho 1 4 23 31 48 9.4 12.7 19.6

Illinois 4 27 44 157 166 4.7 16.6 17.5

Indiana 1 8 22 74 79 5.1 17.1 18.2

Iowa 1 14 64 97 144 15.3 23.2 34.4

Kansas 3 12 45 60 86 11.8 15.7 22.5

Kentucky 3 15 58 95 119 12.3 20.2 25.3

Louisiana 2 16 77 130 157 17.3 29.2 35.3

Maine 1 5 11 30 34 7.1 19.2 21.8

Maryland 3 9 61 71 97 22.7 26.4 36.1

Massachusetts 2 14 12 53 54 3.1 13.9 14.1

Michigan 4 21 61 99 131 6.6 10.7 14.2

Minnesota 2 14 64 76 113 7.6 9.1 13.5

Mississippi 1 10 33 47 68 8.2 11.7 17.0

Missouri 5 14 91 105 158 13.0 15.0 22.6

Montana 1 6 28 40 62 15.0 21.4 33.2

Nebraska 3 5 28 31 47 7.6 8.4 12.7

Nevada 1 4 30 39 42 26.1 33.9 36.5

New Hampshire 0 2 1 17 18 1.2 20.5 21.7

New Jersey 1 9 13 50 57 3.2 12.4 14.1

New Mexico 0 7 39 41 66 20.6 21.7 34.9

New York 4 25 24 229 232 2.3 22.4 22.7

North Carolina 2 19 23 108 118 5.2 24.3 26.5

North Dakota 0 2 0 14 14 0 7.0 7.0

Ohio 3 25 44 120 154 4.5 12.2 15.7

Oklahoma 5 21 88 186 220 15.7 33.3 39.4

Oregon 0 7 25 27 36 8.5 9.2 12.2

Pennsylvania 2 19 56 164 197 7.8 22.8 27.4

Rhode Island 0 1 0 6 6 0 10.7 10.7

South Carolina 2 15 61 88 115 22.3 32.1 42.0

South Dakota 1 3 9 26 29 4.2 12.0 13.4

Tennessee 2 16 50 80 119 12.4 19.8 29.5

Texas 8 53 139 285 344 6.1 12.5 15.1

Utah 0 7 1 51 51 0.4 20.2 20.2

Vermont 1 4 23 34 48 21.9 32.4 45.7

Virginia 1 17 9 125 132 2.4 33.2 35.0

Washington 0 10 38 68 86 5.5 9.9 12.5

West Virginia 1 9 25 62 72 12.0 29.8 34.6

Wisconsin 3 19 32 102 109 5.5 17.7 18.9

Wyoming 1 2 23 15 31 21.5 14.0 29.0

Puerto Rico/Outlying areas 3 22 58 94 129 9.0 14.6 20.0

119 UB and 3 UBMS projects did not submit performance reports, and their target schools are not reflected in this analysis.

2Secondary schools may be associated with Upward Bound projects located in another state.

3This total represents an unduplicated count of schools associated with UBMS and UB projects within each state.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01; U.S. Department of Education,

National Center For Education Statistics, Common Core of Data Public Elementary/Secondary School Universe Survey, 2000–01.
in the United States and outlying areas. UB serves about

17 percent of high schools in these same areas.

B. Estimates of the percentage of

potentially eligible students served

One can get a sense of the extent to which UBMS

and the UB projects reach potentially eligible students

by comparing the number of students the program

serves with the number of students eligible for free

lunch in the same schools, because such eligibility is a

reasonable proxy for low-income status. Free-lunch 

eligibility is slightly different from Upward Bound eligibility,12 but it does give an indication of the proportion of economically disadvantaged students who were

served. Table 17 presents the number of participants

served by UBMS and UB projects for each state, and

the number eligible for free lunch in UBMS and UB

schools and all other high schools within the state. We

also include the percentage of those eligible for free

lunch who are served by Upward Bound within the target schools and the percentage of the total counts of

those eligible for free lunch within the nation and state.

UBMS and UB taken together serve about 62,000 participants, roughly 3 percent of those eligible for free

lunch within their target schools.13 Generalizing the

number of UB participants served during the 2000–01

program year to all schools in the United States serving

grades 9–12, the percentage of students served by UB

and UBMS was about 2 percent of those eligible for

free school lunch in grades 9–12 in the nation.

To provide an additional context for understanding

the Upward Bound target schools, table 17 also

includes similar statistics by state for Talent Search

projects during the 1998–1999 program year (Chou,

Cahalan, Humphrey, Overton 2002). Note the numbers served and enrollment figures for Talent Search

include students in both middle and high school. Talent

Search serves a much larger number of students per

year and reaches an estimated 20 percent of those eligible for free lunch within its target schools.

C. Comparison of percentage eligible for

free lunch and percentage minority

One indicator that Upward Bound projects are

serving suitable target schools is the percentage of students in those schools who are eligible for free lunch.

Nationwide about 27 percent of students in schools

enrolling grades 9–12 were eligible for free lunch in

2000–01 (table 18). Among UB and UBMS schools, 

34 percent of students were eligible for free lunch, and

among non-UB schools, about 25 percent were eligible—a difference of 9 percentage points. There is considerable variation by state. Generally, states with higher numbers of free-lunch eligible students and the less

populated states have less difference between UB and

UBMS schools and the state average.

Almost half (47 percent) of the total enrollment in

UB and UBMS target schools was minority students,

compared to a national rate for minorities of 35 percent

(table 19). As with free lunch eligibility, the states with

relatively smaller proportions of minority enrollment

overall had the smallest differences between UB and

UBMS schools and the other schools in the states.

Chapter 4 Upward Bound Math-Science Target Schools 29

Figure 18. Average number of target schools, by 

type of Upward Bound project: 2000–01

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward

Bound. The number of target schools served by each UB project shown

in this figure is based on an unduplicated count of schools. Since some

Upward Bound projects may serve the same target schools, the duplicated count of target schools per UB project would be eight.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

0

2

4

6

8

10

12

14

16

18

20

6.2

UB

17.9

UBMS

Number of target schools

13Percentages were calculated by dividing the total number of

Upward Bound participants in a given state by the total number of

students eligible for the free lunch program in the target schools in the

state. Although all UB and UBMS participants may not be eligible for

free lunch, the calculation includes all Upward Bound participants.

12To be eligible for free lunches through the U.S. Department of

Agriculture’s National School Lunch Program, family income must

not exceed 130 percent of the poverty level as defined by the Bureau

of Census, U.S. Department of Commerce. The Code of Federal

Regulations for Upward Bound (34 CFR 645.6) defines a low-income

individual as one whose family taxable income did not exceed 

150 percent of the poverty level amount for the calendar year preceding the year of the individual’s initial participation.
30 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 17. Number of participants served by Upward Bound and Talent Search projects and estimated

percentage of students eligible for free lunch served by the programs, by state: 2000–01

Talent Search 1 UBMS and UB

Number eligible Percent Number Percent Number eligible Percent of

for free lunch of eligible eligible for of eligible for free lunch all eligible

in target served in free lunch in served in in grade 9-12 for free

State Participants schools target schools Participants target schools target schools nontarget schools lunch2

All 241,282 1,197,860 20.1% 62,074 1,888,136 3.3% 1,705,541 1.7%

Alabama 19,621 66,518 29.5 3,252 68,115 4.8 39,042 3.0

Alaska 853 825 103.43 320 †† ††

Arizona † † † 535 † † † †

Arkansas 7,503 18,936 39.6 927 29,444 3.1 26,072 1.7

California 24,878 212,130 11.7 6,171 361,484 1.7 219,342 1.1

Colorado 4,479 13,505 33.2 931 15,935 5.8 16,327 2.9

Connecticut 1,583 10,122 15.6 454 † † † †

Delaware 1,350 7,825 17.3 481 11,143 4.3 1,045 3.9

District of Columbia † † † 547 9,665 5.7 1,305 5.0

Florida 5,855 47,683 12.2 1,674 94,915 1.8 103,886 0.8

Georgia 9,497 71,002 13.4 1,781 53,557 3.3 57,022 1.6

Hawaii 1,900 10,815 17.6 404 24,748 1.6 1,711 1.5

Idaho 2,698 8,601 31.4 401 5,531 7.3 14,395 2.0

Illinois † † † 2,352 † † † †

Indiana 5,110 18,463 27.7 606 22,601 2.7 25,150 1.3

Iowa 6,854 15,045 45.5 1,230 17,106 7.2 9,793 4.6

Kansas 4,781 20,257 23.6 852 21,199 4.0 12,278 2.5

Kentucky 6,647 33,269 20.0 1,373 38,689 3.5 23,586 2.2

Louisiana 10,706 71,088 15.1 1,595 73,745 2.2 43,204 1.4

Maine 830 2,221 37.4 431 4,672 9.2 6,093 4.0

Maryland 3,048 16,190 18.8 973 37,437 2.6 10,396 2.0

Massachusetts † † † 1,217 27,329 4.5 29,454 2.1

Michigan 4,273 25,554 16.7 1,801 51,851 3.5 55,809 1.7

Minnesota † † † 1,157 29,345 3.9 30,373 1.9

Mississippi 5,389 29,281 18.4 1,076 39,829 2.7 61,976 1.1

Missouri 2,387 8,266 28.9 1,341 24,339 5.5 32,938 2.3

Montana 2,092 3,951 52.9 545 5,657 9.6 2,969 6.3

Nebraska 1,613 9,200 17.5 506 12,474 4.1 9,877 2.3

Nevada 1,381 3,378 70.9 337 4,123 8.2 1,492 6.0

New Hampshire 1,222 1,178 103.73 161 1,330 12.1 2,944 3.8

New Jersey 6,340 28,351 22.4 697 32,313 2.2 28,354 1.1

New Mexico † † † 740 22,947 3.2 10,084 2.2

New York 15,183 71,574 21.2 2,602 133,202 2.0 127,622 1.0

North Carolina 8,645 45,924 18.8 1,713 31,270 5.5 34,336 2.6

North Dakota 2,384 2,749 86.7 108 1,633 6.6 6,540 1.3

Ohio 8,903 35,979 24.7 1,983 38,144 5.2 58,482 2.1

Oklahoma 7,063 34,995 20.2 1,749 34,131 5.1 24,818 3.0

Oregon 2,060 8,683 23.7 492 12,955 3.8 21,805 1.4

Pennsylvania † † † 1,672 80,622 2.1 45,750 1.3

Rhode Island 865 6,770 12.8 151 4,174 3.6 4,010 1.8

South Carolina 7,114 31,897 22.3 1,326 45,091 2.9 23,400 1.9

South Dakota 1,035 3,303 31.3 292 1,801 16.2 4,071 5.0

Tennessee † † † 1,318 † † † †

Texas 1,563 97,352 15.0 4,111 187,807 2.2 206,253 1.0

Utah 5,069 6,985 72.6 703 9,878 7.1 19,281 2.4

Vermont 1,300 2,247 57.9 279 5,191 5.4 1,000 4.5

Virginia 7,135 21,862 32.6 1,373 29,817 4.6 21,778 2.7

Washington † † † 802 † † † †

West Virginia 3,459 17,263 20.0 771 19,161 4.0 14,999 2.3

Wisconsin 2,392 17,854 13.4 1,436 39,585 3.6 26,508 2.2

Wyoming 625 1,105 56.6 259 3,961 6.5 4,103 3.2

Outlying areas 10,636 37,664 28.2 2,066 68,160 3.0 186,868 0.8

†Data not available.

1The data on Talent Search originally appeared in A Profile of the Talent Search Program: 1988–99 (Chou, Cahalan, Humphrey, Overton 2002). 2Percentage calculated by summing total number eligible for free lunch in UB and UBMS target schools (1,888,136) and the number eligible in all nontarget schools serving grades 9–12 (1,705,541) and dividing by the number of UB and UBMS participants in the target schools (62,074).

3Income and eligibility guidelines for participation in the Talent Search program and the free lunch program under the National School Lunch Act differ slightly. This difference explains how more than 100 percent of the eligible students can be served.

