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Early Outreach and Support Programs

Annual Report 2019-2020 Early Outreach and Support Programs

Table of Contents

Educational Opportunity Program

I. Mission Statement

The mission of the Educational Opportunity Program (EOP) is to provide access and support services to first-generation college students who have experienced economic, educational, and/or environmental barriers, but display the potential to succeed in post-secondary education and to assist the university in the matriculation, retention, and graduation of EOP students.

Department Goals (Last reviewed August 2020):

  1. EOP will provide a comprehensive program of support services that will enhance the knowledge, understanding, and skills necessary for the academic success and the social and emotional personal development of EOP students. (Division goals 1, 2, 3; University strategic priorities 1)
  2. EOP will promote social, cultural, and ethnic diversity in the CSU, Chico campus population. (Division goal 2; University strategic priorities 1)
  3. EOP will educate and inform students, faculty, and staff about program services and accomplishments. (Division goal 1, 2; University strategic priorities 1, 2)
  4. EOP professional staff will maintain currency in the fields of college student retention, academic advising and obstacles encountered by first-generation and other historically marginalized college students through memberships in professional organizations, reading appropriate research journals, and professional development opportunities. (Division goals 1, 2; 3; University strategic priorities 1, 2)
  5. EOP will encourage student participation and involvement in the CSU, Chico campus community and the community of Chico as a whole. (Division goals 1, 2; University strategic priorities 1, 2)

 II. Department Accomplishments

  • Successfully moved EOP services to online/virtual format
  • Distributed survey for remote learning needs
  • Collected EOP student stories about remote learning
  • Student staff offered significantly more study skills workshops for entire campus community
  • Developed a first-generation podcast
  • EOP admission file reviews completed early March
  • Hosted the EOP 50thAnniversary Banquet
  • Calculator Check-Out program

Highlights:

  • Hosted EOP 50th Anniversary Banquet: October 12, 2019 EOP welcomed over 150 alumni and guests to celebrate the 50-year anniversary of EOP’s existence on CSU, Chico’s campus.
  • Collected EOP student stories about remote learning: After the decision to move all services to a virtual format, one of our advisors decided to conduct an ongoing archive to allow students to share thoughts about their experience. This provided the opportunity for advisors to reach out to students who were having an exceptionally difficult time with the transition. Additionally, students were invited to add songs to an EOP playlist on Spotify.  Students were definitely using music and finding it to be one source of solace they could rely on during this transitional period.
  • Calculator Check-Out program:  In collaboration with Louis Stokes Alliance for Minority Participation (LSAMP), College STEM Connections Collaborative (CSC2) and the Math Department EOP was able to secure Student Learning Fee funding to start a calculator check out program.  70 calculators were purchased, additionally the collaboration was able to pay for 20 of the required online math accounts (ALEKS) for students.  The program was funded prior to remote learning and the collaboration was able to transition to organize a pick-up plan for local students.  For students not in the area, calculators were mailed to various parts of California and even all the way to Virginia. 

Diversity Efforts:

  • Presented and participated in PAUSE 2020
  • Collaborated, planned, facilitated and participated in the campus-wide Tipping Point- Student Success Summit
  • Developed API Support group for students/staff/faculty experiencing anti-Asian racism surrounding COVID-19 (with EOP, APIC & CCLC)
  • Supported CCLC by participating in several key events:
    • Dinner and a Story
    • Black Student Retreat
  • Developed Hmong Men Interest Club
  • Several staff participated in the Nor-Cal mixer planning committee for APAHE (Asian Pacific Americans in Higher Education)
  • Support and participation in multicultural graduation celebrations
  • Facilitated Inclusive Teaching Academy Workshop
  • Facilitated Diversity Training for Connection Course Peer Mentors
  • Participated and supported several CSU, Chico organizations
    • Asian/Pacific Islander Council
    • Black Faculty Staff Association
    • Chicano Latino Council
    • Foster Youth Task Force
    • 1st Gen Faculty Staff Association

III. Changes in policies and procedures

  • Extended EOP admissions deadlines for applicants with incomplete files and allowed for late applicants to complete admissions process, all in attempt to aid the University in meeting fall 2020 undergraduate admission targets.
  • Dismantled the official course-link, however new first year students were still required to enroll in specific EOP created sections of general education courses.
  • Summer Bridge transitioned to an online platform. Collaborated with several student support programs and lecturers from the math department to provide a series of Zoom workshops and webinars to help prepare students for the fall semester.
  • EOP new student contracts have been revised. There are now separate contracts for upper division transfer students and first-time freshmen along with different goals and milestones each population need to complete during their years as an EOP student.

