Investigating the Impact of GEAR UP Arkansas on College Readiness and Post-Secondary Enrollment in the Delta

Abstract

This study evaluates the impact of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Arkansas initiative on improving college readiness and postsecondary enrollment among low-socioeconomic status (SES) students in the Arkansas Delta, a region marked by systemic educational inequities and persistent poverty. Framed by Opportunity Gap Theory, this quantitative, quasi-experimental research addresses two questions: (1) How does GEAR UP participation influence postsecondary enrollment compared to nonparticipants? (2) Do participants achieve higher ACT scores than nonparticipants? Using data from 491 students across high-poverty schools, the study employs logistic regression to assess enrollment rates and multiple regression to analyze ACT performance, accounting for demographic and contextual factors. Key program elements, including tutoring, ACT preparation, and financial aid counseling, are hypothesized to drive improvements. Findings are expected to show positive effects on enrollment and ACT scores, demonstrating GEAR UP’s role in reducing structural barriers to higher education. The research provides actionable insights for policymakers and educators, advocating for sustained investment in equity-driven programs like GEAR UP to close opportunity gaps. By highlighting the program’s effectiveness, the study informs strategies for scaling similar initiatives in underserved, high-poverty regions to promote educational equity and access