NOTE: Interpret the state-level data on free lunch eligibility with caution. More than 20 percent of the secondary schools in the CCD Public School Universe Survey were

missing information on the number of students eligible for free lunch. These schools were excluded from these analyses. This may account for some of the states in which

it appears that UB target schools have lower rates of students eligible for free lunch than does the state. UBMS = Upward Bound Math-Science; UB = classic UB. Analyses

exclude duplicate records within projects for participants with valid 9-byte Social Security numbers.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01; U.S. Department of Education, National Center For

Education Statistics, Common Core of Data Public Elementary/Secondary School Universe Survey, 2000–01.
Chapter 4 Upward Bound Math-Science Target Schools 31

Table 18. Percentage of students in grades 9–12 eligible for the federal free lunch program in Upward Bound

target schools and other secondary schools, by state: 2000–01

Percentage of students eligible, by school type

UBMS and UB Other secondary All secondary

State target schools schools* Difference schools

All 33.7% 24.6% 9.1% 27.0%

Alabama 39.7 35.1 4.6 37.5

Alaska † † † †

Arizona † † † †

Arkansas 33.8 32.8 1.0 33.3

California 34.7 21.9 12.8 24.9

Colorado 29.8 14.5 15.3 17.1

Connecticut † † † †

Delaware 18.6 48.3 –29.7 22.8

District of Columbia 53.4 42.4 11.0 51.0

Florida 25.8 29.2 –3.4 28.6

Georgia 39.4 24.7 14.7 29.4

Hawaii 32.8 39.3 –6.5 34.0

Idaho 24.7 25.0 –0.3 24.9

Illinois † † † †

Indiana 20.8 13.2 7.6 15.1

Iowa 15.1 13.1 2.0 13.9

Kansas 23.6 17.0 6.6 18.7

Kentucky 36.9 19.2 17.7 26.1

Louisiana 47.3 40.6 6.7 43.5

Maine 25.3 19.7 5.6 21.5

Maryland 22.0 17.3 4.7 19.7

Massachusetts 34.3 17.0 17.3 19.9

Michigan 35.3 17.2 18.1 20.5

Minnesota 22.6 22.5 0.1 22.5

Mississippi 71.7 52.7 19.0 58.3

Missouri 22.6 21.1 1.5 21.6

Montana 24.9 20.8 4.1 22.2

Nebraska 24.3 16.8 7.5 18.0

Nevada 11.3 18.0 –6.7 14.9

New Hampshire 8.5 7.7 0.8 7.8

New Jersey 44.7 10.5 34.2 15.7

New Mexico 40.0 33.8 6.2 36.4

New York 41.3 22.3 19.0 26.9

North Carolina 27.2 22.7 4.5 24.2

North Dakota 43.9 26.2 17.7 27.4

Ohio 27.4 15.7 11.7 17.8

Oklahoma 40.4 30.8 9.6 35.1

Oregon 21.8 21.7 0.1 21.7

Pennsylvania 29.4 13.6 15.8 18.3

Rhode Island 55.4 16.4 39.0 21.3

South Carolina 36.1 32.7 3.4 34.7

South Dakota 35.3 19.0 16.3 21.2

Tennessee † † † †

Texas 37.6 31.1 6.5 32.3

Utah 24.3 21.9 2.4 22.5

Vermont 15.4 13.6 1.8 14.9

Virginia 30.5 15.1 15.4 21.8

Washington † † † †

West Virginia 35.3 32.9 2.4 34.1

Wisconsin 29.2 16.9 12.3 19.8

Wyoming 18.7 28.1 –9.4 24.8

Puerto Rico/Outlying areas 67.7 79.2 –11.5 76.4

†Data not available.

*Other schools include operational schools with any grade 9–12 that were not associated with Upward Bound projects during the 2000–01 academic year.

NOTE: Interpret the state-level data on free lunch eligibility with caution. More than 20 percent of the secondary schools in the CCD Public School Universe Survey were missing information on the number of students eligible for free lunch. These cases were excluded from these analyses. This may account for some of the states in which it appears

that UB target schools have lower rates of students eligible for free lunch than the state average. UBMS = Upward Bound Math-Science; UB = classic Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01; U.S. Department of Education, National Center For

Education Statistics, Common Core of Data Public Elementary/Secondary School Universe Survey, 2000–01.
32 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 19. Percentage of minority students in grades 9–12 in Upward Bound schools and other secondary

schools, by state: 2000–01

Percent minority students, by school type

Other secondary All secondary

State UBMS and UB schools schools* Difference schools

All 47.4% 30.6% 16.8% 34.9%

Alabama 50.1 32.4 17.7 41.5

Alaska 73.5 63.8 9.7 66.0

Arizona 53.9 44.2 9.7 46.3

Arkansas 30.1 20.3 9.8 25.1

California 69.3 51.2 18.1 55.4

Colorado 48.9 22.8 26.1 27.1

Connecticut 58.8 29.3 29.5 32.9

Delaware 34.0 49.4 –15.4 36.1

District of Columbia 96.3 99.9 –3.6 97.0

Florida 56.6 45.2 11.4 47.0

Georgia 69.4 35.6 33.8 46.5

Hawaii 80.9 76.0 4.9 79.9

Idaho 16.1 12.8 3.3 13.5

Illinois 60.1 22.3 37.8 30.0

Indiana 22.3 8.7 13.6 11.8

Iowa 7.0 3.9 3.1 5.1

Kansas 24.8 8.4 16.4 12.6

Kentucky 6.9 14.5 –7.6 11.6

Louisiana 60.0 43.6 16.4 50.7

Maine 3.7 2.9 0.8 3.1

Maryland 60.6 35.4 25.2 47.5

Massachusetts 58.8 23.5 35.3 29.3

Michigan 58.1 18.8 39.3 25.9

Minnesota 20.8 17.7 3.1 18.2

Mississippi 79.6 42.7 36.9 53.5

Missouri 15.5 13.4 2.1 14.0

Montana 28.2 8.0 20.2 15.1

Nebraska 26.0 6.2 19.8 9.3

Nevada 40.3 35.1 5.2 37.7

New Hampshire 3.2 3.0 0.2 3.1

New Jersey 86.6 29.6 57.0 38.4

New Mexico 70.6 62.8 7.8 65.9

New York 60.2 26.5 33.7 34.6

North Carolina 47.8 35.0 12.8 38.8

North Dakota 49.1 10.1 39.0 12.9

Ohio 40.7 14.4 26.3 18.8

Oklahoma 39.4 26.5 12.9 32.3

Oregon 25.6 13.4 12.2 15.5

Pennsylvania 36.5 11.6 24.9 19.0

Rhode Island 69.1 20.0 49.1 26.1

South Carolina 51.5 43.2 8.3 48.1

South Dakota 51.0 10.1 40.9 16.8

Tennessee † †† †

Texas 66.7 47.3 19.4 50.8

Utah 17.6 14.1 3.5 14.8

Vermont 3.4 2.6 0.8 3.2

Virginia 37.2 33.6 3.6 34.9

Washington 42.9 22.0 20.9 25.0

West Virginia 6.0 5.8 0.2 5.9

Wisconsin 30.0 15.6 14.4 18.8

Wyoming 12.4 10.6 1.8 11.2

Puerto Rico/Outlying areas 99.4 93.3 6.1 94.7

†Data not available.

*Other schools include operational schools with any grade 9–12 that were not associated with Upward Bound projects during the 2000–01 academic year.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01; U.S. Department of Education, National Center For

Education Statistics, Common Core of Data Public Elementary/Secondary School Universe Survey, 2000–01.
This chapter focuses on project participation in

UBMS during high school and discusses the following:

the number of participants served in 2000–01; the level

and length of participation; the services offered; and the

percentage of participants receiving each service. In

addition, some limited information on high school academic measures (e.g., high school grades, college

entrance test scores, and high school and postsecondary

credits earned from program participation) are presented. In subsequent reports, as data become available on a

complete cohort of participants that entered the UBMS

Program in 1999–2000, we plan to include information

on grade progression and high school graduation.

A. Participation level and number served

1. Participation level

Since its creation in 1990, the UBMS Program has

emphasized the summer instructional component that

is at least six weeks in length and includes daily coursework and other activities in math and science. As with

classic UB projects, all UBMS projects are expected to

offer participants academic-year services that complement the more intensive summer programs. However,

because some UBMS projects are regional centers that

serve many students considerably removed from the

grantee institution, the UBMS academic-year component is generally less structured than that of classic UB.

While UB projects are required to provide services to

participants throughout the academic year on a weekly

(or in some situations bi-weekly) basis, UBMS projects

are permitted to design cost-effective academic-year

services that take into account the distances involved in

reaching participants. UBMS projects sometimes use

distance learning or arrange for a teacher or counselor

at the target school to assist UBMS participants during

the academic year.

About 54 percent of UBMS participants were

involved in the program during both the summer and

academic year (table 20 and figure 19). An additional 

27 percent participated in only the summer or summer

bridge components, 17 percent participated in the academic year only, and 2 percent were reported as “prioryear participants” who received limited or no follow-up

services or those whose level of participation was not

reported. As might be expected, given the regional

aspect of UBMS and its different focus and requirements, UBMS had a larger percentage of students who

participated only in the summer program than did classic UB (27 percent compared to 8 percent) and also

had a smaller percentage of students who participated

only in the academic year (17 percent for UBMS compared to 28 percent for UB) (figure 19).

2. Number served and number funded to serve

As in other TRIO programs, UBMS grants are

made with an explicit expectation that the project will

serve a specified number of participants throughout the

project year (academic year plus summer and, where relevant, summer bridge). During the 2000–01 program

year, UBMS projects were funded to serve an average of

50 participants each. Among UBMS projects submitting

performance reports for 2000–01, the number of students served exceeded the number funded to serve by

approximately 1,027 participants (18 percent) (see figure 20 on page 36). The number actually served may be

overstated in two respects, however. First, not all students attended on a full-time basis (i.e., not all students

participated in both the summer and academic-year

components). Projects frequently recruited additional

students to take the place of those who participated in

only one component, or of those who relocated or otherwise dropped out of the UBMS project. A project may

thus report the participation of two students, one who

Chapter 5 High School Program Participation, Services, and Academic Measures 33

CHAPTER 5 

HIGH SCHOOL PROGRAM

PARTICIPATION, SERVICES, AND

ACADEMIC MEASURES
attended the program in the summer only and another

who participated exclusively during the school year,

when in fact neither alone represented a complete

“funded to serve” participant. The second and more

important point concerns students’ participation in the

summer component which, as has been stated earlier in

this profile, is the heart of the UBMS Program. The

importance of the summer component is reflected in the

percentage of UBMS students who participated in the

summer—81 percent, as shown in figure 19. While this

percentage is high, the number served in the summer is

slightly less than the number funded to serve in 2000-01.

Stated in percentages, the 5,576 summer participants

represented approximately 95 percent of the number of

UBMS students funded to serve—5,853 (figure 20).

34 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 20. Number and percentage distribution of Upward Bound Math-Science participants, by grantee sector

and type of participation in reporting year: 2000–01

Unknown or

Academic year limited

Academic year and Academic Summer Summer service to 

Sector and summer summer bridge year only only bridge only prior participants*

Number of participants

All 3,457 237 1,159 1,835 47 145

Public four-year 2,216 93 642 954 32 74

Private four-year 658 63 256 573 15 57

Two-year 478 71 147 223 0 8

Community 

organizations 105 7 114 85 0 6

Percentage of participants

All 50.3% 3.4% 16.9% 26.7% 0.7% 2.1%

Public four-year 55.2 2.4 16.0 23.8 0.8 1.8

Private four-year 40.6 3.9 15.8 35.3 0.9 3.5

Two-year 51.6 7.7 15.9 24.1 0 0.9

Community 

organizations 33.1 2.2 36.0 26.8 0 1.9

*Column includes a small number of participants whose participation level was either unknown or who were reported as current participants for the

2000–01 project year but were coded by their projects for this item as prior-year participants who were receiving limited or no services.

NOTE: Because of rounding, detail may not sum to totals. Analyses are restricted to new, current, and re-entry participants for the 2000–01 project

year. The estimates are based on unduplicated counts of participants within projects.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Chapter 5 High School Program Participation, Services, and Academic Measures 35

Figure 19. Percentage of UBMS and UB participants involved at various levels during the reporting year:

2000–01

NOTE: UB = classic Upward Bound; UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

2.1

0.7

1.9

1.4

27.8

5.5

55.3

26.7

16.9

3.4

50.3

8.2

0 10 20 30 40 50 60

Unknown or service

to prior year

Summer bridge only

Summer only

Academic year only

Academic year and

summer bridge

Academic year and

summer

UBMS UB Percent
B. Participant status and length of

participation

Figure 21 gives the distribution over the grantee

sector for new, continuing, and re-entry participants for

the 2000–01 service year. A new participant is an individual who participated in the project for the first time in

the program year (in this case 2000–01). A continuing

participant is an individual who participated in the project in both the current reporting period (program year

2000–01) and the preceding project period (program

year 1999–2000). A re-entry participant is a former project participant who participated in the project during the

current reporting period (program year 2000–01) but not

during the preceding project period (program year

1999–2000).14 Among UBMS projects, 53 percent of

the students served in 2000–01 were new participants, 

47 percent were continuing, and a very small percentage

(0.4 percent) were classified as re-entry participants (figure 21). As indicated in table 21, UBMS had proportionally more new participants than UB. VUB had the

largest percentage of new participants, reflecting the

program’s short-term service orientation.

1. Participation length

The data provided in this first UBMS profile have

a number of limitations, one of which is significant in

considering length of program participation. For the

2000–01 report, grantees were required to provide data

on participants beginning with those served in

1999–2000. Some of these participants would have first

enrolled in UBMS in earlier years (e.g., 1998 or 1997).