IV. Resources summary

Resource Allocation:

EOP General Fund Budget Allocation 19/20

  $876,610.00

Encumbered rollover 18/19

       $3,400.00

Work Study allocation 19/20 (EOP only)

     $42,165.00

Other One-time dollars/reimbursements to EOP

     $95,679.00

Total Allocation

$1,017,854.00

Annual Expense

 $(906,227.37)

Unused Work Study

          $ (14.76)

EOP General Fund Balance

   $111,611.87

Summer Bridge Annual Allocation

   $135,850.00

Encumbered SB funds / rollover 18/19

      $69,262.05

Annual Expense - Summer Bridge (2019)

  $(127,042.83)

Summer Bridge Balance

       $78,069.22

Note: EOP received base funding dollars for an SSP II position in 2019-2020, which was hired in November. We had salary savings for 2 positions that started in November 2019. The balances for both EOP and SB funds were impacted by COVID-19 which resulted in stopping travel, programming, professional development and providing a residential Summer Bridge program. There were programmatic changes in 18/19 due to EO1110 which resulted in cost savings. Due to pandemic SB 2020 would have been residential and we would have zeroed out our balance.

Human Resources

  • Hired two new Student Services Professionals (SSPII’s) as part of the advising and admissions team. Aiko Reed moved to an off-campus position, therefore leaving one vacancy. EOP received GI 2025 base funding for the second position. EOP has been down one SSPII position for many years, so this influx in funding provided an opportunity to re-establish staffing levels to better serve our students.

Facilities/Equipment

  • New furniture was purchased for the lobby and student staff cubicles.
  • New laptops were purchased for our students to support distance learning and rotation of our laptop check out program.
  • Professional staff were also due for a technology upgrade.

V. Program Assessment of Past Year

Program Objectives for 2019-2020

  1. EOP will continue to meet with all continuing students who are on academic probation.

Ongoing – EOP Advisors and Interns focused on reaching out to EOP students on AP to meet with them on a regular basis to develop a plan of action for getting off of AP.

  1. Enhance contact and support of continuing students who are in good academic standing.

Ongoing - EOP has increased intentional contact to all good academic standing students and offer programming to support their success.

  1. Increase support for our first-year and second-year students through communication via electronic technology.

Met/Ongoing– EOP has previously used apps (REMIND and GroupMe) to offer a mechanism to share information and send out reminders. These methods have proven to be effective in delivering our messaging to our students.  Will continue to try a variety of social media platforms and look forward to utilizing a program that will provide us the opportunity to communicate via text messaging.

  1. Implement professional development and career readiness for our continuing EOP students.

Met/Ongoing – EOP has initiated more intentional collaboration with the Career Center. We will include language in our second-year success contract to ensure students will meet with the Career Center and develop workshops focused on our students.

  1. As a result of current staffing re-assignments, assess workloads and productivity and reorganize accordingly.

Met/Ongoing– EOP continues to adjust to the transitions that have occurred with the unit’s promotions and new members. Ongoing meetings to communicate transitions and expectations helped to foster a smoother transition.

