1 What is TRIO and How Can TRIO be Integrated into Campus Retention Plans? Hal D. Payne Vice President for Student Affairs Buffalo State College March.

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What is TRIO and How What is TRIO and How Can TRIO be Integrated Can TRIO be Integrated into Campus Retention into Campus Retention

Plans?Plans?Hal D. PayneHal D. Payne

Vice President for Student AffairsVice President for Student AffairsBuffalo State CollegeBuffalo State College

March 29, 2003March 29, 200320 Seconds Auto Advance

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What is TRIO?What is TRIO?

TRIO is Educational Opportunity for TRIO is Educational Opportunity for Low-Income and Disabled Americans.Low-Income and Disabled Americans.

While student financial aid programs help While student financial aid programs help students overcome students overcome financialfinancial barriers to barriers to higher education, TRIO programs help higher education, TRIO programs help students overcome students overcome classclass, , socialsocial and and culturalcultural barriers to higher education. barriers to higher education.

11 Seconds Auto Advance

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The History of TRIOThe History of TRIO


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19611961

President John F. Kennedy appoints Walter President John F. Kennedy appoints Walter Heller as chairman of the Council of Heller as chairman of the Council of Economic Advisors and charges the Council Economic Advisors and charges the Council with studying the problem of poverty and with studying the problem of poverty and making recommendations for action.making recommendations for action.


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19631963

Acting on the recommendations of Heller, Acting on the recommendations of Heller, President Lyndon Johnson declares “an President Lyndon Johnson declares “an unconditional war on poverty” in his first unconditional war on poverty” in his first State of the Union speech. The President State of the Union speech. The President then appoints Sargent Shriver to head a then appoints Sargent Shriver to head a Task Force on Poverty. Legislation is Task Force on Poverty. Legislation is produced in less than six weeks.produced in less than six weeks.


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19641964

The Economic Opportunity Act of 1964 The Economic Opportunity Act of 1964 establishes the Office of Economic establishes the Office of Economic Opportunity (OEO) with Sargent Shriver as Opportunity (OEO) with Sargent Shriver as the National Director.the National Director.

It also establishes a Demonstration and It also establishes a Demonstration and Research office to fund experimental Research office to fund experimental programs. Upward Bound is one of the first programs. Upward Bound is one of the first programs developed by this office.programs developed by this office.


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19651965

Upward Bound begins seventeen pilot Upward Bound begins seventeen pilot projects in the summer, serving 2,061 projects in the summer, serving 2,061 students from low-income backgrounds who students from low-income backgrounds who were identified as underachieving.were identified as underachieving.

The Higher Education Act of 1965 The Higher Education Act of 1965 establishes Talent Search (originally establishes Talent Search (originally Contracts to Encourage the Full Utilization Contracts to Encourage the Full Utilization of Educational Talent or CEFUET). This was of Educational Talent or CEFUET). This was the first time that Federal scholarship the first time that Federal scholarship monies would be distributed based on low-monies would be distributed based on low-income status.income status.


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19681968

The Higher Education Amendments of 1968 The Higher Education Amendments of 1968 transfers Upward Bound from the Office of transfers Upward Bound from the Office of Economic Opportunity to the Office of Economic Opportunity to the Office of Education.Education.

Upward Bound joins Talent Search and Upward Bound joins Talent Search and Special Services for Disadvantaged Students Special Services for Disadvantaged Students (now known as Student Support Services) to (now known as Student Support Services) to create the first “TRIO” of programs aimed at create the first “TRIO” of programs aimed at helping disadvantaged students to enter helping disadvantaged students to enter college.college.


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1970’s – Continued 1970’s – Continued ExpansionExpansion

The second reauthorization of the Higher The second reauthorization of the Higher Education Act of 1972 creates the Education Act of 1972 creates the Educational Opportunity Centers.Educational Opportunity Centers.

In 1976, the Training Program for Federal In 1976, the Training Program for Federal TRIO Programs is established. By the end TRIO Programs is established. By the end of the seventies, most of the programs are of the seventies, most of the programs are in place.in place.


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1980’s – Building 1980’s – Building PermanencePermanence

The concept of “first generation in college” The concept of “first generation in college” is adopted. is adopted. Makes TRIO programs more inclusive. Makes TRIO programs more inclusive. Looks at the origin of non-financial barriers to Looks at the origin of non-financial barriers to

higher education.higher education.