But some of their fellow participants who also enrolled

in those years would have left the program before

1999–2000. Their length of participation would often

have been shorter than that of many of the participants

included in the 2000–01 report. For this reason, average length of participation for participants as calculated from the 2000–01 data is doubtless somewhat distorted; had data been available for all participants in the

earlier cohorts, we suspect that length of participation

would have been less than that reported below.

36 A Profile of the Upward Bound Math-Science Program: 2000–2001

Figure 20. Number served over course of the

reporting year, number funded to serve,

and number served in a summer

component, among UBMS projects

submitting performance reports: 2000–01

* This number includes those served in the summer only, summer and

academic year, summer bridge only, and summer bridge and academic year; and excludes those served only in the academic year.

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000

Served in a 

summer program*

Funded 

to serve

Served over 

course of year

5,576

5,853

6,880

Number of participants

Figure 21. Percentage distribution of UBMS current

(re-entry, continuing, and new)

participants, by grantee sector: 2000–01

NOTE: UB = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

51.1 51.0 59.5 58.4 52.5

48.5 48.3 40.5 41.6 47.1

0.4 0.7 0.4

0

10

20

30

40

50

60

70

80

90

100

Public 

four-year

Private 

four-year

Public 

two-year

Community

organizations

All projects

Percent

Re-entry participants Continuing participants New participants

14The tabulations in this section do not include prior-year participants in the performance file. A prior-year participant is a former

project participant who did not participate in the project during the

current reporting period.
Having acknowledged this limitation, we believe

that the data below do provide some indication of average duration of participation. The mean number of

months between the entry date and the date of last participation (or the end of the reporting period for UBMS)

was 14.2 months, and the median was 12.0 months (table

22). Comparable statistics for UB reflect the fact that

UB participants often enter when they are in an earlier

grade in high school and that a smaller proportion of UB

participants participate only in the summer. The mean

number of months between entry date and the date of

last participation or the end of the reporting period for

UB participants was 21.7 and the median was 21.0 (data

for UB not shown in table).

Chapter 5 High School Program Participation, Services, and Academic Measures 37

Table 21. Percentage distribution of participants, by participant status (new, continuing, and re-entry) and by

type of Upward Bound project: 2000–01

Participant status UBMS UB VUB

New participants 52.5% 38.3% 75.6%

Continuing participants 47.1 61.4 21.0

Re-entry participants 0.4 0.4 3.3

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound; VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 22. Percentage distribution, mean, and median number of months between entry date and date of last

participation (or end of reporting period) for UBMS participants, by participant status: 2000–01

Participant status

Distribution of months All New Continuing Re-entry1 Prior year2

3 months or less 24.5 53.9 3.8 100 17.8

4–11 months 24.9 36.5 19.4 0 20.1

12–17 months 18.4 7.8 28.5 0 18.0

18–23 months 9.9 1.1 17.0 0 10.9

24–35 months 14.8 0.6 20.6 0 21.9

36+ months 7.6 0 10.8 0 11.3

Months Months Months Months Months

Mean 14.2 4.3 19.8 1.0 17.6

Median 12.0 2.0 17.0 1.0 13.0

1 Re-entry participants with valid re-entry dates are included in this category, with their re-entry date considered their entry date.

2 The tabulations in this table are based on an incomplete cohort of UBMS prior participants because this was the first year of reporting and only

those served in 1999–2000 and 2000–01 were included on file. High school students starting the program but dropping out before 1999–2000

would have been excluded. We anticipate that this resulted in a higher distribution of months of participation for prior participants than might otherwise have been obtained.

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Table 23 includes information on length of participation only for those individuals identified as prior participants in the 2000–01 performance report. As noted

above, data in this table are based on an incomplete

cohort of prior participants; we anticipate that this

resulted in a greater distribution of months of participation than might otherwise have been obtained. As it

stands, table 23 shows 17.4 months of participation as

the mean and 13.0 months as the median. There were

few differences in these statistics by grantee sector,

except that projects sponsored by private four-year

grantees had lower mean months of participation among

prior participants and projects sponsored by two-year

institutions had higher mean months (15 and 21 months,

respectively, compared with 17 months for the total).

2. Reason for leaving the program

Regarding students for whom projects had reported a date of last service, grantees were asked to indicate

why the student had left the program. (Table 24 presents the list of these reasons developed in conjunction

with the UB performance report working group.) The

most common reason selected was “graduated from

high school” (61 percent). This was followed by

“other reasons,” with 12 percent, and “no longer

interested,” with 10 percent. About 5 percent of participants were reported to have left the program to

participate in another pre-college program. Each of

the following reasons—need or desire for employment, moved out of area, other extracurricular activities, and family responsibilities—were listed for

between 3 to 4 percent of the participants.

Based on responses to this item, one might estimate

that about 40 percent of those UBMS participants who

received services and then exited the program left prior

to graduating from high school. The reasons reported

for leaving the UBMS Program were varied and related

to other interests and commitments.

38 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 23. Percentage distribution, mean, and median number of months between entry date and exit date (or

end date of reporting period) for prior-year participants in UBMS projects, by project sector: 2000–01

Project sector

Public Private Community

Duration of months All four-year four-year Two-year organization

3 months or less 18.2% 16.7% 22.9% 12.4% 24.1%

4–11 months 20.5 17.2 28.9 10.3 44.8

12–17 months 18.4 20.9 12.7 23.7 0

18–23 months 10.8 12.3 11.9 3.1 0

24–35 months 20.9 22.0 15.5 31.4 6.9

36+ months 11.3 10.8 8.1 19.1 24.1

Months Months Months Months Months

Mean 17.4 17.8 15.3 20.8 16.1

Median 13.0 14.0 11.0 24.5 10.0

NOTE: UBMS = Upward Bound Math-Science. The tabulations in this table are based on an incomplete cohort of UBMS prior participants. This was the

first year of reporting and only those participants served in 1999–2000 and 2000–01 were included on file. High school students starting the program,

but dropping out before 1999–2000, would have been excluded. We anticipate that this resulted in a higher distribution of months of participation

than might otherwise have been obtained.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
3. Overlap among UB and UBMS participation

To examine the extent to which students may have

participated in both a UBMS and a UB project, we

matched participant records using students’ Social

Security numbers to calculate the number and percentage of projects that had any overlapping participants

and the percentage of participants that were served by

the two programs (table 25). Overall, 65 percent of

UBMS projects had at least one participant who was

also included among the UB participants, and about 

44 percent of UB projects had at least one participant

who was also a UBMS participant.

However, the actual number of participants

involved was small—about 10 percent of UBMS participants and about 1 percent of UB participants.

C. Services offered and received

UBMS regulations specify academic areas for which

projects are required to provide instruction, in the form

of either courses or tutoring. The regulations also identify other services that may be offered by projects.

These academic areas and services are reflected in the

performance reports and are listed later in tables 26 and

27. The glossary in appendix B provides definitions of

these services as defined in the instructions to the

Upward Bound performance report. The two major statistics reported below are the percentage of projects

having at least one participant receiving the service for

2000–01 (used as indicator of offering/providing the

service) and the percentage of participants who are

reported to have received the service in the reporting

year. For example, if none of the participants whose

Chapter 5 High School Program Participation, Services, and Academic Measures 39

Table 24. Percentage distribution of reported reasons for leaving the program of UBMS participants with a

reported date of last service: 2000–01

Public Private Community

Reason for leaving All four-year four-year Two-year organization

Need or desire for employment 3.5% 4.3% 2.5% 2.3% 4.2%

Moved out of target area 2.6 2.2 1.8 5.2 5.3

Dropped out of high school 0.2 0.3 0 0.3 0

Other extracurricular activities 3.5 3.8 2.4 4.9 1.1

Participating in another program 4.5 3.6 7.7 1.8 3.2

No longer interested 10.0 9.4 10.5 9.3 17.9

Family responsibilities 3.0 3.3 2.8 1.8 5.3

Graduated from high school 60.5 60.3 60.5 60.9 62.1

Other 12.2 12.9 11.8 13.5 1.1

NOTE: UBMS = Upward Bound Math-Science. Dates of last service before June 1, 1999, and after November 30, 2001, were excluded from the analyses.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 25. Number of UBMS and UB projects with overlapping current and prior-year participants, by grantee

sector: 2000–01

Number and percentage of projects with Number and percentage of overlapping

overlapping UB and UBMS participants participants in the projects

Sector UBMS UB UBMS UB

All 78 64.5% 321 44.2% 855 9.7% 837 1.2%

Public four-year institutions 45 45.2 145 48.0 572 11.3 430 1.4

Private four-year institutions 21 38.2 55 34.5 159 7.3 80 0.5

Two-year institutions 9 52.9 103 44.6 107 9.3 284 1.5

Community organizations 3 50.0 18 46.2 17 4.1 43 1.4

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. Because of rounding, detail may not sum to totals. This table excludes projects that did not respond to the Upward Bound individual performance reports (19 UB and 3 UBMS). The overlapping participants reflect individual

records with valid, 9-byte Social Security numbers, after duplicates within each Upward Bound project were removed.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
records were submitted by the project were reported to

have received “Japanese foreign language” instruction,

then the project would be classified as not offering the

service. If the project had at least one participant receive

instruction in the area, then it would be classified as

offering the service. We then calculated the percentage

of total UBMS participants who received the service.

1. Percentage of projects offering service

Projects’ statistics on services provided to participants indicate that virtually all projects have some participants receiving instruction in the required core curriculum, either in the summer or academic year.15 In

the summer program, approximately 96 percent of

projects offered instruction in mathematics, science,

and English; 84 percent provided courses or tutoring

in foreign languages. In the academic year, approximately 60 percent offered instruction in math,

English, and science; 48 percent offered foreign language instruction (table 26).

2. Percentage of participants receiving instruction in

the subject area

About 73 percent of participants received instruction in some form of math, science, and English during

the summer program, and over one-half had instruction in a foreign language. During the academic year,

roughly 40 percent received mathematics, science, and

English instruction, and approximately one-quarter

received foreign language instruction (table 26).

Algebra II, integrated math, geometry, and precalculus were the math courses most commonly reported for summer program participants. About 10 percent

of summer participants received instruction in precalculus and 5 percent in calculus. Thirteen percent

received integrated math instruction.

The most frequent science subject was integrated

science, with 18 percent of participants receiving this

instruction during the summer. Fourteen percent

received instruction in chemistry, and the same percentage received physics instruction. Twelve percent

received biology and 13 percent some other science in

the summer program.

40 A Profile of the Upward Bound Math-Science Program: 2000–2001

15As specified in the TRIO program regulations (34 CFR

645.11), an Upward Bound project that receives funds for at least

two years “shall include as part of its core curriculum, instruction

in—(1) Mathematics through pre-calculus; (2) Laboratory science;

(3) Foreign language; (4) Composition; and (5) Literature.”
Chapter 5 High School Program Participation, Services, and Academic Measures 41

Table 26. Percent of UBMS projects having at least one participant receiving service in academic areas, and

percent of current participants receiving the service: 2000–2001

Academic year Summer

Projects offering Participants Projects offering Participants

Academic area courses/tutorial receiving service* courses/tutorial receiving service*

Mathematics

Pre-algebra 11.1% 0.4% 6.8% 0.8%

Algebra I 33.1 6.0 40.7 5.0

Algebra II 43.2 8.7 60.2 14.3

Geometry 40.7 8.7 50.0 10.1

Trigonometry 25.4 3.6 38.1 7.0

Pre-calculus 28.0 3.9 46.6 10.3

Calculus 17.0 1.0 35.6 5.0

Integrated math 19.5 6.7 25.4 13.0

Other 20.3 4.1 25.4 7.8

Any mathematics 59.3 43.1 96.6 73.3

Science

Introductory/earth science 23.7 1.8 17.0 2.3

Biology 41.5 9.2 49.2 12.3

Chemistry 42.4 10.9 53.4 13.9

Physics 32.2 4.4 50.9 13.8

Integrated science 26.3 9.6 34.8 17.7

Other 29.7 6.2 36.4 12.8

Any science 63.6 42.1 94.9 72.8

Any mathematics or 

science 66.1 46.7 96.6 76.2

Foreign Language

Spanish 39.0 16.3 43.2 20.1

French 22.9 2.8 17.0 4.7

German 9.3 0.6 3.4 1.2

Italian 2.5 0.2 1.7 0.3

Russian 0.9 0.7 4.2 1.4

Japanese 3.4 0.1 9.3 1.9

Other 22.9 2.9 41.5 22.5

Any foreign language 48.3 23.6 83.9 52.1

English

Composition 34.8 12.5 43.2 22.3

Literature 15.3 1.2 17.0 4.4

Composition and literature 46.6 25.4 75.4 46.7

Any English course 59.3 39.1 95.8 73.4

*Percentages are of the total new, continuing, and re-entry participants in the service year.