Ongoing Assessment Efforts:

Breakdown by Admissions Category: EOP Bonafide Enrolled (Primary Goals 1 and 2)

Admissions Category

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

Freshmen Exception

44

65

37

23

9

Freshmen Regular

171

126

156

171

165

Transfer Exception

0

0

0

0

0

Transfer Regular

49

63

54

68

148

Transfer Regular “S”

0

0

0

0

0

Total

264

254

247

262

322

Breakdown by Admissions Category: Non-bona Fide EOP Enrolled (Primary Goal 1 and 2)

Admissions Category

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

Freshmen Exception

0

2

1

0

0

Freshmen Regular

0

4

1

0

0

Transfer Exception

0

0

0

0

0

Transfer Regular

0

0

0

0

0

Transfer Regular “S”

0

0

0

0

0

Total

0

6

2

0

0

EOP Ethnicity of Enrolled Admits – Fall Semesters (Primary Goal 2)

 

Fall 2015

 

Fall 2016

 

Fall 2017

Fall 2018 

Fall 2019 

Ethnicity

EXC

REG

EXC

REG

EXC

REG

EXC

REG

EXC

REG

African American

7

19

11

16

7

27

10

22

3

30

American Indian

0

3

0

2

0

2

0

4

0

4

Asian American

6

38

3

31

2

42

0

28

0

39

Filipino

0

0

0

0

0

0

0

0

0

0

Mexican American

29

138

48

109

27

100

9

98

3

182

Other Latino

0

0

0

0

0

0

0

0

0

0

Pacific Islander

0

0

2

1

0

0

0

1

0

2

Unknown

1

0

0

4

0

5

2

60

2

7

White/Non-Latino

1

17

1

21

2

25

1

19

0

43

2 or More Ethnicities

0

5

2

9

0

10

1

10

1

7

Total

44

220

67

193

38

211

23

242

9

314

Persistence Data for Freshmen (Primary Goal 1)


Cohort: Fall 2013

All EOP Freshmen

Total enrolled

% persistence

Fall 2013

211

Spring 2014

208

97%

Fall 2014

195

92%

Spring 2015

191

91%

Fall 2015

176

83%

Spring 2016

174

82%

Fall 2016

162

77%

Spring 2017

159

75%

Fall 2017

139

66%

Spring 2018

114

54%

Fall 2018

60

28%

Spring 2019

36

17%

Fall 2019

15

7%

Spring 2020

9

4%

Persistence Data for Freshmen (Primary Goal 1)

Cohort: Fall 2014

All EOP Freshmen

Total enrolled

% persistence

Fall 2014

214

Spring 2015

210

98%

Fall 2015

195

91%

Spring 2016

190

89%

Fall 2016

175

82%

Spring 2017

173

81%

Fall 2017

160

75%

Spring 2018

160

75%

Fall 2018

118

55%

Spring 2019

85

40%

Fall 2019

41

19%

Spring 2020

21

10%


Persistence Data for Freshmen (Primary Goal 1)


Cohort: Fall 2015

All EOP Freshmen

Total enrolled

% persistence

Fall 2015

216

Spring 2016

214

99%

Fall 2016

191

88%

Spring 2017

186

86%

Fall 2017

173

80%

Spring 2018

161

75%

Fall 2018

155

72%

Spring 2019

155

72%

Fall 2019

112

52%

Spring 2020

85

39%


Persistence Data for Freshmen (Primary Goal 1)


Cohort: Fall 2016

All EOP Freshmen

Total enrolled

% persistence

Fall 2016

195

Spring 2017

189

97%

Fall 2017

174

89%

Spring 2018

165

85%

Fall 2018

146

75%

Spring 2019

146

75%

Fall 2019

132

68%

Spring 2020

130

67%


Persistence Data for Freshmen (Primary Goal 1)


Cohort: Fall 2017

All EOP Freshmen

Total enrolled

% persistence

Fall 2017

195

Spring 2018

190

97%

Fall 2018

176

90%

Spring 2019

168

86%

Fall 2019

151

77%

Spring 2020

150

77%

Persistence Data for Freshmen (Primary Goal 1)

Cohort: Fall 2018

All EOP Freshmen

Total enrolled

% persistence

Fall 2018

195

Spring 2019

186

95%

Fall 2019

177

91%

Spring 2020

170

87%

Persistence Data for Freshmen (Primary Goal 1)

