Model & Strategy
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a seven-year federal partnership grant designed to increase the number of students who are prepared to enter and succeed in postsecondary education and training immediately after high school. In partnership with Concord University and New River Community and Technical College, GEAR UP Southern West Virginia (GUSWV) uses a cohort model, to serve students in the classes of 2028 and 2029 in Mercer, Monroe, Raleigh, Summers, and Wyoming counties from 6th grade through their first year of postsecondary education. GUSWV’s vision is to secure a legacy of strength and resilience in Appalachia.
Model & Strategy
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a seven-year federal partnership grant designed to increase the number of students who are prepared to enter and succeed in postsecondary education and training immediately after high school. In partnership with Concord University and New River Community and Technical College, GEAR UP Southern West Virginia (GUSWV) uses a cohort model, to serve students in the classes of 2028 and 2029 in Mercer, Monroe, Raleigh, Summers, and Wyoming counties from 6th grade through their first year of postsecondary education. GUSWV’s vision is to secure a legacy of strength and resilience in Appalachia.
Our Impact
Vela utilized their Evidence-Based Problem-Solving (EBPS) framework to identify, implement, and assess GUSWV's math interventions and their impact on student performance and outcomes in Algebra I.
Our Impact
Vela utilized the Evidence-Based Problem-Solving (EBPS) framework to identify, implement, and assess GUSWV's math interventions and their impact on student performance and outcomes in Algebra I.
Summary
One of the required performance measures of GEAR UP is an increase in the number of students who pass Algebra I by the end of 9th grade. To identify and examine interventions to improve Algebra I completion and passing, GUSWV partnered with Vela to apply the EBPS framework to guide improvements in Algebra I course-taking and completion and evaluate the GUSWV Algebra I performance measure.
GUSWV entered the EBPS process with the following questions:
1. Why are students not enrolling in, completing, and passing Algebra I?
2. What can improve enrollment in, completion of, and passing of Algebra I?