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound Performance Reports, 2000–2001.
Figures 22 and 23 provide a comparison between

UBMS and classic UB for the percentage of participants receiving instruction in broad academic areas and

selected mathematics subjects. During the academic

year, UB delivered instruction in major academic areas

(i.e., mathematics, English, science, and foreign languages) to a higher percentage of participants than did

UBMS, presumably because of the greater intensity of

UB services during the school year and because higher

percentages of UB students participate during the academic year (figure 22).

During the summer the situation was reversed,

with higher percentages of UBMS participants receiving instruction in these subject areas. Within the field

of mathematics, additional distinctions emerge. In the

academic year, there was little difference between UB

and UBMS in their percentages of participants who

received instruction in integrated math, calculus, and

pre-calculus, despite overall lower levels of students’

participation in UBMS during the school year. In the

summer, percentages of UBMS students who took calculus and pre-calculus exceeded percentages of UB students who took those subjects (figure 23). These differing levels of participation in higher levels of mathematics reflect the emphasis in UBMS on math and science

and the differences in academic levels of the students.

On average, UBMS students were more likely to enter

the program at a later grade and to have slightly higher grade-point averages at program entry.

42 A Profile of the Upward Bound Math-Science Program: 2000–2001

Figure 22. Percentage of participants who received instructional services in each of the academic areas in

UBMS and UB during the academic year and the summer program: 2000–01

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound; AY = academic year; S = Summer. Percentages are of the total new,

continuing, and re-entry participants in the service year.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

66.8 67.3

55.3

31.6

43.1

39.1

42.1

23.6

58.1 59.1

52.1

37.8

73.3 73.4 72.8

52.1

10

20

30

40

50

60

70

80

Any mathematics Any English Any science Any foreign language

AY-UBMS AY-UB S-UBMS S-UB

Percent
3. Other services for UBMS in 2000–01

The UBMS performance reports also ask for information on other services, as listed in table 27. These

include some of the special services listed in the regulations for UBMS projects. About 80–83 percent of

UBMS students participated in these activities and

services, which included activities with math-science

professionals (participated in by 81 percent), activities

with math-science majors (83 percent), and researchrelated activities (79 percent).

Other activities in which three-fourths or more of

the students participated (at some time during the service year) were academic advising (90 percent), cultural

activities (84 percent), career awareness (82 percent),

study skills (79 percent), tutoring (78 percent), and

campus visitation (75 percent). Almost 70 percent had

computer-science-related instruction, either in the academic year, in the summer, or in both. Peer counseling/mentoring was received by 66 percent and professional mentoring by 63 percent. Fewer participants

Chapter 5 High School Program Participation, Services, and Academic Measures 43

Figure 23. Percentage of participants who received instructional services in selected mathematics subject areas

in UBMS and UB during the academic year and the summer program: 2000–01

NOTE: UB= classic Upward Bound; UBMS = Upward Bound Math-Science; AY = academic year; S = Summer. Percentages are of the total new,

continuing, and re-entry participants in the service year.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

7.1

1.4

3.9

13.5

66.8

6.7

1.0

3.9

8.7

43.1

6.0

1.4

5.4

13.2

58.1

13.0

5.0

10.3

73.3

14.3

10

20

30

40

50

60

70

80

Integrated math Calculus Pre-calculus Algebra II Any mathematics

AY-UBMS AY-UB S-UBMS S-UB

Percent
received work-study or employment-related services 

(3 and 7 percent, respectively). The types of activities

and services received by UBMS participants are similar

to those for UB and in similar proportions; however,

UB had fewer participating in computer science, cultural activities, and professional mentoring, and slightly

more in reading instruction/tutorials, family activities,

and personal counseling (data not shown in table).

44 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 27. Percentage distribution of UBMS projects providing academic year and/or summer service, and

percentage of current participants receiving the service: 2000–01

Percentage of projects Percentage of new, continuing, and re-entry

with service participants receiving service in 2000–01*

Academic Academic Any time

Type of activity/service year Summer Both year Summer Both in period

Reading instruction/

tutorials 29.7% 45.8% 33.1% 9.0% 20.8% 12.5% 42.3%

Computer science 33.9 81.4 46.6 8.0 44.2 17.1 69.3

Tutoring 40.7 72.0 58.5 9.4 43.8 24.7 77.9

Supplemental instruction 28.8 59.3 44.1 6.7 33.4 16.4 56.5

College entrance 

exam prep 48.3 58.5 57.6 13.3 28.7 26.4 68.4

Personal counseling 48.3 63.6 65.3 11.5 27.2 32.8 71.5

Academic advising 54.2 61.0 78.8 16.0 28.5 45.5 90.0

Peer counseling/mentoring 31.4 71.2 42.4 5.9 42.6 17.9 66.4

Professional mentoring 31.4 64.4 43.2 7.9 34.2 20.6 62.7

Study skills 51.7 68.6 67.8 11.9 34.7 32.7 79.3

Cultural activities 50.8 75.4 67.8 10.0 38.7 35.5 84.2

Career awareness 50.0 75.4 70.3 11.0 35.4 36.0 82.4

Campus visitation 48.3 72.0 61.9 11.1 37.5 25.9 74.5

College admissions 

assistance 50.0 53.4 62.7 12.1 17.4 26.0 55.5

Financial aid assistance 47.5 46.6 59.3 12.7 20.1 23.3 56.1

Family activities 50.8 65.3 64.4 13.1 28.4 31.9 73.4

Target school advocacy 50.0 19.5 33.1 24.3 4.5 12.2 41.0

Work-study position 3.4 14.4 9.3 0.9 1.0 1.0 2.9

Employment 20.3 20.3 22.0 2.6 1.2 3.4 7.2

Activities with professionals 39.0 79.7 46.6 8.2 50.5 22.1 80.8

Activities with 

math/science majors 38.1 84.7 48.3 7.5 55.6 20.1 83.2

Research activities 34.7 86.4 42.4 6.3 57.0 15.4 78.7

*Percentages are of the total new, continuing, and re-entry participants in the service year.

NOTE: UBMS = Upward Bound Math-Science. Percentages are of the total new, continuing, and re-entry participants in the service year. Detail may not

sum to totals because of rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
D. High school grades

Grade point average (GPA) data can be used both

to assess a participant’s need for UBMS services and

also to examine the improvements in academic achievement. There is considerable interest in examining

whether participation in UBMS has a positive impact

on the high school grades of project participants and,

for this reason, the performance reports collect three

grade measures:

• High school cumulative GPA at entry into the

program (for those who had a high school GPA

when they entered the program);

• High school GPA at the start of the reporting

period; and

• High school GPA at the end of the reporting 

period.

In this first performance report, we present preliminary descriptive information on average GPAs. We

also report on the percentages of students that were

reported to have had a higher GPA, the same GPA, and

a lower GPA than when they entered the program. In

subsequent reports, as more years of data become available, we hope to present a more detailed analysis of

participant grades by length of time participating in the

program and services received. In addition, we will

report on the result of analyses of the factors such as

participant background, type of services received, and

length of time in the program that may be related to

entry GPA and to reported GPA change.

Some cautions are in order in interpreting these

data. These are listed below:

• Although over 80 percent of UB and UBMS participants had grades reported that were usable (on

a 4- or 5-point scale), in a number of cases the

GPAs reported were the same for the start and end

of the reporting period. We do not know if this

reflects that the GPA remained unchanged or that

data were not updated to reflect GPA at the end of

the reporting period/school year.

• Without information on the high school courses

taken, it is difficult to evaluate the significance of

change or lack of change in GPA. For example, a

student may be encouraged to take more challenging college preparatory courses by the program

and consequently may have a decline in overall

GPA, while at the same time becoming better prepared for college.

• GPAs differ by school grade, and participants have

different grades of entrance into the UB program.

For example, GPAs calculated for UBMS participants who join the program after leaving the

eighth grade in a middle school are likely to differ

from GPAs calculated for students who join the

program from a high school’s ninth grade; hence

the need to look at the data by grade.

1. GPA at the start and end, by grade

In table 28, the three GPAs collected (standardized

to a 4-point scale) are broken down by the grade level

the participant would be entering at the end of the period. For new participants, the GPA at entry to the program and at the start of the reporting period would be

the same in most cases. One of the first things to notice

about the data in the table is that, while there is little

variation, student GPA increases slightly as students

progress through high school. As might be expected,

GPA is lower for those who drop out of high school and

higher for those who have enrolled in postsecondary

education by the end of the reporting period.

The mean GPA among all UBMS participants at

entry into the program was 3.2; among all classic UB

participants at entry, the mean GPA was slightly lower

(2.8—see table 29). For reference, the College Board

reports that the mean GPA for all college-bound seniors taking the SAT was 3.3 (3.2 for males and 3.3 for

females) in 2001. Among UBMS participants, when the

average GPA at the start of the reporting period was

compared to the average GPA at the end of the period

for all participants, regardless of grade, there was an

increase from 3.1 to 3.2 (table 29).

Chapter 5 High School Program Participation, Services, and Academic Measures 45
46 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 28. Mean high school GPA on 4-point scale for new, continuing, and re-entry UBMS participants,

by grade entering at end of reporting period: 2000–01

Grade level reported for end of the reporting period

Not Enrollment Drop- Accepted Enrolled

GPA period All 9th 10th 11th 12th enrolled unknown out in PS in PS

At entry to UBMS 3.2 3.0 3.1 3.2 3.2 3.1 3.3 1.6 3.2 3.3

At start of period 3.1 3.0 3.1 3.2 3.2 3.1 3.1 1.5 3.2 3.2

At end of period 3.2 3.0 3.1 3.1 3.2 3.1 3.2 — 3.2 3.3

NOTE: UBMS = Upward Bound Math-Science. PS = postsecondary. Projects reporting grade-point average (GPA) on a 5-point scale were converted to a

4-point scale by multiplying reported grade by 0.8. Projects using other scales were excluded from tabulation. Among participants, 87 percent had

grades reported on a 4-point scale, 3 percent on a 5-point scale, 6 percent on some other scale, and 4 percent on an unknown scale.

SOURCE: SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 29. Mean GPA at entrance into program, start of reporting period, and end of reporting period,

by GPA change status for participants served by UBMS and UB: 2000–01

GPA for period

Percent in Entrance into Reporting Reporting

GPA change status* group program period start period end

UBMS

All 100% 3.2 3.1 3.2

Higher GPA 35 3.0 3.0 3.2

Unchanged GPA 37 3.3 3.3 3.3

Lower GPA 28 3.2 3.2 3.0

UB

All 100 2.8 2.8 2.9

Higher GPA 43 2.7 2.7 2.9

Unchanged GPA 27 2.9 2.9 2.9

Lower GPA 29 2.9 3.0 2.7

*The grade-point average (GPA) change status is the comparison of GPA at the start of the reporting period to that at the end of reporting period.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. GPAs are averaged for total new, continuing, and re-entry participants in

the service year on a 4-point scale. GPAs reported on a 5-point scale were converted to a 4-point scale.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
2. GPA change status

The evaluations of Upward Bound in the 1970s

and 1990s found more evidence of positive high school

and postsecondary relative impacts among those who

started the program with lower GPA averages

(Burkheimer, Riccobono, Wisenbaker 1979; Myers and

Schirm 1996, 1999). The preliminary data from the

first year of performance reporting seem to support

this finding for both UBMS and UB with regard to

high school GPA. Table 29 provides the distribution of

total participants reported served in 2000–01 by GPA

change status (whether the GPA at the start of the period was higher, unchanged, or lower than GPA at the

end of the reporting period). Some caution is needed in

interpreting these data due to reporting issues in this

first year of reporting; however, these data suggest that

those who had increases in GPA over the reporting

period entered the program with slightly lower GPAs

than average (figure 24). Overall, 35 percent of UBMS

participants had higher GPAs at the end of the reporting period than at the start, 37 percent were unchanged, and 28 percent were lower (table 29). Those

participants who had some increase in GPA averaged

3.0 at the start of the period, and those that experienced some decline averaged 3.2 at the start. The same

pattern holds for UB—those having an increase averaged 2.7 at the start, and those who had a decline averaged 2.9. Additional analyses controlling for differences in grade level are needed as more years of data

become available.

E. College entrance exams

1. Context

Nationally, about 1.7 million high school seniors

take the American College Testing (ACT) exam and

about 1.1 million take the Scholastic Aptitude Test

(SAT) each year. Census figures estimated the number

of students enrolled in 12th grade as 3.7 million in

2000 (U.S. Department of Commerce, Bureau of the

Census 2001c). Thus, an estimated 29 percent of seniors took the SAT, and 46 percent took the ACT. The

national average scores in 2001 for the SAT-Verbal and

SAT-Math were 506 and 514, respectively. The national mean ACT composite score was 21.0. Table 30 gives

average national scores by income and parent education for the SAT, and by income for the ACT. It illustrates the strong association between parent education

and income and college entrance test results.

