1. A Long and Winding Road: Long-Term Implementation of a Rural College Access Program AEA Annual Conference, Denver, CO October 15-18, 2014

2. Contact Information Tara Donahue, Ph.D Managing Evaluator McREL International-Charleston (304)347-0419 tdonahue@mcrel.org Michelle N. Johnson Research and Data Analyst West Virginia Higher Education Policy Commission (304) 558-0655 michellej@hepc.wvnet.edu

3. The Presenters  WV Higher Education Policy Commission  Coordinating body for higher education in WV  Division of Student Affairs administers GEAR UP  Plans, coordinates, and monitors all GEAR UP services in 10 counties  McREL International  Private, nonprofit educational R&D corporation  Provides external evaluation

4. WV GEAR UP  Six-year state grant with no cost extension  Serve 13,000+ students from 2008-2015  10 counties, more than 5,000 students per year  2014 Cohort + 11 th and 12 th graders each year  14 High Schools  26 Site Coordinators, 3 Regional Coordinators, 6 Central Office Staff, and External Evaluator

6. Evaluation  16 Questions  5 Formative  9 Outcome  2 Sustainability  Longitudinal quasi-experiment with 2 levels of matching  Mixed methods

7. Evaluation  SCRIBE  Online data tracking application  Host online student, parent and school personnel surveys  Manage workplan

8. GEAR UP Fidelity Index  Implementation Fidelity  Is the work done as intended per the program description?  Process and Structure  GUFI  Specifically for GEAR UP based on West Virginia model and services

9. GEAR UP Fidelity Index  Four Components  Adherence  Exposure  Quality  Response

10. GEAR UP Services StudentsParentsEducators College and Career Awareness and Access  College visits  Counseling  Job site visits, trips  Financial aid workshops  College visits  Counseling  College access, awareness PD  Financial aid counseling/ advising PD Academic Support  Rigorous classroom instruction  Mentoring  Summer programs  Tutoring  Academic workshops  Curriculum alignment  Instructional technology, PD  Test preparation Climate and Connection  Cultural events  Family activities  School climate PD

11. GEAR UP Fidelity Index  Four Primary Questions  Extent to which all types of services are reaching all stakeholders  Level of stakeholder exposure to services  Level of service quality  Stakeholders’ responses to services  Descriptive Analyses  Over time  By county

12. GEAR UP Fidelity Index  Data Sources  Participation/service records for all stakeholders  Student surveys  Parent surveys  School personnel surveys

13. GUFI Findings  Each Component  Adherence  Exposure  Quality  Response  Three Ways  Overall  Over time  By county

14. Adherence: Program Reach  Students  13,233 in SCRIBE  10,807 participated  Parents  26,414 in SCRIBE  6,749 participated  Teachers  1,791 in SCRIBE  1,137 participated

15. Exposure: Total GEAR UP Hours  Students  516,545.9 hours total  47.80 hours on average  Parents  33,730.2 hours total  5.00 hours on average  Teachers  18,198.9 hours total  16.01 hours on average

16. Quality: Participant Perceptions  Educator Readiness  Overall Service Quality  Perceptions of Impact

17. Response: Stakeholders’ Reactions  Educators’ Perceptions  Quality, relevance, and usefulness of services  Student & Parent Satisfaction  Overall GEAR UP services

18. Conclusion & Discussion  Teachers: Highest adherence  Students: Greatest level of exposure  Most exposure to academic support  Adherence & Exposure: Differed most over time and across counties  Quality & Responsiveness: much less variation over time, across the state

19. Conclusion & Discussion  Some fluctuations over time  Expected and generally reasonable, given changing needs of program and stakeholders  Some variations among counties  Expected but not entirely desirable  Structural ratings not necessarily related to procedural ratings

20. Questions for you...  What do you do to maintain adherence and exposure across sites?  How much site-level variation can you tolerate?  How do you maintain enthusiasm among key implementers?

21. Reference Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256.