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Positioning for College Success: The Evaluation of the Princeton University Preparatory Program's Work With High‐Achieving, Low‐Income Students SEL PUPP SAT

Millett, Catherine M.; Kevelson, Marisol J. C.
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Princeton University Preparatory Program (PUPP), College Success, High Achieving Students, Low Income Students, Social and Emotional Learning (SEL), Access to Education, Minority Students, High School Graduates, Program Effectiveness, College Preparation, Low Income Students, College Costs, Financial Aid, College Bound Students, Selective Colleges, Cultural Awareness, Alumni, Subject Tests, SAT, Postsecondary Education, Holistic Evaluation, Program Implementation


In summer 2015, Princeton University contracted with Educational Testing Service (ETS) to conduct an evaluation of the Princeton University Preparatory Program (PUPP), the college access program developed by Princeton University faculty and staff. The mixed‐method ETS evaluation of PUPP included the collection and analysis of qualitative and quantitative data on the program and its participants. Data revealed that the PUPP model is perceived by a majority of participants and stakeholders as a well‐designed and comprehensive program with effective practices, in particular the highly personalized nature of its services—lasting more than 3 years—and its strong emphasis on personal relationships. PUPP activities and instruction are viewed as high quality and rigorous. PUPP participants and stakeholders describe the program as highly beneficial for participants' academic and social–emotional skills and cultural knowledge and for their access to and preparation for college. Outcomes analyses confirm that participants tend to demonstrate strong academic outcomes and succeed in college. Participants also report attending more selective colleges than they otherwise would have, largely due to the supports provided by PUPP.

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