Chapter 5 High School Program Participation, Services, and Academic Measures 47

Figure 24. GPA of UBMS participants served in

reporting period at program entry, start

of reporting period, and end of period,

by GPA change status: 2000–01

NOTE: UB = Upward Bound Math-Science. Grade point averages (GPAs)

are averages for the total new, continuing, and re-entry participants in

the service year on 4-point scale. GPAs reported on a 5-point scale

were converted to a 4-point scale. GPAs reported on other scales were

excluded from tabulation.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

2.95

3.18

3.27

3.23

3.00

3.20

3.04

3.27 3.27

3.22

3.20

3.10

2.9

3.0

3.1

3.2

3.3

GPA

Entry Period start Period end

Unchanged Lower All Higher
2. UBMS college entrance exam results

UBMS projects were asked to report college

entrance exam results for those participants who had

taken the test and for whom they had information.

Table 31 includes the percentage of participants reported as having taken the test, and the scores reported for

the SAT for Mathematics, Verbal, and Combined, and

ACT Combined. Because it is most meaningful to look

at the data by grade level, table 31 gives the percentage

of applicable students taking the test and the mean

scores of the “end grade” for the period—for example,

this means that, assuming normal progression, those

with an end grade of 12th grade would have been in the

11th grade for the reporting year.

Combined SAT scores for UBMS ranged from

850, for those participants whose end of grade level was

high school graduate or GED and who were not

enrolled in postsecondary education, to 1010, for individuals whose ending grade level was enrolled in postsecondary education (table 31). The mean SAT-Math

score was 495, and the mean SAT-Verbal was 469 (966

for combined) for all participants with scores on the

performance reports. Combined ACT scores ranged

from 18.8, for those who were high school graduates or

GED recipients and who were not enrolled in postsecondary education, to 21.5, for those enrolled in postsecondary education, with an overall mean of 20.6.

These scores were similar to the national average

scores for students from middle incomes reported for

these tests. UBMS mean scores were higher than UB

scores (451 for SAT-Math and 440 for SAT-Verbal, and

18.5 for ACT-Combined—not shown in table).

48 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 30. Average national scores for SAT and ACT, by selected socioeconomic categories: 2001

Average score

SAT-Verbal SAT-Math ACT-Combined

National average 506 514 21.0

Socioeconomic category

Family income

SAT category ACT category

< $10,000 < $18,000 421 443 18.1

$10–20,000 $18–24,000 442 456 18.9

$20–30,000 $24–30,000 468 474 19.6

$30–40,000 $30–36,000 487 489 20.2

$40–50,000 $36–42,000 501 503 20.6

$50–60,000 $42–50,000 509 512 21.0

$60–70,000 $50–60,000 516 519 21.5

$70–80,000 $60–80,000 522 527 22.0

$80–90,000 $80–100,000 534 540 22.5

> $90,000 > $100,000 557 569 23.4

Highest level of parent education

No high school diploma 411 438 —

High school diploma 472 476 —

Associate’s degree 489 491 —

Bachelor’s degree 525 533 —

Graduate degree 559 567 —

— Not reported for this category.

NOTE: SAT = Scholastic Aptitude Test; ACT = American College Testing exam.

SOURCE: 2001 ACT National and State Scores (www.act.org/news/data/01/t4.html) and The College Board, Profile of 2001 College-Bound Seniors, SAT

Summary Reporting Service (SRS).
F. Credits earned

Some UB and UBMS projects have arrangements

with target schools or colleges to allow participants to

earn either high school or college credit for courses

taken as part of a summer or academic program. The

UBMS reporting form includes items for reporting target high school and postsecondary host institution

credits earned for UBMS participation. For postsecondary credits, the form has separate recording elements for non-summer bridge postsecondary credit

hours, and summer bridge credit and noncredit hours.

Projects were asked to use standardized Carnegie credits for high school (e.g., one credit for one academic

year of a subject and 0.5 credit for a half year).

Data reported for UBMS and UB indicate that most

of the Upward Bound participants do not earn high

school and college credit for completing Upward Bound

activities. For UBMS, about 16 percent of participants

were reported as earning high school credit, and 4 percent of participants were reported as earning postsecondary credit (table 32). About 4 percent also reported

credits associated with summer bridge programs.

Although projects were asked to use a Carnegie credit

system for reporting standard high school credits—that

is, one credit for a full year of work in a single subject—

we are unsure if this measure was used consistently.

Among those reporting more than 0 credits and under

30 credits, the median credits earned for these high

school programs were three Carnegie credits. The median was two credits for postsecondary programs.

Chapter 5 High School Program Participation, Services, and Academic Measures 49

Table 31. Percentage of UBMS participants in performance reports with test information and mean score for

college entrance exams, by end grade level: 2000–01

End grade level

HS graduate/GED

not enrolled in Accepted in Enrolled in

Entrance 12th grade postsecondary postsecondary postsecondary All

examination Percent* Mean Percent* Mean Percent* Mean Percent* Mean Percent* Mean

Scholastic Aptitude Test (SAT)

Mathematics

(SAT-M) 25.5% 500 28.8% 444 47.0% 483 39.7% 519 14.7% 495

Verbal

(SAT-V) 25.1 476 28.8 381 47.0 466 39.7 488 14.3 469

Combined 28.0 975 36.4 850 49.2 958 43.5 1010 17.4 966

American College Testing Program (ACT)

Combined

(ACT-C) 26.4 20.6 63.4 18.8 41.5 19.9 49.4 21.5 16.2 20.6

* Indicates the percentage of UBMS participants in the category for which a score was reported for the examination.

NOTE: UBMS = Upward Bound Math-Science; HS grad/GED = high school graduate or general equivalency diploma. The average ACT-C score for 2001

was 21.0. The average SAT scores were 506 for the SAT-V and 514 for SAT-M.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
50 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 32. Percentage of UBMS participants earning credits and credits earned, by type of credit earned: 2000–01

Percent earning Credits earned2

Credit type credits1 Median Maximum Minimum

High school 15.8% 3.03 28.0 0.3

Postsecondary education 4.0 2.0 29.5 0.4

Summer bridge with credit 4.2 6.0 12.0 0.3

Summer bridge without credit 0.7 — — —

1 The analyses for this table were restricted to new, continuing, and re-entry participants.

2 Records without any reported credits were excluded from analyses. Records with more than 30 high school, postsecondary, and summer bridge credits were also excluded because it was assumed that such records were out of range.

3 Projects were instructed to use Carnegie credits (1 credit for a full year’s work in one subject) to report high school credits. The mean number of

credits among those reporting greater than 0 credits was 5.9. This high number may reflect that other forms of credit reporting were used. For this

reason, we report the median rather than the mean.

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
A. Overview

Information on postsecondary outcomes (enrollment and degree completion) for Upward Bound participants represents the primary performance indicator

for the program. With this in mind, the performance

report includes a number of items on postsecondary

education enrollment status:

• Source of enrollment information;

• Postsecondary institution first attended and

enrolled in at end of reporting period;

• Date of first postsecondary enrollment;16

• Postsecondary enrollment status (e.g., full- or

part-time enrollment);

• Financial aid sources;

• Postsecondary grade level;

• Postsecondary standing; and

• Degree or certificate awarded.

Projects were instructed to report postsecondary

status for all current and prior-year project participants

who had completed high school or a high school equivalency program. The report instructions stated that

UBMS projects should include all prior-year participants who had completed a summer program and that

UB participants should include those that completed a

calendar year.

The instructions also specified that applicable

prior-year participants should be followed through college graduation or for four years after completing high

school. Since follow-up data on a full cohort of participants are not yet available, we are able to include only

limited information on the key statistic of interest—the

percentage of those served by UBMS who enter and

persist in postsecondary education. In this report, we

summarize information reported from the first year of

data, with a focus on issues of reporting and interpreting the data, while stopping short of giving an estimate

of the percentage of participants who have enrolled in

postsecondary education. In the next section, we first

present contextual information from the Current

Population Survey (CPS) data on secondary and postsecondary enrollment. We then summarize information from the performance reports.

B. Context: National data on enrollment

As discussed in chapter 1, the years since Upward

Bound began have shown substantial increases in the

percentage of postsecondary enrollment over time,

whereas differences in enrollment rates by income have

persisted. Reporting postsecondary enrollment status is

complex for national statistics as well as for Upward

Bound performance reports. Rates of enrollment depend

upon who is included (especially whether the rate is

based on all individuals in an age cohort or only on high

school graduates) and the time frame involved—whether

it reflects enrollment at a single point in time (e.g.,

October of the year following high school graduation) or

it is based on the percentage ever enrolled.

1. Enrollment status of dependent family members

18- to 24-years-of-age

Table 33 and figure 25 display the enrollment status of age 18–24-year-old dependent family members

by income level categories for the year 2000. These

numbers are based on the Current Population Survey

(CPS) (U.S. Department of Commerce, Bureau of the

Census 2001b) and are subject to sampling error, espeChapter 6 Postsecondary Enrollment 51

CHAPTER 6 

POSTSECONDARY ENROLLMENT

16Since the 2000–01 Upward Bound performance reports included postsecondary education information for a relatively small subset

of UBMS participants, analyses presented in this first UBMS profile

report do not consider postsecondary enrollment dates. These

results will be included as more years of data become available.
cially for small population subsets such as those included for the lowest income levels in figure 25. It should

be noted that table 33 and figure 25 are based on

“dependent primary family members” and exclude

those 18- to 24-year-olds who were not reported as

dependents of a family at the time of the survey.

As the table and figure illustrate, there is a strong

relationship between income and high school statuses,

such as high school graduation, and post-high school

statuses, such as obtaining a bachelor’s degree, college

enrollment, and enrollment in a four-year college. For

example, among those in families with incomes of

$29,999 or less, about 22 percent were not high school

graduates and were not enrolled in high school, compared with 3 percent for those with incomes of

$75,000 or more (table 33). In another example, among

families with incomes of $29,999 or less, about 14 percent of dependent 18- to 24-year-olds were enrolled

full time in a four-year college, compared with 42 percent in the highest income level.

Overall, 47 percent of the dependent 18–24 year

olds were enrolled in college or held a bachelor’s

degree (3 percent held a bachelor’s degree or higher)

in October of 2000. This measure of college participation ranged from 27 percent for those in families with

incomes of $29,999 or less17 to 65 percent for those in

families with incomes of $75,000 and over. As figure 25

illustrates, there was a substantial difference in rates by

gender overall.

52 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 33. Percentage distribution of enrollment status of dependent primary family members 18- to 

24-years-old, by family income level: 2000

Percentage distribution of enrollment status, by family income level

Enrollment status at All Less than $30,000– $50,000– $75,000 Not

time of survey Incomes $30,000 $49,999 $74,999 or more reported

Number in thousands 14,731 3,363 2,598 2,685 3,953 2,132

All 100% 100% 100% 100% 100% 100%

Not enrolled in college

Not high school graduate 10.2 21.9 12.0 3.8 2.8 11.1

High school graduate, no college 24.4 30.0 28.6 24.8 16.9 24.0

Less than a bachelor’s degree 9.0 5.9 7.7 10.3 10.4 11.0

Bachelor’s degree or more 3.0 0.5 2.5 3.5 5.4 2.2

Enrolled below college1 9.1 14.2 9.2 6.7 5.3 11.0

Enrolled in college

Enrolled full time

Two-year college 9.6 8.4 9.4 11.4 10.4 8.3

Four-year college 28.7 14.2 24.8 31.9 41.5 28.5

Enrolled part time

Two-year college 3.1 2.6 2.6 4.6 3.4 2.0

Four-year college 2.8 1.8 3.0 2.9 3.9 1.9

Enrolled in two- or four-year college 

or received bachelor’s degree2 47.2 27.4 42.2 54.4 64.6 42.8

1 The “Enrolled below college” group included 18–24-year-old individuals who were currently enrolled in high school.

2 Represents the sum of percentage enrolled in college or having a bachelor’s degree or more.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey (Table 14 Enrollment Status of Dependent Primary Family

Members 18 to 24 Years Old, by Family Income, Level of Enrollment, Type of School, Attendance Status, Sex, Race, and Hispanic Origin: October 2000)

Internet release date June 1, 2001 (http://www.census.gov/population/socdemo/school/ppl-148/tab14.txt).

17The TRIO level of 150 percent of poverty for a family of four

in 2002 was $27,150.
Chapter 6 Postsecondary Enrollment 53

Figure 25. Percentage of dependent primary family members 18–24-years-old enrolled full and part time in

two-year and four-year postsecondary institutions or having a bachelor’s degree, by family income

level and by gender: October 2000

NOTE: Percentage of 18–24-year-old dependent primary family members with bachelor’s degrees was 3 percent for the total and ranged from 

1 percent for the lowest income category to 5 percent for the highest income category.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey (Table 14 Enrollment Status of Dependent Primary Family

Members 18 to 24 Years Old, by Family Income, Level of Enrollment, Type of School, Attendance Status, Sex, Race, and Hispanic Origin: October 2000)

Internet release date June 1, 2001 (http://www.census.gov/population/socdemo/school/ppl-148/tab14.txt).