The concept of “prior performance” is The concept of “prior performance” is adopted.adopted. Establishes TRIO programs as vital permanent Establishes TRIO programs as vital permanent

programs, programs, notnot demonstration programs. demonstration programs.


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1980’s – Building 1980’s – Building PermanencePermanence

(continued)(continued)

TRIO emerges as an TRIO emerges as an institutioninstitution. . TRIO programs are stable and continuous. TRIO programs are stable and continuous. They are not subject to the whim of either They are not subject to the whim of either

legislators or administrations.legislators or administrations.

TRIO evolves into a cohesive set of TRIO evolves into a cohesive set of programs.programs. Increased political strength and recognition.Increased political strength and recognition. Strong influence in Washington assures Strong influence in Washington assures

longevity.longevity.


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TRIO TodayTRIO Today In FY 2003, the Federal government appropriated In FY 2003, the Federal government appropriated

$832.5 million to support TRIO.$832.5 million to support TRIO. Two-thirds of the students come from families with Two-thirds of the students come from families with

incomes under $24,000, where neither parent incomes under $24,000, where neither parent graduated from college.graduated from college.

Currently, 2,600 TRIO Programs serve more than Currently, 2,600 TRIO Programs serve more than 870,000 low-income Americans between the ages of 870,000 low-income Americans between the ages of 11 and 27. 11 and 27.

TRIO also serves 16,000 disabled students and TRIO also serves 16,000 disabled students and 25,000 U.S. veterans.25,000 U.S. veterans.

Over 1,200 colleges, universities, community Over 1,200 colleges, universities, community colleges and agencies now offer TRIO Programs in colleges and agencies now offer TRIO Programs in America. TRIO funds are distributed to institutions America. TRIO funds are distributed to institutions through competitive grants.through competitive grants.


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TRIO TimelineTRIO Timeline19641964 Economic Opportunity Economic Opportunity

ActActUpward BoundUpward Bound

19651965 Higher Education ActHigher Education Act Talent SearchTalent Search

1968 1968 Higher Education Higher Education AmendmentsAmendments

Student Support Student Support ServicesServices

19721972 Higher Education Higher Education AmendmentsAmendments

Educational Educational Opportunity CentersOpportunity Centers

19761976 Higher Education Higher Education AmendmentsAmendments

Training Program for Training Program for Federal TRIO Federal TRIO ProgramsPrograms


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TRIO Timeline TRIO Timeline (continued)(continued)19861986 Higher Education Higher Education

AmendmentsAmendmentsRonald E. McNair Ronald E. McNair Postbaccalaureate Postbaccalaureate Achievement Achievement ProgramProgram

19901990 Higher Education ActHigher Education Act Upward Bound Math/ Upward Bound Math/ Science ProgramScience Program

1998 1998 Department of Higher Department of Higher EducationEducation

TRIO Dissemination TRIO Dissemination Partnership ProgramPartnership Program

20012001 Omnibus Omnibus Consolidated Consolidated Appropriations ActAppropriations Act

Amendment to SSS Amendment to SSS program permits use program permits use of program funds to of program funds to provide direct provide direct financial assistance to financial assistance to Federal Pell grant Federal Pell grant recipientsrecipients


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Ethnic Breakdown of TRIOEthnic Breakdown of TRIO

39%

36%

16%

5%

4%

WhiteAfrican AmericanHispanicNative AmericanAsian American


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TRIO Program DescriptionsTRIO Program Descriptions


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Upward BoundUpward Bound

Upward Bound provides fundamental support to Upward Bound provides fundamental support to participants in their preparation for college entrance. participants in their preparation for college entrance. The program provides opportunities for participants The program provides opportunities for participants to succeed in pre-college performance and ultimately to succeed in pre-college performance and ultimately in higher education pursuits. Upward Bound serves in higher education pursuits. Upward Bound serves high school students from families in which neither high school students from families in which neither parent holds a bachelor’s degree, and low-income, parent holds a bachelor’s degree, and low-income, first-generation military veterans who are preparing first-generation military veterans who are preparing to enter postsecondary education. The goal of to enter postsecondary education. The goal of Upward Bound is to increase the rates at which Upward Bound is to increase the rates at which participants enroll in and graduate from institutions participants enroll in and graduate from institutions of postsecondary education. All Upward Bound of postsecondary education. All Upward Bound projects must provide instruction in math, laboratory projects must provide instruction in math, laboratory science, composition, literature and foreign language.science, composition, literature and foreign language.