Cohort: Fall 2019

All EOP Freshmen

Total enrolled

% persistence

Fall 2019

174

Spring 2020

168

86%


4- and 6-year Graduation Rates (Primary Goal 1)

Fall Semester

Cohort

Percent of Cohort Graduating

Count

4 Year Grad Total

4 Year Grad %

6 Year Grad Total

6 Year Grad %

1995

175

9

5%

39

22%

1996

188

2

1%

45

24%

1997

180

11

6%

58

32%

1998

203

10

5%

61

30%

1999

220

18

8%

77

35%

2000

170

3

2%

56

33%

2001

200

10

5%

68

34%

2002

211

11

5%

63

30%

2003

197

12

6%

87

44%

2004

160

13

8%

74

46%

2005

211

15

7%

99

47%

2006

214

17

8%

103

48%

2007

173

7

4%

62

36%

2008

200

6

3%

94

47%

2009

228

25

11%

123

54%

2010

215

15

7%

144

67%

2011

237

14

6%

138 

58% 

2012

219

33

15%

119 

54% 

2013

211

22

10%

127

60%

2014

213

36

17%

132

62%

2015

215

32

15%

Note: This is a new table for Graduation Initiative purposes.

EOP Total Student Enrollment Ethnicity (Primary Goal 2)

Ethnicity

Fall 2015

   Fall 2016

Fall 2017

Fall 2018

Fall 2019

African American

97

100

116

127

124

American Indian

14

9

12

11

13

Asian American

235

204

193

172

171

Filipino

0

0

0

0

0

Mexican American

703

686

666

591

619

Other Latino

2

0

0

0

0

Pacific Islander

2

5

5

3

5

Unknown

16

1

1

76

55

White\Non-Latino

107

98

101

96

108

2 or More Ethnicities*

44

38

32

39

34

Total

1220

1141

1126

1115

1129


Total EOP Students by GPA (Primary Goal 1)

 

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Spring 2020

GPA

#

%

#

%

#

%

#

%

         #            %

3.5 +

105

9

124

14

124

14

121

14

       139          15

3.0 to 3.49

289

24

224

25

224

25

204

24

264          29

2.5 to 2.99

380

32

283

31

283

31

282

33

301          33

2.0 to 2.49

327

27

235

26

235

26

289

22

165          18

1.99 & below

93

8

51

6

51

6

56

7

35            4

Total

1192

100

917

100

917

100

852

100

904        100

2.0 or better

 

92

 

94

 

94

 

93

              96


EOP FTF Students by GPA* (Primary Goal 1)

 

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Spring 2020

GPA

#

%

#

%

#

%

#             %

#             %

3.5 +

42

20

23

12

33

17

45           24

47           28

3.0 to 3.49

56

27

34

18

44

23

59           32

55           33

2.5 to 2.99

45

21

65

35

48

25

39           21

33           20

2.0 to 2.49

38

18

36

19

33

17

28           15

18           11

1.99 & below

30

14

28

15

31

16

15           8

     15            9

Total

211

100

186

100

189

100

    186         100

    168         100

2.0 or better

 

86

 

85

 

84

              92

              91


Total EOP Students by Class Level (Primary Goal 1)

 

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Spring 2020

GPA

 

 

#

%

#

%

#             %

#             %

Freshmen

227

20

214

19

204

19

195           19

167           16

Sophomore

224

19

211

19

200

19

196           19

210           20

Junior

274

24

282

26

272

25

267           26

328           31

Senior

434

37

396

36

401

37

381           37

368           34

Total

1159

1103

1077

   1039      

   1037      

Computer Lab Usage (Primary Goal 1)