19.8

18.4

28.4

33.5

36.8

34.3

40.9

47.7

54.4

64.6

24.1

16.5

23.9

25.7

30.7

28.8

31.3

38.0

45.8

59.1

17.3

21.9

34.8

43.4

46.6

43.7

52.4

58.3

65.7

70.9

0 10 20 30 40 50 60 70 80

Less than $10,000

$10,000 to $14,999

$15,000 to 19,999

$20,000 to $24,999

$25,000 to $29,999

$30,000-$34,999

$35,000 to $39,999

$40,000 to $49,999

$50,000 to $74,999

$75,000 and over

Male Female All Percent
2. College enrollment for high school graduates the

October following graduation

Table 34, also from the CPS, gives postsecondary

enrollment rates for high school graduates the October

following graduation by gender and income. The overall enrollment rate for high school graduates in 2000

was 62 percent (55 percent for males and 69 percent

for females). As with figure 25 discussed above, due to

small sample sizes, the fine breakouts among the lowest income categories were somewhat unstable; however, the pattern is clear. There were large differences by

income, and females had higher rates than males, with

the differences by gender being somewhat larger in the

middle and upper income levels than among the lowest

income categories. Combining the five income categories most likely to reflect incomes of TRIO families

($29,999 or less), we find that the rates were similar for

males and females (41 percent). This compares with 

86 percent for females and 68 percent for males in the

highest income level grouping of $75,000 and over.

C. UBMS performance report data on

postsecondary enrollment

1. Source of information on postsecondary

enrollment

The first item in the section of the UBMS performance report form on postsecondary outcomes asks

projects to report on the source of the follow-up information included in the performance report. As shown

in table 35, among the total group of UBMS participants reported as having completed secondary school

by the end of the reporting period, projects indicated

they had some form of institutional enrollment data for

about 15 percent (2.6 percent from official transcripts, 10 percent from other institutional data, and

2.5 percent from self-reported information with transcripts), while they had “self reports only” for another

28 percent. Forty-one percent were listed as not

enrolled and another 16 percent as unknown.

54 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 34. Estimated number of persons in family income categories and percentage of high school graduates

enrolled in college the October following high school graduation, by gender and family income:

October 2000

Estimated number

in family income category Percent enrolled October

(in thousands) following high school graduation

Family income category Male Female All Male Female All

All incomes 1,133 1,227 2, 360 54.7% 68.8% 62.0%

Less than $10,000 47 47 94 40.4 19.1 29.8

$10,000 to $14,999 40 41 81 27.5 17.1 22.2

$15,000 to $19,999 31 61 92 54.8 39.3 44.6

$20,000 to $24,999 62 51 113 32.3 70.6 49.6

$25,000 to $29,999 76 60 136 51.3 50.0 50.7

$30,000 to $34,999 56 65 121 48.2 63.1 56.2

$35,000 to $39,999 66 65 131 37.9 66.2 51.9

$40,000 to $49,999 60 95 155 38.3 50.5 45.8

$50,000 to $74,999 219 235 454 57.1 80.4 69.2

$75,000 and above 347 332 679 67.7 86.1 76.7

Income not reported 129 175 304 61.2 74.9 69.1

Incomes $29,999 or less 256 260 516 41.4 40.8 41.1

SOURCE: Adapted from U.S. Bureau of the Census, Population Survey (Table 8. People 15 to 24 Years Old Enrolled in Secondary School in Previous

Year by Current Enrollment Status, Sex, Race, Hispanic Origin, and Family Income (for Dependent Family Members): October 2000). Internet Release

date: June 1, 2001 (http://www.census.gov/population/socdemo/school/ppl-148/tab08.xls).
The data in table 35 imply that, of all students

reported as having completed secondary school, about

43–44 percent (both UBMS and UB) were reported as

known to be enrolled in postsecondary education. If we

look only at the prior participants included in the database (those served in 1999–2000 and not in 2000–01 who

had completed secondary school), we see that the percentage of individuals for whom there was enrollment

information increases to 68 percent for UBMS and 

73 percent for UB. These estimates, however, represent

incomplete cohorts of the first year of reporting. Because

grantees did not always have full data on the extent to

which students had finished high school or were enrolled,

the first estimate—that 43 percent of UBMS students

who had finished high school had enrolled in postsecondary education—may understate the extent of enrollment. On the other hand, the figures for enrollment of

prior participants (68 percent in UBMS, 73 percent in

UB) are almost certainly overstated, given that the

2000–01 data collection used in this report excluded from

the cohort of prior participants all those who left the program prior to 1999–2000. The estimates in table 35

should, therefore, be used with caution.

2. Type of postsecondary enrollment

Projects were instructed to report the U.S.

Department of Education Student Financial Aid code

for the first postsecondary institution in which the participant enrolled after completing high school or

obtaining a GED and to also report the institution in

which the student was enrolled at the end of the reporting period. We merged these codes with IPEDS to

obtain information on the types of institutions attended. One question of interest is whether the type of

Chapter 6 Postsecondary Enrollment 55

Table 35. Percentage distribution of source of information on postsecondary activities for UBMS and UB prior

participants, by gender: 2000–01

UBMS UB

Source of postsecondary information All Male Female All Male Female

All who completed high school by end 

of reporting period1

Reported from official transcript 2.6% 2.3% 2.7% 4.5% 4.4% 4.5%

Institutional data but not official 10.0 10.3 9.9 15.9 15.8 16.0

Self reported by participant 28.1 29.0 27.5 20.0 20.1 20.0

Self reported and transcript 2.5 1.8 3.0 3.0 2.8 3.0

Not enrolled 40.8 40.2 41.2 35.7 36.4 35.3

Unknown 15.9 16.3 15.6 20.9 20.5 21.2

Percent reported to have completed high 

school and with postsecondary 

enrollment information 43.3 43.5 43.2 43.4 43.0 43.6

Prior participants only2

Reported from official transcript 4.1% 3.6% 4.4% 7.8% 7.4% 8.0%

Institutional data but not official 15.8 18.2 14.4 25.5 24.8 25.9

Self reported by participant 42.7 46.2 40.6 33.6 33.1 33.8

Self reported and transcript 5.5 4.0 6.5 5.6 5.4 5.8

Not enrolled 10.5 9.1 11.4 13.7 15.8 12.5

Unknown 21.3 18.9 22.8 13.8 13.5 14.0

Percent reported to have completed high 

school and with some postsecondary 

enrollment information 68.2 72.0 65.8 72.5 70.7 73.5

1 A total of 3,846 UBMS and 32,971 UB individuals in the database indicated that they had completed secondary school by the end of the reporting period.

2 Prior participants were individuals who were served in 1999–2000 but not in 2000–01. A total of 1,245 UBMS and 9,619 UB were reported as prior

participants who had also completed high school.

NOTE: These analyses are based on the 2000–01 performance reports that include an incomplete cohort of UBMS participants who graduated from

high school and enrolled in postsecondary education. Therefore, estimates in this table should be used with caution. UBMS = Upward Bound MathScience; UB = classic Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
UBMS host institution is related to the type of institution attended. Another question is the percentage of

enrolled Upward Bound students that attend the

grantee program institution.

Of the total records for UBMS participants, a total

of 1,320 participants matched successfully with postsecondary institutions on the IPEDS file. These data indicate that about 86 percent of UBMS participants on the

2000–01 reporting file who had a postsecondary code

associated with them were listed as enrolled in a fouryear institution (65 percent in four-year public and 

21 percent in four-year private) (table 36). For classic

UB, 74 percent were enrolled in a four-year institution.

Overall, about 21 percent of participants who

enrolled in postsecondary education attended the

grantee host institution (figure 26). This percentage

was highest among projects hosted by two-year institutions (29 percent) and least among projects hosted by

four-year private institutions (11 percent). These estimates may over-represent the degree to which participants who were enrolled in postsecondary education

were attending the host institution. We would expect

that projects would be somewhat more likely to know

the participant’s institution for those enrolled in their

own—rather than another—institution. Among UBMS

participants, the percentage attending the grantee

institution was less than among UB participants: 

35 percent of UB participants attending postsecondary

institutions attended the host institution, with the percentage highest among projects hosted by two-year

institutions (46 percent) (data not shown in table).

In general, there was an association between the

sector of the host institution and the type of institution

attended by the participants (table 36). For example,

overall 13 percent of UBMS participants who

enrolled attended a two-year public institution; however, among participants coming from projects hosted

by two-year institutions, 37 percent attended a twoyear institution.

56 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 36. Percentage distribution of the types of postsecondary institutions first attended by UBMS

participants, by sector of grantee institution: 2000–01

Type of first postsecondary institution attended

Four-year Two-year Other

Sector of UBMS grantee institution Public Private Public Private postsecondary

All 65.1% 21.1% 13.4% # #

Four-year public 71.6 18.5 9.4 # #

Four-year private 59.5 29.3 11.0 # #

Two-year 46.6 15.7 37.1 # #

Community organization 70.2 23.4 6.4 # #

# Too few cases for a reliable estimate.

NOTE: UBMS = Upward Bound Math-Science. Detail may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and National Center for Education

Statistics (IPEDS-IC), 2000–01.

Figure 26. Percentage of UBMS participants enrolled

(or accepted for enrollment) in

postsecondary education, who first

attended the grantee institution, by

grantee sector: 2000–01

* This comparison is not applicable for participants from projects hosted by community organizations.

NOTE: UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01, and National Center for

Education Statistics (IPEDS-IC), 2000–01.

24.4 11.2 29.2 20.8

75.6 88.8 70.8 79.2

0

10

20

30

40

50

60

70

80

90

100

Four-year 

public

Four-year 

private

Two-year 

institution

All*

Percent

Not attending grantee institution Attending grantee institution
3. Postsecondary enrollment status, financial aid

sources, and standing

For UBMS, 94 percent of those enrolled were

reported to be attending full time, with only 2 percent

being reported as less than full time (table 37). Five

percent of these participants were reported as having

“varied” enrollment during the reporting period—in

other words, their status changed or was both full time

and part time during the postsecondary terms included

in the Upward Bound reporting period. The majority

of those enrolled (56 percent) were reported to have

“multiple federal and other sources of aid,” with another 21 percent reported to have “multiple federal aid.”

About 4 percent had a Pell grant only. The other

choices listed were selected by less than 1 percent to 

5 percent of participants (table 38). Overall, 2 percent

were reported not to have had aid awarded and less

than 1 percent did not need aid. There were few differences by gender or between UBMS and UB on these

items. UBMS had a slightly higher percentage with

multiple federal and other aid reported and less reported with only a Pell grant (table 38).

Chapter 6 Postsecondary Enrollment 57

Table 37. Percentage distribution of postsecondary enrollment status among those reported as enrolled,

by gender: 2000–01

UBMS UB

Enrollment status All Male Female All Male Female

Full time 93.5% 92.2% 94.2% 92.3% 91.2% 92.9%

Less than full time 1.5 2.3 1.0 4.6 5.4 4.2

Varied enrollment 5.0 5.5 4.7 3.0 3.4 2.9

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. A total of 1,559 UBMS and of 12,629 UB individuals had enrollment status.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 38. Percentage distribution of type of financial aid among those having financial aid status reported,

by gender: 2000–01

UBMS UB

Type of financial aid All Male Female All Male Female

Pell grant only 3.9% 3.0% 4.4% 9.9% 9.6% 10.0%

FFEL Loan 0.5 0.4 0.5 0.6 0.7 0.6

Direct Loan only 1.5 2.0 1.3 1.5 1.6 1.5

College work study only 0.6 0.2 0.9 0.2 0.4 0.1

Institutional aid only 5.1 3.6 6.0 3.2 3.3 3.2

State grant only 0.5 < 0.1 0.9 0.9 0.8 0.9

Pell grant and FFEL 2.4 3.0 2.0 1.4 1.3 1.5

Pell grant and Direct Loan 3.2 4.4 2.4 3.5 3.4 3.5

Multiple federal aid 21.4 22.5 20.7 20.0 19.8 20.1

Multiple federal and other aid 55.9 57.4 55.0 52.7 52.2 52.9

Nonfederal, noninstitution 2.6 1.8 3.1 1.8 1.9 1.8

No aid awarded 1.9 1.8 2.0 2.7 3.0 2.6

No aid needed 0.5 < 0.1 0.8 1.5 2.1 1.2

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. A total of 1,295 UBMS and 11,831 UB individuals had financial aid status

reported.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Overall, among those enrolled or accepted, a small

proportion was reported as not being in good standing.18 This percentage was slightly larger among UB

participants (4 percent) than among UBMS participants (1 percent) (table 39).

