6-TX GEARUP LOGIC MODEL.pdf
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- Attached to
- EVALUATION OF THE TEXAS GEAR UP 2025 STATE GRANT
- Solicitation number
- 701-25-017
- Issued by
- Texas
About this file
The document is Attachment H: Texas GEAR UP Logic Model, developed by the Texas Education Agency (TEA) for a seven-year grant program focused on improving college readiness and enrollment for academically underprepared students. The logic model outlines a comprehensive strategy involving multiple stakeholders including TEA, the US Department of Education, Texas Higher Education Coordinating Board (THECB), Texas Workforce Commission (TWC), educational service centers, school districts, businesses, institutions of higher education, and college access non-profits. The program aims to address low college enrollment rates, limited higher education knowledge, and uncoordinated support strategies through targeted interventions across academic, advising, and financial literacy domains.
The logic model details a multi-tiered approach with specific inputs, implementation activities, and desired outcomes across short-term, mid-term, and long-term horizons. Key implementation strategies include professional development, vertical alignment of grade-level expectations, academic supports like accelerated instruction and advanced math pathways, high-impact tutoring, test preparation, expanded dual credit offerings, and individualized college and career planning. Outputs will be measured through metrics such as student participation numbers, FAFSA completion rates, dual credit course enrollment, and scholarship recipients. The ultimate goals include increasing high school graduation rates, postsecondary enrollment and persistence, credential completion, and sustaining a college-going culture in participating schools, with ongoing evaluation using both quantitative and qualitative data throughout the grant period.
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ATTACHMENT H: TEXAS GEAR UP LOGIC MODEL
This evaluation will be guided by the Texas GEAR UP Logic Model, which outlines the project strategies aimed at achieving successful short-term, mid-term, and long-term outcomes. The contracted evaluator will report on formative, interim, and summative evidence using quantitative and qualitative data as appropriate throughout the seven-year grant program.
Inputs Implementation Outcomes and Impact
Needs Resources Activities Outputs Short-Term Mid-Term Long-Term
Academically underprepared students Low rates of college enrollment Limited knowledge of higher education options and financing Uncoordinated support strategies and structures
Schools: Students, Families, and Partners
TEA: Personnel, Research and Analysis, Technical Assistance, GEAR UP Funding from USDOE, state resources, scholarship program
Partners: THECB, TWC
ECS, Districts, Businesses, IHEs, College Access non-profits
Staff Capacity:
Professional Development Vertical Alignment Grade Level Expectations Companion Resources
Student & Family Supports:
Academic Accelerated Instruction Advanced Math Pathways High Impact Tutoring
ACT, SAT, TSIA
Preparation/ Coaching Integration of Rigorous Carer-focused learning Expanded Dual Credit course offering and enrollment
Students:
# of students participating in TX GU services # of students receiving multiple advising sessions # of students completing FAFSA # of students completing dual credit courses #of students receiving scholarships
Family:
# of family members participating in GU activities Staff:
Increase # of students completing Algebra 1 before 9th grade
(GPRA 1, PM 1.1)
Increase # of dual credit courses taken (PM 1.3)
Increase # of students on time promotion (PM 2.1)
Increase two-way communication with families (PM 3.2, 3.3)
Increase student and family
Increase # of students earning early college credit through dual credit or AP exam (PM 1.3)
Increase # of students taking a math course beyond Algebra II by the end of 12th grade
Increase # of students demonstrating college readiness on entrance exams scores TSIA II, ACT, SAT Scores
(PM1.4)
Increase the
Increase High school graduation* (GPRA 2, PM 2.1)
Increase Postsecondary enrollment (GPRA 4, PM 2.2)
Increase Postsecondary persistence (GPRA 5)
Increase credential of value completion
Sustain college-going culture at GU schools
Schools sustain the practice of assisting
Attachment H
Advising:
Individual College and Career Plans (ICAP) Targeted College & Career events Financial Aid Financial Literacy College Enrollment Coaching (Access) Summer Melt Intervention (Success) Guidebooks
# of staff with access to and participation in PD Updated or refined instructional materials
Community:
# of community partnerships All:
Feedback Survey Completion engagement with GU activities (PM 3.2, 3.3)
Increase student, family, and staff knowledge of college access/ enrollment (PM 3.2)
Increase student, family, and staff knowledge of Financial Aid
Increase affordability
Rates of FAFSA completion (GPRA 3, PM 3.1)
Students connect career goals with IHE requirements (PM 3.2)
Increase family expectations of college enrollment and success for their children
Schools adopt a continual growth mindset towards student achievement students and families with college process
Schools involve community partners in GU sustainability
Attachment H
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