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Upward Bound Math and Upward Bound Math and Science Science

The Upward Bound Math and Science The Upward Bound Math and Science program allows the Department to fund program allows the Department to fund specialized Upward Bound math and specialized Upward Bound math and science centers. The program si science centers. The program si designed to strengthen the math and designed to strengthen the math and science skills of participating students. science skills of participating students. The goal of the program is to help The goal of the program is to help students recognize and develop their students recognize and develop their potential to excel in math and science potential to excel in math and science and to encourage them to pursue and to encourage them to pursue postsecondary degrees in these fields.postsecondary degrees in these fields.20 Seconds Auto Advance

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Student Support ServicesStudent Support ServicesThe Student Support Services (SSS) program The Student Support Services (SSS) program provides opportunities for academic provides opportunities for academic development, assists students with basic development, assists students with basic college requirements, and serves to motivate college requirements, and serves to motivate students towards the successful completion of students towards the successful completion of their postsecondary education. The SSS their postsecondary education. The SSS program may also provide grant aid to current program may also provide grant aid to current SSS participants who are receiving Federal Pell SSS participants who are receiving Federal Pell Grants. The goal of SSS is to increase the Grants. The goal of SSS is to increase the college retention and graduation rates of its college retention and graduation rates of its participants and facilitate the process of participants and facilitate the process of transition from one level of higher education to transition from one level of higher education to the next.the next.


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Talent SearchTalent SearchThe Talent Search program identifies and assists The Talent Search program identifies and assists individuals from disadvantaged backgrounds who individuals from disadvantaged backgrounds who have the potential to succeed in higher education. have the potential to succeed in higher education. The program provides academic, career, and The program provides academic, career, and financial counseling to its participants and financial counseling to its participants and encourages them to graduate from high school and encourages them to graduate from high school and continue on to the postsecondary school of their continue on to the postsecondary school of their choice. Talent Search also serves high school choice. Talent Search also serves high school dropouts by encouraging them to reenter the dropouts by encouraging them to reenter the educational system and complete their education. educational system and complete their education. The goal of Talent Search is to increase the number The goal of Talent Search is to increase the number of youth from disadvantaged backgrounds who of youth from disadvantaged backgrounds who complete high school and enroll in the complete high school and enroll in the postsecondary institution of their choice.postsecondary institution of their choice.


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Educational Opportunity Educational Opportunity CentersCenters

The Educational Opportunity Centers (EOC) The Educational Opportunity Centers (EOC) program provides counseling and information program provides counseling and information on college admissions to qualified adults who on college admissions to qualified adults who want to enter or continue a program of want to enter or continue a program of postsecondary education. An important postsecondary education. An important objective of EOC is to counsel participants on objective of EOC is to counsel participants on financial aid options and to assist in the financial aid options and to assist in the application process. The goal of EOC is to application process. The goal of EOC is to increase the number of adult participants who increase the number of adult participants who enroll in postsecondary education institutions.enroll in postsecondary education institutions.


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Ronald E. McNair Post-Ronald E. McNair Post-Baccalaureate Achievement Baccalaureate Achievement

ProgramsProgramsThe Ronald E. McNair Post-Baccalaureate The Ronald E. McNair Post-Baccalaureate Achievement program awards grants to institutions of Achievement program awards grants to institutions of higher education for projects designed to prepare higher education for projects designed to prepare participants for doctoral studies through involvement participants for doctoral studies through involvement in research and other scholarly activities. McNair in research and other scholarly activities. McNair participants are from disadvantaged backgrounds participants are from disadvantaged backgrounds and have demonstrated strong academic potential. and have demonstrated strong academic potential. Institutions work closely with these participants Institutions work closely with these participants through their undergraduate requirements, through their undergraduate requirements, encourage their entrance into graduate programs, encourage their entrance into graduate programs, and track their progress to successful completion of and track their progress to successful completion of advanced degrees. The goal of McNair is to increase advanced degrees. The goal of McNair is to increase attainment of the Ph.D. by students from attainment of the Ph.D. by students from underrepresented segments of society.underrepresented segments of society.23 Seconds Auto Advance

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How it Works – An Example of How it Works – An Example of the TRIO Cycle the TRIO Cycle

1. Talent Search1. Talent Search Identifies promising pre-college students.Identifies promising pre-college students.

2. Upward Bound Prepares students to do

college-level work.

