Fenske, Robert H.; Geranios, Christine A.; Keller, Jonathan E.; and Moore, David E. (1997). Early Intervention Programs: Opening the Door to Higher Education. ASHE-ERIC Higher Education Report Volume 25, No. 6. Reviewed by Donna M. Butler, The University of Pennsylvania

Fenske, Robert H.; Geranios, Christine A.; Keller, Jonathan E.; and Moore, David E. (1997). Early Intervention Programs: Opening the Door to Higher Education. ASHE-ERIC Higher Education Report Volume 25, No. 6. Washington D.C.: The George Washington University, Graduate School of Education and Human Development. 91 pp. $24.00       ISBN 1-878380-78-8 Reviewed by Donna M. Butler The University of Pennsylvania February 18, 2000           Early intervention programs, those programs that encourage and support college-going behavior for elementary and high school students, are as diverse in process as they are in their aims to provide social capital. In this manuscript the authors detail the history and goals of early intervention programs, review government and private programs that promote future college enrollment of elementary and secondary students, evaluate several early intervention programs and provide recommendations for college and university staff interested in developing such programs. Multiple Aims of Early Intervention Programs           According to the authors early intervention programs provide financial support and incentives to youth that are at risk of either dropping out of elementary or secondary school or of not persisting to earn a postsecondary education. Academic outreach programs, while similar to early intervention programs, originate from schools, colleges, and universities, and their specific goal is to encourage children and teens to pursue a postsecondary education.           The authors argue that both early intervention and academic outreach programs are vital to today's youth. Low-income students tend to be enrolled in schools with few resources, and thus are at an educational disadvantage when compared to their more affluent peers. Similarly, poor schools may not have the counseling or remedial services necessary to guide students in course selection and provide them with tutoring. Thus, they may not be taking college prep classes, or may fall behind in key subjects. Further, studies have demonstrated that higher levels of educational attainment are directly related to later economic benefits: the more educated an individual, the more likely he or she is to have a higher earning potential. Similarly, those students that do not graduate from high school are more likely to earn less than their college-educated peers, and are more likely to need welfare assistance. Finally, the authors argue that the current cost of attending college is spiraling out of reach for many low-income students. A disturbing trend revealed by the authors concerns the growing number of low- income students who view postsecondary education as financially unattainable, or view loan programs with reluctance. It is for these reasons, the authors argue, that early intervention and academic outreach programs are vital for low-income youth. Such programs provide these students with the financial and educational support they need to succeed academically while pursuing their postsecondary education goals. Examples of Early Intervention Programs           This report is a compilation of different types of early intervention and academic outreach programs, and provides educators with ideas and examples of such programs from a variety of sources. The authors focus on private initiatives, school-college collaborations, federal and state-supported early intervention, and academic outreach programs. Among the private initiatives they highlight is the "I Have a Dream" initiative, which was begun in 1981 by millionaire Eugene Lang. Currently consisting of over 160 programs in 59 cities, thousands of students have been helped by this program, which provides financial and social support for at-risk youth, and requires parental participation in the students' education.           Among several school-college collaborations chronicled by the authors was the Education Trust program developed under the direction of the Office of School/College Collaboration of the American Association for Higher Education. This program works to bring colleges and universities together with elementary and secondary school districts located near college campuses. The trust helps form compacts among primary, secondary, and postsecondary institutions to facilitate a seamless transition to college for low-income and minority students.           The authors also provide a clear and concise overview of federal early intervention programs, which are more commonly referred to as TRIO programs. Upward Bound, Student Support Services, Talent Search, Educational Opportunity Centers, The Training Program for Special Services Staff and Leadership Personnel, and the Ronald E. McNair Post- baccalaureate Achievement Program comprise the TRIO initiatives, and serve to expand the educational opportunities for at-risk youth. The report also includes a discussion of several state-sponsored initiatives.           Close attention is paid in this report to academic outreach programs. Using Arizona State University and the University of Southern California as models, the authors illustrate the diverse and creative nature of such programs. From a Hispanic Mother-Daughter Program at Arizona State, which recruits 50 mother-daughter pairs during the daughters' eighth grade year and introduces both on how to prepare for college, to Southern California's Pre-College Summer Art Program for local teens interested in art, such programs are indicative of the flourishing number of academic outreach initiatives that are on the rise throughout the United States.           An extremely useful resource for educators, Early Intervention Programs: Opening the Door to Higher Education can provide faculty and student affairs practitioners with concrete ideas for early intervention and academic outreach programs. For educators looking to implement such programs it provides an overview of what initiatives currently exist. For administrators facing opposition to the implementation of such programs, it provides clear and concise evidence for why such initiatives are vital, and proof that with assistance, postsecondary education can be an attainable goal for all. About the Reviewer Donna M. Butler is a student services administrator and academic advisor in the Study Abroad Program at the University of Pennsylvania. Her professional interests include access to postsecondary education, international and comparative higher education.