Total Students that used Computer Lab at Least Once

Total EOP Students

Total Percentage

Fall 2012

749

1207

62.05

Spring 2013

668

1175

56.85

Fall 2013

769

1254

61.32

Spring 2014

740

1204

61.46

Fall 2014

859

1273

67.48

Spring 2015*

0

0

0.00

Fall 2015

744

1220

60.98

Spring 2016

775

1159

66.87

Fall 2016

736

1151

63.94

Spring 2017

672

1099

61.15

Fall 2017**

0

1150

0.00

Spring 2018

746

1090

68.44

Fall 2018

913

1130

80.80

Spring 2019

968

1049

92.28

Fall 2019***

747

1150

64.96

Spring 2020****

566

1073

52.75

*Note: During the Spring 2015 semester, our lab check in system data got corrupted in the Cbord database. We had to replace the check in system and lost all of the data associated with that semester. **During the fall 2017 semester, the lab check in machine broke. The check in system had to be replaced and all of the data associated with the fall semester was lost. ***With the purchase of additional loan out laptops Fall 2019, we are seeing a decrease in students coming into the lab providing bandwidth for other students to spend more time in the lab. ****COVID-19 pandemic shut down campus on March 17, 2020.

Student Learning Outcomes 

SLO #1 – As a result of participating in the English “Stretch Model”, students should be able to successfully pass ENGL 130. - This is the 10th year that ENGL 130 was moved to the spring semester. Students have the option to take English 130PW or 130W. English faculty collaborated with the campus FYE program to create an English “stretch” model for students enrolled in the EOP Course Link for the fall and spring semesters. This past year, despite the move to remote learning, 96% (61/63) of our first-year students passed ENGL 130PW on their first attempt; 89% (76/85) passed ENGL 130W on their first attempt. In total, 92.5% (137/148) passed ENGL 130PW or 130W in order to complete their General Education Area A2 requirement.

SLO #2 – As a result of participating in the “Reality Check 101” series, fewer students will be on academic probation after their first semester - EOP staff are constantly looking for ways to provide earlier intervention for students having academic difficulty. During the fall semester, students receiving two or more negative progress reports (C- or below), or were referred by their paraprofessional, had a negative service indicator (NSI) placed on their accounts. The NSI was not released until they attended a “Reality Check” workshop or made special arrangements. Twelve students were required to attend the “Reality Check” workshop during the fall 2019 semester. This one-hour workshop, facilitated by EOP Advisors, was held in the fall and designed to strengthen academic performance and avoid academic probation at the end of the semester. Some of the workshop activities included:

  • Helping students reflect on their academic performance
  • Identifying challenges or obstacles, on and off campus, from fall semester
  • Discussing academic probation (Chico or cumulative GPA below 2.0)
  • Discussing reality of disqualification (Chico or cumulative GPA below 1.5 for students with less than 30 units)
  • Goal setting by identifying three things the students will change to enhance their engagement and academic achievement. 

FYE students who finished the fall 19 semester with a GPA below 2.0, totaled 30 students.  At the end of spring 2020:

  • 8 students improved to have a cumulative GPA above 2.0
  • 10 students improved yet their cumulative GPAs stayed below 2.0
  • 5 students’ GPAs remained the same (they either withdrew or received all NC grades in the spring)
  • 1 student’s GPA was lower after the spring semester
  • 6 students did not return for the spring semester

SLO #3 – As a result of participating in “Fresh Start”, fewer students will be on academic probation after their first year. – EOP first year students with a GPA below a 2.0 after their first semester are required to attend a series of workshops called “Fresh Start” in the spring. (This program was also extended to PATH Scholar first-year participants; however, the results below are only applicable to EOP students.) The purpose of “Fresh Start” is to present a structured set of workshops that provide students on academic probation university policy information and an opportunity to explore social and emotional learning (SEL) so they can clear their academic standing with the university as well as increase their understanding of self-awareness, self-management, social awareness, relationship skills and decision making, and how they inform their academics. Ninety-minute workshops were held for five weeks and facilitated by EOP Advisors and Paraprofessional Advisors. Workshop curriculum included:

  • Week 1 – Reflection – How did I get here? /AP and DQ information, Social Emotional Learning and Community Cultural Wealth
  • Week 2 – Personality Assessment, Growth Mindset, Grit, What is success to you?
  • Week 3 – Challenges and Obstacles, Values, Attributes and Shortcomings, Navigating Campus Resources, Academic/Classroom Strategies
  • Week 4 – Skills to Enhance Learning
  • Week 5 – Goal Setting

