The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
College Access Program Alumni Reflect on Their Experiences in the Program and Its Impact on Their Skills and College Outcomes
Open accessAbstract
An evaluation of the Princeton University Preparatory Program (PUPP), a college access program for low‐income and high‐achieving public high school students, yielded favorable findings regarding the perceptions of program alumni. PUPP Alumni Survey respondents (N = 126) reported that PUPP had positively impacted their development of academic and social–emotional skills and their knowledge of college admissions and financial aid application processes and that they attended and graduated from college, including selective colleges, after completing PUPP. Some PUPP alumni believe that the program made college attendance a reality for them, while others believe PUPP enabled them to attend a more selective college than they otherwise would have. Although alumni were not immune from continued challenges, both financial and academic, during college, they tended to attribute their college enrollment and graduation successes at least in part to the personalized supports and resources PUPP provided.
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“57% of graduates attended most competitive colleges.”
From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Millett et al., 2018
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“53% earned a bachelor's degree.”
From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Millett et al., 2018
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From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Millett et al., 2018
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“98% attended college immediately after high school.”
From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Millett et al., 2018
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“17% attended highly competitive institutions.”
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Millett, C. M., & Kevelson, M. J. C. (2018) · ETS Research Report Series · doi:10.1002/ets2.12172 · Cited by 7
Self-citationHow Are Your Graduates Doing? Do They Still Love You?
Saunders, G., & Stivason, C. T. (2010) · Contemporary Issues in Education Research (CIER) · doi:10.19030/cier.v3i5.201 · Cited by 7
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- National Association of Colleges and Employers, 2014, The class of 2014 student survey report results from NACE's annual survey of college students
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Cited by
Millett, C. M., & Kevelson, M. J. C. (2018) · ETS Research Report Series · doi:10.1002/ets2.12172 · Cited by 7
Self-citationMahajan, P. T. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1359848 · Cited by 6
The Benefits of Infusing the Arts in a College Preparatory Program
Millett, C. M., Kevelson, M. J. C., & Mirakhur, Z. (2022) · Journal for Learning through the Arts A Research Journal on Arts Integration in Schools and Communities · doi:10.21977/d917148321 · Cited by 4
Self-citationBright, D., Hughes, S., & Muir, R. (2026) · Education Sciences · doi:10.3390/educsci16010170 · Cited by 1
Metadata
- Authors
- Millett, C. M., Saunders, S. R., & Kevelson, M. J. C.
- Affiliations
- Educational Testing Service (US)
- Corresponding author
- Millett, Catherine M.
- Venue
- ETS Research Report Series
- Publisher
- Wiley
- Published
- 2018-02-28
- Volume
- 2018
- Issue
- 1
- Pages
- 1-64
- ISSN
- 2330-8516 (ISSN-L)
- OpenAlex
- W2790170782
- Cited by
- 3
- References
- 9
- Citations by year
- 2024: 1 · 2022: 1 · 2018: 1
- FWCI
- 0.65
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- ETS Research Report Series (publishedVersion)
- ETS Research Report Series
- Funders
- Princeton University
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Keywords
- college access programs, college enrollment, college graduation, selective colleges, university admission, financial aid, socioemotional skills, academic skills, low-income students, high-achieving students, public high school students, individualized support, alumni perceptions
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