4. Postsecondary grade level and degree and

certificate completion status

The distributions of grade level and degree and certificate status for individuals reported as having completed secondary school by the end of the reporting period

are displayed in tables 40 and 41. The majority of grade

levels were those for the first year, with almost half

reported as not enrolled. As was the case with the data

reported in table 35, because grantees did not always

have full information on high school and postsecondary

status, the percentages reported as accepted or enrolled

in postsecondary may be understated. As might be

expected, in the degree and certificate distribution (given

in table 41), less than 1 percent had attained degrees or

certificates and virtually all of those enrolled had not yet

completed a postsecondary program.

58 A Profile of the Upward Bound Math-Science Program: 2000–2001

Table 39. Percentage distribution of postsecondary enrollment standing among those reported as enrolled in

or accepted at postsecondary institutions, by gender: 2000–01

UBMS UB

Postsecondary standing All Male Female All Male Female

Good standing 94.7% 93.6% 95.3% 87.5% 85.6% 88.4%

Not in good standing 1.2 1.7 0.8 3.6 4.7 3.0

Not enrolled yet 4.2 4.7 3.8 8.9 9.7 8.5

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. A total of 12,561 UB and 1,389 UBMS individuals had enrollment status

reported.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

18Guidance for the Upward Bound performance reports

instructed staff to employ the definition of "good academic standing" used by the institution where the participant was enrolled.

Definitions may vary considerably.

Table 40. Percentage distribution of postsecondary grade level among those reported to have completed

secondary education, by gender: 2000–01

UBMS UB

Postsecondary grade level All Male Female All Male Female

Accepted into postsecondary 3.5% 4.0% 3.1% 5.7% 6.1% 5.5%

1st year, never attended postsecondary 24.3 22.5 25.5 19.7 19.0 20.0

1st year, attended before 3.2 3.5 3.0 5.9 5.9 5.9

2nd year/sophomore 11.7 12.4 11.3 9.9 9.4 10.1

3rd year/junior — — — — — —

4th year/senior — — — — — —

5th year/other — — — — — —

Graduated — — — — — —

Enrolled in graduate school — — — — ——

Not enrolled 48.5 49.1 48.1 44.2 45.2 43.6

Unknown 8.7 8.4 9.0 14.7 14.4 14.9

— Not applicable.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. A total of 3,752 UBMS and 32,270 UB individuals on the database indicated that they had completed secondary education by the end of the reporting period. Of these, six UBMS cases and 560 UB cases were removed from

the analyses due to inapplicable data.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Chapter 6 Postsecondary Enrollment 59

Table 41. Percentage distribution of postsecondary degree completion status among those reported to have

completed secondary education, by gender: 2000–01

UBMS UB

Postsecondary grade status All Male Female All Male Female

Certificate/diploma for occupational 

educational program < 2 years 0.1% < 0.1% < 0.1% 0.2% 0.2% 0.2%

Certificate/diploma for occupational 

educational program at least 2 years < 0.1 < 0.1 < 0.1 0.1 0.1 < 0.1

Associate’s degree (2-year) 0.1 0.2 < 0.1 0.3 0.4 0.2

First bachelor’s degree — — — — — —

Second bachelor’s degree — — — — — —

Teaching credential — — — — — —

Graduate or first professional — — — — — —

Did not yet complete program 43.6 42.5 44.4 38.6 37.6 39.3

Not enrolled 46.2 47.5 45.3 45.9 47.5 45.1

Unknown 10.1 9.8 10.3 15.0 14.3 15.4

— Not applicable.

NOTE: UBMS = Upward Bound Math-Science; UB = classic Upward Bound. A total of 3,590 UBMS and 32,287 UB individuals on the database indicated that they had completed secondary education by the end of the reporting period. Of these, 34 UBMS and 299 UB records were removed from the

analyses due to inapplicable data. Detail may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
60 A Profile of the Upward Bound Math-Science Program: 2000–2001
Burkheimer, G., Riccobono, J., and Wisenbaker, J.

(1979) Evaluation Study of the Upward Bound

Program—A Second Follow-Up, Final Report.

Research Triangle Park, N.C.: Research Triangle

Institute.

Chou, J.Y., Cahalan, M.W., Humphrey, J.G., and

Overton, A.T. (2002) A Profile of the Talent Search

Program: 1998–1999. Washington, D.C.: U.S.

Department of Education, Office of Federal TRIO

Programs.

Mortenson, T.G. (ed). (2001, October) Postsecondary

Education Opportunity. Oskaloosa, Iowa: Postsecondary Education Opportunity.

Myers, D.E., and Schirm, A. (1999) The Impacts of

Upward Bound: Final Report for Phase I of the National

Evaluation. Washington, D.C.: U.S. Department of

Education, Office of the Under Secretary.

Myers, D.E., and Schirm, A. (1996) The Short-Term

Impacts of Upward Bound: An Interim Report.

Washington, D.C.: U.S. Department of Education,

Office of the Under Secretary.

National Science Foundation, Division of Science

Resources Statistics. (2003) Women, Minorities, and

Persons with Disabilities in Science and Engineering:

2002 (NSF 03–312). Arlington, Va.: National

Science Foundation.

Task Force on Women, Minorities, and the

Handicapped in Science and Technology. (1988)

Changing America: The New Face of Science and

Engineering: Report of the Task Force. Washington,

D.C.: Task Force on Women, Minorities, and the

Handicapped in Science and Technology.

U.S. Department of Commerce, Bureau of the Census.

(2001a) Current Population Survey: Age, Sex, Household

Relationship, Race and Hispanic Origin by Ratio of Income

to Poverty Level: 2001. Washington, D.C.: U.S.

Department of Commerce. (http://ferret.bls.

census.gov/macro/032002/pov/new02_001.htm)

U.S. Department of Commerce, Bureau of the Census.

(2001b) Current Population Survey: Enrollment Status

of Dependent Primary Family Members 18 to 24 Years

Old, by Family Income, Level of Enrollment, Type of

School, Attendance Status, Sex, Race, and Hispanic

Origin: October 2000. Washington, D.C.: U.S.

Department of Commerce. (www.census.gov/

population/socdemo/school/ppl-148/tab14.txt)

U.S. Department of Commerce, Bureau of the Census.

(2001c) Current Population Survey: People 15 to 24 Years

Old Enrolled in Secondary School in Previous Year by

Current Enrollment Status, Age, Sex, Race, and Hispanic

Origin: October 2000. Washington, D.C.: U.S.

Department of Commerce. (www.census.gov/

population/socdemo/school/ppl-148/tab07.xls)

U.S. Department of Education. (2002) Strategic Plan

2002–2007, Washington, D.C.: U.S. Department of

Education.

U.S. Department of Education, National Center for

Education Statistics. (1994) CD-ROM: National

Longitudinal Study of the High School Class of 1972

(NCES 94–487). Washington, D.C.: U.S.

Department of Education.

U.S. Department of Education, National Center for

Education Statistics. (2000) CD-ROM: High School &

Beyond: 1992 (Restricted) Data File (NCES 95–361).

Washington, D.C.: U.S. Department of Education.

U.S. Department of Education, National Center for

Education Statistics. (2001a) The Condition of

Education 2001 (NCES 2001–072). Washington,

D.C.: U.S. Government Printing Office.

(http://nces.ed.gov/pubs2001/2001072.pdf)

References 61

REFERENCES
U.S. Department of Education, National Center for

Education Statistics. (2001b) Integrated Postsecondary

Education Data System (IPEDS): Institutional

Characteristics File for 2000–01. Washington, D.C.:

U.S. Department of Education. (available electronically only at http://nces.ed.gov/ipeds/data.asp)

U.S. Department of Education, National Center for

Education Statistics. (2002) CD-ROM:

NELS:88/2000 Public Use Data Files and Electronic

Codebook—Base Year through Fourth Follow-up (NCES

2002–322). Washington, D.C.: U.S. Department of

Education.

U.S. Department of Education, National Center for

Education Statistics. (2003) CD-ROM: Common Core

of Data (CCD) School Years 1996-97 through 2000-01

(NCES 2003–410). Washington, D.C.: U.S.

Department of Education.

U.S. Department of Education, National Center for

Education Statistics. (n.d.) Unpublished tabulations:

Education Longitudinal Study of 2002 (ELS:2002),

Base Year. Washington, D.C.: U.S. Department of

Education.

62 A Profile of the Upward Bound Math-Science Program: 2000–2001
During the 2000–01 program year, a total of 

121 Upward Bound Math-Science (UBMS) projects

were funded through Upward Bound grants (table A–1).

Computer Business Methods, Inc. (CBMI) processed

the files of each of the projects submitting reports and

performed a variety of data quality and error checks.

CBMI then combined the submissions of each project

into the national database. Of these funded UBMS

grantees, 118 projects (98 percent of the total) submitted performance reports containing individual participant records for 8,788 UBMS participants. Analyses of

individual records using Social Security number (SSN)

and other information identified 104 UBMS participants with duplicate records within UBMS projects.

These duplicate records were removed from the counts

of numbers served presented in the Profile Report.

The unique records represented 6,880 new, current, and re-entry participants (79 percent of the total

of UBMS participants) and 1,751 individuals identified

as prior-year participants (20 percent). (The participation level of 53 individuals, or 1 percent of the overall

number of participants, was not available.) In the first

reporting period, projects were instructed to include in

the data file individual participant data for all students

served in 1999–2000 and 2000–01. Further, projects

were instructed to provide only one record for each

participant and to provide or update the information

for each participant to reflect each student’s participation and academic status for 2000–01. Service information was to be provided for 2000–01 participants only.

This report covers the first year of reporting using

participant-level data for UBMS. The wealth of data

contained in this report testifies to the strong effort

that projects have made to carefully report the data

requested for each UBMS participant. UBMS projects

are to be commended on the quality of the data provided for the first year’s reports. Although the percentage of missing data is not large overall, items such as

test scores and especially postsecondary enrollment

information had the highest percentage of unknown

data reported. The percentage of records with data

reported or legitimately inapplicable ranged from 

65 percent for items such as SAT mathematics and

verbal scores to 100 percent for items such as the type

of Upward Bound program and participant’s last name.

Most items have over 95 percent reported, and the

average for 80 data elements in the file was 92 percent

reported or inapplicable. However, the extent of missing data is masked somewhat by the fact that some

items are only applicable to portions of the individuals

Appendix A 63

APPENDIX A 

UPWARD BOUND MATH-SCIENCE

PERFORMANCE REPORTING:

METHODS AND DATA QUALITY 

FOR THE FIRST YEAR

Table A–1. Number of Upward Bound projects funded and number and percentage that submitted performance

reports, by program type: 2000–01

Total

Program type funded Reporting Not reporting

All 895 871 97.3% 24 2.7%

Upward Bound Math-Science (UBMS) 121 118 97.5 3 2.5

Upward Bound (UB) 727 708 97.4 19 2.6

Veterans Upward Bound (VUB) 47 45 95.7 2 4.3

UB Veterans 45 43 95.6 2 4.4

UBMS Veterans 2 2 100 0 0

SOURCE: U.S. Department of Education, Federal TRIO Programs, 2001–2002, Upward Bound performance reports 2000–01.
in the file and that the inapplicable code may be a legitimate response.

Although the reports maintained a high level of

internal consistency for most items, responses to some

items indicated that a portion of projects may not have

understood how to report the item or that selected

response codes were used inappropriately in this the

first year of reporting. We note some of these problem

areas below.

• Duplicate records. In the first year of reporting, as

noted above, about 1 percent of participant

records were duplicates within projects. The

reporting structure allows for only one record per

participant per reporting period.

• Date reporting in the format specified. This was a

problem for some projects. Accurate reporting of

dates in the form specified is very important as it

is the means by which several key statistics, such as

length of time in the project, are calculated.

• Including valid SSNs only in the field for SSNs.

In a small number of projects, if the SSN was missing, some other form of ID was included. Mixing

other ID schemes with SSN leads to difficulty in

processing. SSN is very important as it allows the

U.S. Department of Education to match with the

federal student aid files for purposes of tracking

participant postsecondary outcomes.

• Target school reporting using The National

Center for Education Statistics (NCES) school ID

(NCESSchID). For the first year of reporting,

about 19 percent of the NCES school identification numbers reported for the UB participants did

not match to the Common Core of Data (CCD).

• Office of Postsecondary Education codes for postsecondary institutions first attended and at the end

of the reporting period were also missing for a

portion of applicable cases. Because no names are

collected, the codes are the only way to identify

the institutions.

• Grade progression. One of the performance measures for UBMS is progression from grade to

grade. The Upward Bound report form asks for

the grade of new participants at time of entry into

the project and the grade of participants at the end

of the reporting period A larger number of new

participants had the same grade reported for

entering and end grade than might have been

expected given normal progression, indicating that

some projects may have misunderstood how to

report this information.

• Grade point average (GPA) reporting. There are

three measures of GPA on the form, representing

GPA at entry, at the start of reporting period, and

at the end of reporting period. Some participants

had the same GPA reported in each of these fields.

To be able to measure changes in participant

GPAs, it is important that accurate information 

be provided.