In spring 2020, 22 first-year students out of 176 were required to attend “Fresh Start”. This was 12.5% of first year students (compared to 12.8% in spring 2019, 23% in spring 2018, 23% in spring 2017, 16% in spring 2016, 12.1% in spring 2015, 15% in spring 2014; and 13% in spring 2012. Seven (31.8%%) ended the semester in good academic standing (Chico GPA above 2.0), 6 (27.2%) improved yet remain on academic probation, 4 (18.1%) students improved but are in DQ range, while 5 (22.7%) students’ GPA’s remained the same or declined and are in DQ range. Four of students from the last group withdrew (we don’t know if it was a result of remote learning). Overall, 16 (59%) of the students improved their GPA.

VI. Analysis 

  • We were able to partner with the School of Education to provide our first-year and second-year students access to the reading comprehension assessment MOCCA. We can continue this partnership to provide access to the assessment for all other EOP students (new transfers and all other continuing students).
  • We need to focus more on life-after-college preparation for our students. We can collaborate with the Career Center to have our students take the career exploration assessment Focus2.
  • EOP implemented various assessments to FYE, SYS, transfer and continuing students. Data indicated (in 2018-2019) that a majority of students feel confident, positive and supported by EOP’s efforts. Data from our remote learning survey indicated that despite moving to online support for the end of the spring 2020 semester, a majority of the students we heard from felt EOP was still supporting them.  
  • With fall 2020 services all virtual, we will need to continue to survey students in order to keep a pulse on how they are feeling about the experience, what type of access they have and how we can best support them. We can also continually provide them with newsletters and announcements to ensure they are at least made aware of various resources, events and workshops to help them navigate the term.
  • Will continue to follow the lead of EOP's technical support team, facilitated by Thang Ho, to make sure EOP students, student workers and staff are getting their technology needs met to keep up with EOP's virtual services. 
  • EOP has utilized every platform possible at the moment to keep our students engaged and also facilitate communications with our First Time Freshman to ease the transition into college. For example; Avaya, Zoom, Qualtrics, Outlook, Videos via email, Facebook Group, Microsoft Bookings. As more technology is rolled out, we will be sure to access what we can to reach our students. 
  • EOP will focus on enhancing the transfer student experience with the implementation of a new transfer student contract that requires transfer students to contact EOP staff and other entities on campus. 
  • EOP will work to admit more eligible transfer students. We can work with our feeder junior colleges to make sure their students have completed EOP files. 

VII. Program Objectives For 2020-2021 (slight modifications from previous year due to working remotely)

  1. EOP will continue to meet with all continuing students who are on academic probation.
  2. Enhance contact and support of continuing students who are in good academic standing.
  3. Continue to enhance support for our students, especially first-year, through communication via electronic technology.
  4. Will continue to focus on professional development and more intentional programming for our continuing students.

Foster Youth Program (Path Scholars)

I. Mission Statement

PATH Scholars, in conjunction with the campus Foster Youth Committee, is dedicated to the higher educational needs of former foster youth and unaccompanied homeless youth. We will enhance access to the California State University, Chico community through collaborative efforts with other college network and community partners. For those identified as former foster youth and unaccompanied homeless youth, we will develop stability by acting as a liaison with campus and community resources. Our goal is to cultivate successful, proficient, and self-aware citizens in pursuit of their degree.