3. Educational Opportunity Centers3. Educational Opportunity Centers Provides information on academic and financial aid.Provides information on academic and financial aid.

4. Student Support Services 4. Student Support Services Provides tutoring and support Provides tutoring and support

services when students services when students reach the college campus.reach the college campus.


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Characteristics of TRIO Characteristics of TRIO ProgramsPrograms

One-on-one serviceOne-on-one service Performance-basedPerformance-based Focus on early interventionFocus on early intervention Targeted towards first generation & low-Targeted towards first generation & low-

income studentsincome students Built on relationshipsBuilt on relationships Committed to tough casesCommitted to tough cases


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Characteristics of TRIO Characteristics of TRIO ProgramsPrograms(continued)(continued)

Consistent and IntenseConsistent and Intense Comprehensive and CulturalComprehensive and Cultural Reality-BasedReality-Based Community-BasedCommunity-Based Non-BureaucraticNon-Bureaucratic


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Why TRIO is ImportantWhy TRIO is Important

Plays a central role in the Plays a central role in the advancement of the institutional advancement of the institutional missions of colleges and universities.missions of colleges and universities.

Provides quality teaching, research Provides quality teaching, research and service.and service.

Educates citizens to higher and Educates citizens to higher and advanced levels of learning.advanced levels of learning.


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Plays a significant role in eliminating Plays a significant role in eliminating inequity.inequity.

Provides all citizens with the Provides all citizens with the opportunity to become well-educated opportunity to become well-educated and to excel in the workforce.and to excel in the workforce.

Enhances the quality of life in our Enhances the quality of life in our communities.communities.


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Supports promising students who Supports promising students who might not otherwise pursue a college might not otherwise pursue a college education. education.

Validates the notion that a person’s Validates the notion that a person’s life and future can be transformed life and future can be transformed through college education.through college education.

TRIO responds to the characteristics TRIO responds to the characteristics of disadvantaged students.of disadvantaged students.


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Characteristics of Low-Income Characteristics of Low-Income and First Generation Studentsand First Generation Students

Receive less academic preparation.Receive less academic preparation. Enter college with lower critical thinking Enter college with lower critical thinking

levels.levels. Have lower SAT scores and high school GPA’s.Have lower SAT scores and high school GPA’s. Have limited information on and Have limited information on and

understanding of the college experience.understanding of the college experience. Lack knowledge of time management, college Lack knowledge of time management, college

finances and budget management, and finances and budget management, and bureaucratic operations.bureaucratic operations.

Have less family support.Have less family support.

“The Retention of Students from First Generation and Low Income Backgrounds”, Paul B. Thayer, Ph.D., The Council Journal, May 2000.


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Minority Students at RiskMinority Students at Risk

Non-white students from first-generation, Non-white students from first-generation, low-income backgrounds face even low-income backgrounds face even greater challenges (Rendon, 1995).greater challenges (Rendon, 1995).

Therefore, a support network that Therefore, a support network that provides early intervention is provides early intervention is indispensable to any institution that is indispensable to any institution that is truly committed to diversity.truly committed to diversity.



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Retention a PriorityRetention a Priority

In light of the characteristics of first In light of the characteristics of first generation, low income students, generation, low income students, retention has become key priority for retention has become key priority for TRIO programs.TRIO programs.

Where the emphasis in the 1960’s Where the emphasis in the 1960’s was was accessaccess, there is now an equal , there is now an equal concern for concern for retention.retention.


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TRIO Paradigm ShiftTRIO Paradigm Shift

Access Retention

1960’s1960’s 1990’s1990’s


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TRIO and Retention TheoryTRIO and Retention Theory

Research on student retention Research on student retention supports the conceptual design of supports the conceptual design of TRIO.TRIO.