• Carnegie credits (1 credit subject for entire year)

for high school credits (HSCred). A substantial

portion of high school credits earned through the

program was reported using scales other than

Carnegie (which is one credit for a subject for an

entire academic year).

• Postsecondary enrollment items. In the postsecondary enrollment section, there appears to have

been some confusion about how to designate that

the item is inapplicable because the participant has

not yet completed secondary education.

• Unknown information. For many items the

extent of unknown data was low; however, for

some key items, such as postsecondary enrollment

status, if one considers only the applicable cases

(i.e., those students who completed high school),

the percentage of unknown information increases

considerably. For example, about 30 percent of

students who had completed high school were

reported as having an unknown postsecondary

enrollment status.

As the report displays, for the most part, UBMS

projects provided complete and accurate information

on participants for the period reported. However, with

each reporting year, we anticipate that the level of

unknown statuses will increase as it may become more

difficult to track the postsecondary progress of prioryear participants several years after leaving the program. We also anticipate that there will be a higher

proportion of participants with unknown postsecondary enrollment status for those who leave the program prior to their senior year and high school graduation. For this reason, we are working with the

Department of Education to match Upward Bound

participant records annually with the Federal Financial

Aid Application and Recipient files to gain additional

information on postsecondary enrollment and persistence of financial aid recipients who participated in

64 A Profile of the Upward Bound Math-Science Program: 2000–2001
UBMS. We plan to include the results of this matching

in future reports. In order for these data matches to be

successful, SSNs must be correctly reported. Also, as

additional years of data become available, we look forward to examining the interrelationships among participant characteristics, length of project participation,

types of services received, and the educational progress

of participants.

Appendix A 65
66 A Profile of the Upward Bound Math-Science Program: 2000–2001
This glossary contains a listing of terms used in the

report. Some of them are specific to the TRIO program and do not necessarily apply to other U.S.

Department of Education programs or grants.

Academic-year component refers to Upward Bound

services that occur during the regular academic year as

defined by the participant’s secondary school. The

Upward Bound Math-Science regulations indicate that

the academic-year component should be designed by

the applicant to enhance achievement of project objectives in the most cost-effective way taking into account

the distance involved in reaching participants in the

project’s target area.

The classic Upward Bound regulations indicate that

projects should provide program participants with one

or more of the core services (described in section

645.11) on a weekly basis throughout the academic year,

and to the extent possible should not prevent participants from fully participating in academic and nonacademic activities at the participants’ secondary schools.

Carnegie Classification System is a systematic classification of institutions of higher education in the United

States according to such variables as degrees offered,

size, and commitment to research. The Carnegie

Foundation for the Advancement of Teaching in Menlo

Park, Calif., offers a free online version of A

Classification of Institutions of Higher Education (2000)

(www.carnegiefoundation.org/Classification/). The

Carnegie Classification was originally published in

1973, and subsequently updated in 1976, 1987, 1994,

and 2000.

The Common Core of Data (CCD), sponsored by

the U.S. Department of Education’s National Center

for Education Statistics, is a comprehensive, annual,

national statistical database of information on all public

elementary and secondary schools and school districts

in the U.S and outlying areas—approximately 

95,000 schools and 17,000 school districts. The outlying areas include American Samoa, Guam, the

Commonwealth of the Northern Mariana Islands,

Puerto Rico, and the U.S. Virgin Islands 

(1,672 schools). Also included in the CCD are schools

operated directly by the U.S. Government through 

the Bureau of Indian Affairs, U.S. Department of 

the Interior (185 schools in 23 states) and the 

U.S. Department of Defense (154 overseas schools in

11 countries and 70 schools in the U.S., Puerto Rico,

and Guam). (For additional information, see

http://nces.ed.gov/ccd/.)

Core Curriculum for Upward Bound includes the

following: instruction in mathematics through precalculus, laboratory science, foreign language, composition, and literature.

Federal regions are defined as follows:

Region I: Connecticut, Maine, Massachusetts,

New Hampshire, Rhode Island,

Vermont

Region II: New Jersey, Puerto Rico, U.S. Virgin

Islands, New York

Region III: Delaware, District of Columbia,

Maryland, Pennsylvania, Virginia,

West Virginia

Region IV: Alabama, Florida, Georgia, Kentucky,

Mississippi, North Carolina, South

Carolina, Tennessee

Region V: Illinois, Indiana, Michigan,

Minnesota, Ohio, Wisconsin

Region VI: Arkansas, Louisiana, New Mexico,

Oklahoma, Texas

Region VII: Iowa, Kansas, Missouri, Nebraska

Region VIII: Colorado, Montana, North Dakota,

South Dakota, Utah, Wyoming

Region IX: Arizona, California, Hawaii, Nevada,

American Samoa, Guam, Northern

Mariana Islands

Region X: Alaska, Idaho, Oregon, Washington.

Appendix B 67

APPENDIX B 

GLOSSARY
Hispanic-Serving Institutions (HSI) are institutions

of higher education that have a full-time equivalent

undergraduate enrollment that is at least 25 percent

Hispanic and where not less than one-half of the institution’s Hispanic students are low-income individuals

as defined by 150 percent of the poverty level (Higher

Education Act of 1965, 20 USC Section 1101a).

Historically Black Colleges and Universities

(HBCU) are defined by the Higher Education Act of

1965, as amended, as “any historically black college or

university that was established prior to 1964, whose

principal mission was, and is, the education of black

Americans.” These 105 postsecondary institutions provide instruction to approximately 16 percent of all

African-American higher education students in the U.S.

The Integrated Postsecondary Education Data

System (IPEDS) was established as the core postsecondary education data collection program for the

National Center for Education Statistics and is a system of surveys designed to collect data from all primary

providers of postsecondary education, as defined by

Title IV of the Higher Education Act of 1965, as amended. IPEDS is a single, comprehensive system designed

to encompass all institutions and educational organizations whose primary purpose is to provide postsecondary education. The IPEDS system is built around a

series of interrelated surveys to collect institution-level

data in such areas as enrollments, program completions, faculty, staff, and finances. The IPEDS data collection for 2000–01 contains a total of 9,905 postsecondary institutions (U.S. Department of Education,

National Center for Education Statistics 2001b). Of

these, 3,455 were two- or four-year public or private

not-for-profit degree-granting Title IV-eligible institutions that served undergraduates. (For additional information about IPEDS, see http://nces.ed.gov/ipeds/.)

Low-income individual is defined in the Upward

Bound regulations as a person whose family taxable

income did not exceed 150 percent of the poverty level

amount in the calendar year preceding the year in

which the individual initially participated in the project. The U.S. Department of Commerce, Bureau of

the Census, sets guidelines to determine the definition

of the poverty level.

Participant status for performance can be one of 

the following: new, continuing, re-entry, or prior 

participants.

• A new participant is an individual who participated in the Upward Bound project for the first time

in the reporting period.

• A continuing participant is an individual who participated in the project in both the current reporting period and the immediately preceding project

period.

• A re-entry participant is a former project participant who participated in the project during the

current reporting period but not during the preceding project period.

• A prior-year participant is a former project participant who did not participate in the project during

the current reporting period.

Potentially first-generation college status is defined

in the Upward Bound regulations as the following:

1. an individual neither of whose natural or adoptive parents received a baccalaureate degree; or

2. a student who, prior to the age of 18, regularly

resided with and received support from only one

natural or adoptive parent and whose supporting

parent did not receive a baccalaureate degree.

Rising grade is used to refer to a student’s status in the

summer prior to the school year cited. Thus, “rising

ninth-grader” and “rising 12th-grader” refer to students who will be entering the ninth or 12th grade in

the next school term. Note: Students may first participate in Upward Bound in the summer prior to entering

the ninth grade.

Services. Definitions applicable to “services” include

the following:

• Academic advising means assisting students in making educational plans, selecting appropriate courses, developing career plans, meeting academic

requirements, and planning for graduation and

further education.

• Assistance with college admissions means workshops

or individualized assistance to help participants

complete college entrance applications.

• Campus visitations means project-sponsored trips

to postsecondary institutions for the purpose of

acquainting students with institutions that the

project participants may wish to attend.

• Career awareness means project-sponsored activities, such as field trips, special lectures, and workshops, to increase students’ knowledge of the various career opportunities available.

• College entrance exam preparation means workshops,

tutoring, or individualized assistance specifically

designed to help students meet scoring requirements on national or state standardized tests given

68 A Profile of the Upward Bound Math-Science Program: 2000–2001
to students for admission into a postsecondary

educational institution.

• Computer science means instruction, workshops,

academic support, or tutoring to increase a participant’s knowledge and skills in using computer

technology, including knowledge of the various

computer languages, software applications, computer hardware, and World Wide Web applications.

• Cultural activities means any project-sponsored

activities, such as field trips, special lectures, and

symposiums, that have as their purpose the

improvement of the project participants’ academic

progress and personal development.

• Employment means jobs of at least 10 hours per

week arranged either by the project or by the

Upward Bound participant that are separate from

the Upward Bound program. In contrast to the

“work study” positions, these jobs are primarily

meant to allow participants to earn some income

while participating in the program.

• Family activities means events, workshops, and

meetings that parents and other family members

attend, including program orientation meetings,

year-end award/recognition ceremonies, and

activities designed to provide families with information on postsecondary educational opportunities and financial aid available.

• Financial aid assistance means workshops or individualized assistance to help participants complete

various financial aid applications, including scholarship applications, U.S. Department of

Education federal student financial aid applications, and state applications for financial aid.

• Instruction/tutorials mean a formal, structured

method for transmitting facts, information, understanding of the concept, and skills to students.

Instruction usually includes lesson plans and

assignments designed to help students achieve

learning objectives.

• Integrated math and science means learning in the

context of real-world applications. It synthesizes

practical application with theoretical knowledge to

help students learn better from hands-on, applications-oriented instruction. It emphasizes applications of theory, problem solving, and critical

thinking to provide students with the skills in literacy, numeracy, computing, scientific methodology, and technology that postsecondary institutions recognize as a necessary foundation for further study in most fields.

• Personal counseling means crisis intervention and

assistance with personal problems and decisions.

• Peer counseling/mentoring means a variety of personal or academic support provided by other high

school or college students designed to help project

participants adjust.

• Professional mentoring means professionals, other

than project staff, working with project students to

expose them to career and other opportunities

available to them.

• Reading means instruction, tutorials, or individualized assistance to improve a student’s phonetic

ability and reading comprehension skills.

• Study skills mean workshops, tutoring, or individualized assistance specifically designed to help students develop the skills necessary to succeed in

academic programs.

• Supplemental instruction means organized tutoring

sessions for specific courses that are tied directly

to the instruction in the courses.

• Tutoring means individual or small group informal

academic assistance provided by professional staff

or students who are either part-time paid, volunteer, or internship-for-credit students.

• Target school advocacy means project staff intervening with target school officials on behalf of a participant (i.e., individual meetings, academic advising, participating in parent-teacher conferences)

to assist students in their academic efforts.

• Work-study positions (as the term is used in the

Higher Education Act of 1965, as amended in 1998,

section 402C(b)(10)) mean internships and/or

employment provided or arranged for by the project for the purpose of exposing participants to

careers requiring a postsecondary degree. Upward

Bound students participating in one of these workstudy positions may be paid a stipend of $300 per

month during June, July, and August.

• Activities with math-science professionals are those

that will provide participants with opportunities to

learn from mathematicians and scientists who are

engaged in research and teaching at the applicant

institution, or who are engaged in research or

applied science at hospitals, governmental laboratories, or other public and private agencies.

Appendix B 69
• Activities with math-science majors are those that

involve participants with graduate and undergraduate science and mathematics majors who may

serve as tutors and counselors for participants.

• Math-science research activities include hands-on

experience in laboratories, in computer facilities,

and at field sites.

Summer component is designed to simulate a college-going experience for participants. It is typically six

weeks in length and provides participants with Upward

Bound services at least five days a week as described in

section 645.11 of the regulations.

Summer bridge component provides participants

with services and activities, including college courses,

aiding in the transition from secondary education to

postsecondary education. This service is typically provided to Upward Bound participants who have graduated from secondary school and intend to enroll in

postsecondary education in the fall term.

Target area is defined as a discrete local or regional

geographic area designated by the applicant as the area

to be served by an Upward Bound project.

Target school is defined as a school designated by the

applicant as the focus of project activities.

Tribal College and Universities (TCU) were created to address the higher education needs of American

Indians, who often reside in geographically isolated

populations with little access to postsecondary education. These tribally controlled postsecondary institutions are funded in part by the Tribally Controlled

Community College Act of 1978 (P.L. 95-471), which

built upon earlier federal legislations (e.g., the 1968

Navajo Community College Act). In 2002–03, 32 TCUs

served about 30,000 students, 85 percent of whom lived

at or below the poverty level.

70 A Profile of the Upward Bound Math-Science Program: 2000–2001



U.S. DEPARTMENT OF EDUCATION

OFFICE OF POSTSECONDARY EDUCATION

FEDERAL TRIO PROGRAMS

SM