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In response to misleading data being published on the efficacy of Upward Bound and Upward Bound Math and Science programs in 2009, the Pell Institute performed a re-analysis of positive impacts achieved by the programs. Data reported by the Pell Institute shows positive effects found in legislatively mandated programs. Upward Bound students were more likely to receive a bachelor’s degree than students receiving no or less thorough supplemental educational services. Of students participating in an Upward Bound program, three-quarters enrolled at a post-secondary educational institution within one year of their projected high school completion, as opposed to less than half of students without access to supplemental college services. One-fifth of Upward Bound students enrolled in post-secondary education completed a degree within six years of their high school graduation date, in contrast with less than one-tenth of students without supplemental services. Students enrolled in Upward Bound were also shown to be more likely to enroll in a four-year institution than students participating in comparable programs, and were also less likely to enroll in remedial courses. Unique aspects of the Upward Bound program include a summer immersion program conducted on college campuses. The program exposes students to college-level rigor, while also allowing students to enter university courses before high school completion bypassing the need for remedial classes upon beginning postsecondary education.