Understanding the Effects of High Jump: A Study of One Chicago-Based Supplementary Academic Enrichment Program for Low-Income, High-Achieving Middle School Students on College Outcomes and Interest in STEM

Abstract

This thesis analyzes the effects of High Jump. Located in urban Chicago, High Jump is a tuition-free supplementary academic enrichment program for highly motivated seventh and eighth grade students of limited financial means. Specifically, the objectives of this thesis are to assess the relationships between participation in High Jump and college outcomes, as well as participation in High Jump and STEM interest. I use an observational research design that compares students who applied and were selected for High Jump to those who applied and were not selected. With data collected from the National Student Clearinghouse on college enrollment, graduation, and declared major, I examine the association between High Jump and college outcomes. After running several OLS regressions of college graduation, type of college, and STEM major on High Jump completion status, my results indicate that High Jump completion is correlated with 0.112 (significant at the 0.01 level) increase in college enrollment, 0.229 (significant at the 0.01 level) increase in college graduation, 0.169 (significant at the 0.01 level) increase in enrollment at a selective college, 0.177 (significant at the 0.01 level) increase in enrollment at a four-year college, and 0.211 (significant at the 0.01 level) increase in enrollment at a private college. Furthermore, High Jump completion is correlated with 0.068 (significant at the 0.01 level) decrease in enrollment at a two-year college, 0.106 (significant at the 0.01 level) decrease in enrollment at a public college, and 0.114 (significant at the 0.01 level) decrease in pursuing a STEM major. I conclude with policy implications related to universal college access and STEM education.