Table 1: Percent of institutions that had precollegiate programs for disadvantaged
students, and the percent of institutions with precollegiate programs where the
largest program is Upward Bound, by institutional characteristics: 1994
Table 1a: Standard errors of the percent of institutions that had precollegiate programs
for disadvantaged students, and standard errors of the percent of institutions
with precollegiate programs where the largest program is Upward Bound, by
institutional characteristics: 1994
Table 2: Percent of precollegiate students and of total funding that was located within
the largest precollegiate program at each institution, by institutional
characteristics: 1994
Table 2a: Standard errors of the percent of precollegiate students and of total funding that was located within the largest precollegiate program at each institution, by
institutional characteristics: 1994
Table 3: Median and total number of precollegiate students served, the institution's
faculty and staff, and students who worked with the largest precollegiate
program in 1993-94, and the mean student faculty staff ratio, by institutional
characteristics: 1994
Table 3a: Standard errors of the median and total number of precollegiate students, the
institution's faculty and staff, and students who worked with the precollegiate
program in 1993-94, and the standard errors of the mean student faculty staff
ratio, by institutional characteristics: 1994
Table 4: Primary source of funding for institutions' largest precollegiate program,
by institutional characteristics: 1994
Table 4a: Standard errors of the primary source of funding for institutions largest
precollegiate program, by institutional characteristics: 1994
Table 5: Percent of institutions ranking selected potential goals of the precollegiate program
as the most important goal, by institutional characteristics: 1994
Table 5a: Standard errors of the percent of institutions ranking selected potential goals
of the precollegiate program as the most important goal, by institutional
characteristics: 1994
Table 6: Percent of institutions using various locations as the primary location in which
the largest precollegiate program is held, by institutional characteristics: 1994
Table 6a: Standard errors of the percent of institutions using various locations as
the primary location in which the largest precollegiate program is held,
by institutional characteristics: 1994
Table 7: Top goal and the primary location of the largest precollegiate programs: 1994
Table 7a: Standard errors of the top goal and the primary location of the largest
precollegiate programs: 1994
Table 8: Percent of the largest precollegiate programs in 1993-94 with program activities
in the academic year only, in the summer only, or in both time periods, and the
percent of students in each type of program, by institutional characteristics: 1994
Table 8a: Standard errors of the percent of the largest precollegiate programs in
1993-94 with program activities in the academic year only, in the summer
only, or in both time periods, and standard errors of the percent of
students in each type of program, by institutional characteristics: 1994
Table 9: Mean number of total hours spent in program activities during the academic year,
during the summer, and during both time periods, and the mean number of years a
typical precollegiate student continues to participate in the largest precollegiate
program, by institutional characteristics: 1994
Table 9a: Standard errors of the mean number of total hours spent in program activities
during the academic year, during the summer, and during both time periods,
and standard errors of the mean number of years a typical precollegiate
student continues to participate in the largest precollegiate program,
by institutional characteristics: 1994
Table 10: Percent of precollegiate programs ranking specified qualities among the top
three student characteristics for targeting by their precollegiate program, by
institutional characteristics: 1994
Table 10a: Standard errors of the percent of precollegiate programs ranking specified
qualities among the top three student characteristics for targeting
by their precollegiate program, by institutional characteristics: 1994
Table 11: Percent of precollegiate students who are low income and who are female,
by institutional characteristics: 1994
Table 11a: Standard errors of the percent of precollegiate students who are low
income and who are female, by institutional characteristics: 1994
Table 12: Percent of precollegiate students in each racial/ethnic category, by
institutional characteristics: 1994
Table 12a: Standard errors of the percent of precollegiate students in each
racial/ethnic category, by institutional characteristics: 1994
Table 13: Percent of institutions indicating each grade level as the one grade level
at which precollegiate students usually enter the program, by institutional
characteristics: 1994
Table 13a: Standard errors of the percent of institutions indicating each grade level as the
one grade level at which precollegiate students usually enter the program,
by institutional characteristics: 1994
Table 14: Percent of precollegiate students at each grade level, by institutional
characteristics: 1994
Table 14a: Standard errors of the percent of precollegiate students at each grade
level, by institutional characteristics: 1994
Table 15: Percent of institutions indicating a particular approach to providing services
was the single most frequently used one, by type of approach and institutional
characteristics: 1994
Table 15a: Standard errors of the percent of institutions indicating an approach to
providing services was the single most frequently used approach, by type of
approach and institutional characteristics: 1994
Table 16: Percent of institutions ranking selected services among the three most important
in their largest precollegiate program, by institutional characteristics: 1994
Table 16a: Standard errors of the percent of institutions ranking selected services among
the three most important in their precollegiate program, by institutional
characteristics: 1994
Table 17: Percent of institutions at which the largest precollegiate program provides one
or more financial benefits, by institutional characteristics: 1994
Table 17a: Standard errors of the percent of institutions at which the largest
precollegiate program provides one or more financial benefits, by institutional characteristics: 1994
Table 18: Percent of institutions providing specific financial benefits among those
that offer benefits for successful performance, by institutional characteristics:
1994
Table 18a: Standard errors of the percent of institutions providing specific financial
benefits among those that offer benefits for successful performance, by
institutional characteristics: 1994
Table 19: Number and percent of institutions in the study, and the estimated number and percent in the Nation, by institutional characteristics: 1994
Table 20: Estimates and standard errors for figure 2, primary goals of precollegiate
programs: 1994
Table 21: Estimates and standard errors for figure 3, mean number of hours spent
in program activities by precollegiate students: 1994
Table 22: Estimates and standard errors for figure 4, most important student characteristics
for targeting: 1994
Table 23: Estimates and standard errors for figure 6, precollegiate program goals and the
year in which students usually start: 1994
Table 24: Estimates and standard errors for figure 7, grade ranges served by
precollegiate programs: 1994
Table 25: Estimates and standard errors for figure 8, most frequently used approaches
for providing services in largest precollegiate programs: 1994
Table 26: Estimates and standard errors for figure 9, percent of largest precollegiate
programs rating selected services as very important: 1994
Table 27: Estimates and standard errors for figure 10, percent of largest precollegiate
programs ranking selected services as among the three most important: 1994
Figures
Figure 1: Largest precollegiate program as a percent of all precollegiate
programs at the same institution: 1994
Figure 2: Primary goals of precollegiate programs: 1994
Figure 3: Mean number of hours spent in program activities by precollegiate
students: 1994
Figure 4: Most important student characteristics for targeting: 1994
Figure 5: Grade in which students typically start participating in precollegiate
programs: 1994
Figure 6: Precollegiate program goals and the year in which students usually
start: 1994
Figure 7: Grade ranges served by precollegiate programs: 1994
Figure 8: Most frequently used approaches for providing services in largest precollegiate
programs: 1994
Figure 9: Percent of largest precollegiate programs rating selected services as
very important: 1994
Figure 10: Percent of largest precollegiate programs ranking selected services as among
the three most important: 1994
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