Department Goals (Last reviewed August 2020) 

  • Inform and educate the campus community about this population. (Division goal 1; University strategic priorities 1, 2)
  • Provide leadership and networking opportunities through campus and community collaboration. (Division goals 1, 2, 3; University strategic priorities 1, 2)
  • Increase access, retention and graduation rates for this population. (Division goals 1, 2, 3; University strategic priorities 1, 2)

II. Departmental Accomplishments

  • Hired a new Student Services Professional (SSP) staff to further support program goals/needs.
  • Launched Mentor Program using Student Learning Fee award, utilizing funding for an MSW Mentor Coordinator position.
  • PATH Scholars was supported with three Masters of Social Work (MSW) Interns, each focused on a specific area, including Mentoring, Basic Needs and Life after Graduation.
  • Partnered with Chico State Associated Students for textbook funding ($15,000), utilizing over half that amount, which assisted 44 students for the academic year.
  • Provided Christmas gifts to over 35 PATH Scholar students, in collaboration with The Salvation Army Angel Tree, the Chico State Wildcat Food Pantry, and Chico State’s Regional & Continuing Education.
  • Participated in Chico State Giving Day (March 4, 2020) with increased student engagement; raised $2,316.
  • Successfully transitioned to virtual program services in response to COVID-19.
  • Established new partnership with new resource agencies: iFoster.org for technology (laptops & Wi-Fi hotspots) and Together We Rise/Rapid Response to quickly and efficiently helps students stay enrolled in higher education during the pandemic.
  • A PATH Scholar alum partnered with the program for her MSW thesis research, to augment the nominal existing research and further support former foster youth in higher education.

Highlights 

  • New Student Services Professional (SSP) Staff:Since the inception of PATH Scholars, staff consisted of one position – the program coordinator. This role included everything from development, outreach, student case management, fundraising, evaluation and more. With the addition of another professional staff, roles and duties can be more clearly assigned towards student services and program development.
  • Launched Mentor Program: Student Learning Fee (SLF) funding was awarded to PATH Scholars (approx. $12,000), and provided wages for a part-time student staff (MSW Intern) to launch this pilot program. This was a significant launch because a mentor program was an original grant objective (2012). However, due to the breadth of a mentor program component, it quickly became apparent that this was not feasible. For program success, a dedicated staff was essential. The project facilitated approximately eleven matches.  Although the SLF proposal projected for 15 matches, the 11 matches were considered a success, given that participation from this student population can be low for a variety of reasons. The program had three learning objectives: to promote personal development and social skills building, to increase self-confidence and self-efficacy, and to improve academic performance among student participants. Overall, the program outcomes demonstrated that students felt improvement to some degree in all areas, as a result of participating in the mentor program.
  • Successful virtual transition after COVID-19: After the Governor issued a Shelter in Place order in mid-March and Chico State shifted to a 100% online learning environment, PATH Scholars transitioned to an entirely virtual format and services. An aggressive outreach to all students ensued, to guarantee that participating students had the necessary technology and resources to successfully complete the semester. Communication with students included phone calls, text messages, Zoom sessions and social media platforms. Program staff worked hard with students to navigate financial challenges that resulted from the pandemic, as well as a vast intensification in mental health issues. In the last seven virtual weeks of the semester, PATH Scholars offered seven Zoom group sessions, focused on general check-in’s, helpful topics, such as “self-care & coping” and an end of the year celebration. Program staff also provided an additional three Zoom opportunities to connect with program liaisons from the Financial Aid & Scholarship Office and Academic Advising Programs to ask questions specific to their situation and schedule further appointments with them, as needed. As a result, the program held 98% student retention due to the pandemic for the Spring 2020 semester.

Diversity Efforts 

  • Offered intentional Zoom group discussions to address racial tensions. This supported all students, but particularly students of color, which make up about 55% of this student group at Chico State.
  • Presented to several foster youth (from foster care agencies and schools throughout the state) in collaboration with Campus Special Tours.
  • Continued regular events with campus partners (Butte College and Shasta College) to strengthen transfer pipeline.
  • Services continue to be offered to older and re-entry students with a foster care background. There has been an increase in this student population seeking additional services as active PATH Scholars participants.
  • Participated in several CSU, Chico professional organizations
  • Chicano Latino Council
  • Foster Youth
  • 1st Gen Faculty Staff Association 

III. Changes In Policies And Procedures

Since hiring a new SSP staff, the program was able to re-evaluate the maximum number of students admitted to PATH Scholars, a policy implemented last academic year. The first priority is to effectively and appropriately serve current students. With that number slightly decreasing over the past few years, due to graduation and admitting less students, the target goal is to admit approximately 25 students in the upcoming academic year. The program will continue to be structured using a tier system – Tier I, to include students that have been verified with a foster care and/or unaccompanied homeless background and will continue to receive priority registration as well as useful information and resources; and Tier II, comprising of active students that submit an application packet and receive targeted, intrusive advising and case management services. 