The common themes in key The common themes in key theoretical models of retention theoretical models of retention illustrates this point.illustrates this point.


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Common Themes in Common Themes in Retention TheoryRetention Theory

Students bring a number of Students bring a number of characteristics, experiences and characteristics, experiences and commitments to their college entry:commitments to their college entry: Academic preparedness levels.Academic preparedness levels. Parent educational attainment.Parent educational attainment. Parent aspirations for their children.Parent aspirations for their children. Socioeconomic levels.Socioeconomic levels. Aspirations for learning and degree attainment.Aspirations for learning and degree attainment.



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Common Themes Common Themes (continued)(continued)

Models of retention also describe Models of retention also describe how the student and the institutional how the student and the institutional environment interact with one environment interact with one another to form and re-form student another to form and re-form student attitudes, behavior and attitudes, behavior and commitments.commitments.


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There are thus two important areas that There are thus two important areas that impact retention:impact retention:

1.1. The The selection processselection process includes identifying, includes identifying, attracting and admitting students with attracting and admitting students with characteristics predictive of retention.characteristics predictive of retention.

2.2. The The learning environmentlearning environment includes the includes the quality of student support systems, images of quality of student support systems, images of institutional prestige, and student institutional prestige, and student expectationsexpectations



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A “double-sided” approach is essential A “double-sided” approach is essential for institutions that are committed to for institutions that are committed to access and diversity.access and diversity.

The admissions process can be designed to The admissions process can be designed to determine the diverse assets and needs of determine the diverse assets and needs of individual students.individual students.

The learning environment can be enriched The learning environment can be enriched with support services that address student with support services that address student needs through needs through early interventionearly intervention..



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TRIO Helps RetentionTRIO Helps Retention

TRIO programs offer institutions this kind TRIO programs offer institutions this kind of “double-sided” approach.of “double-sided” approach.

Most students who leave an institution are Most students who leave an institution are likely to do so within the first four likely to do so within the first four semesters. semesters. (Berkner, 1996; Porter, 1990)(Berkner, 1996; Porter, 1990)

Since first-generation and low-income Since first-generation and low-income students are at a greater risk for attrition, students are at a greater risk for attrition, effective programs that provide early effective programs that provide early intervention are critical to an institution’s intervention are critical to an institution’s retention strategy.retention strategy.



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Components of a Successful Components of a Successful Student Support ProjectStudent Support Project

Project participation in the college admissions process Project participation in the college admissions process for at-risk students.for at-risk students.

Pre-freshman-year academic and social preparation.Pre-freshman-year academic and social preparation. Project involvement in participants’ initial course Project involvement in participants’ initial course

selection.selection. An intrusive advising process throughout the freshman An intrusive advising process throughout the freshman

year.year. Provision of academic services that buttress the courses Provision of academic services that buttress the courses

in which the participants are enrolled.in which the participants are enrolled. Group services that extend service hours and build Group services that extend service hours and build

cohesion among participants.cohesion among participants. A powerful message of success through conscientious A powerful message of success through conscientious

effort.effort.



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Challenges in Higher Challenges in Higher EducationEducation

Today, we are faced with many Today, we are faced with many challenges in higher education.challenges in higher education.

These include:These include:


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Challenges Facing Higher Challenges Facing Higher EducationEducation

Budget ReductionsBudget Reductions Eroding Political SupportEroding Political Support Declining EnrollmentDeclining Enrollment Rising CostsRising Costs Rapid Demographic ChangesRapid Demographic Changes A Shift in Faculty CharacteristicsA Shift in Faculty Characteristics Technology IssuesTechnology Issues Competition from the Private SectorCompetition from the Private Sector Less-Prepared and Poorer Students – EconomicallyLess-Prepared and Poorer Students – Economically Deferred Maintenance ProblemsDeferred Maintenance Problems


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TRIO WorksTRIO Works

TRIO programs can be an important TRIO programs can be an important resource to colleges and universities resource to colleges and universities in carrying out their mission in many in carrying out their mission in many ways.ways.

TRIO programs can have a TRIO programs can have a substantial impact on campus.substantial impact on campus.

TRIO programs work!TRIO programs work!


1 What is TRIO and How Can TRIO be Integrated into Campus Retention Plans? Hal D. Payne Vice President for Student Affairs Buffalo State College March.

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