IV. Resources Summary

Resource Allocation

FYP General Fund Budget Allocation 19/20

 $84,630.00

(No rollover from 18/19)

Work Study Allocation 19/20 (FYP only)

   $5,245.00

One-time SLF Fund Awards

 $12,240.00

Total Allocation

 $102,115.00

Annual Expense (GF + SLF Fund)

 $(98,401.47)

Unused Work Study

           $(3.58)

Unused SLF Fund

   $(1,573.40)

FYP General Fund Balance

     $2,136.55

Note:  The Foster Youth Program was partially funded by the Walter S. Johnson Foundation (WSJF). Grant fiscal year is based on an October 1, 2018 – September 30, 2019 timeline.  Salary for the Foster Youth Program Coordinator is included within the EOP General Fund allocation.

Human Resources

GI base funds were allocated to PATH Scholars (Foster Youth Program-FYP) to hire a new Student Services Professional (SSPII) staff. This increased the program staff from one to two SSP’s; this includes a Program Coordinator and a new Advisor to further support students and program goals/needs.

Facilities/Equipment

Space continues to be a challenge that is still pending to be resolved. Although we share a space with another program, we are not able to fully function in the capacity that best serves our students. 

V. Program Assessment Of Past Year

Program Objectives for 2019-2020:

  1. Continue to explore options for a permanent PATH Scholars Center.

Ongoing – The Center is still in a shared location with another program, the Dream Center.  The current space configuration has created some challenges, especially around privacy. Because of this and other challenges, we continue to work with the VPSA’s office to identify a more permanent space. 

  1. Launch Mentor Program with the assistance of a Mentor Coordinator (MSW Intern).

Met – With Student Learning Fee funds, a dedicated student staff was charged with launching the Mentor Program. The pilot program was a positive success and set the framework to continue providing this component to the PATH Scholars program for future years. This pilot year allowed for lessons learned and analysis for a model that effectively serves this student group. 

  1. Strengthen collaboration with EOP and SSS.

Met/Ongoing – Collaboration with all support programs is essential, but it is especially critical to have a solid partnership with EOP (Educational Opportunity Program) and SSS (TRIO Student Support Services). Regular meetings with the EOP Admissions Coordinator and Associate Director of EOP began this year in order to strategically work together to best serve students. This included an intentional effort to ensure that eligible students would apply to both EOP and PATH Scholars. For students needing additional support, SSS and PATH Scholars partnered on a case by case basis. Additionally, all three programs joined together in offering workshops to students throughout the year.

Ongoing Assessment Efforts 

Foster Youth/Unaccompanied Homeless Youth and Grade Levels

Grade Level

Spring 2018

Spring 2019

Sp2020

Freshman

38 (24%)

22 (14%)

20 (15%)

Sophomore

25 (16%)

33 (22%)

22 (16%)

Junior

45 (29%)

39 (26%)

38 (28%)

Senior

49 (31%)

57 (38%)

56 (41%)

Total

157

151

136

  

Foster Youth/Unaccompanied Homeless Youth and Ethnicity

 

Spring 2018

Spring 2019

Spring 2020

White

58

62

60

Hispanic/Latino

36

39

33

Black/African American

27

22

15

Two or More Ethnicities/Race

29

19

15

Asian

3

5

5

Native Hawaiian/Other Pac Islander

2

0

2

American Indian/Alaska Native

1

2

3

Not Specified/Decline

1

2

3

Total

157

151

136

 

Foster Youth/Unaccompanied Homeless Youth and Term GPA

Term GPA

Spring 2018

Spring 2019

Spring 2020

Below 2.0

23 (15%)

40 (27%)

21 (15%)

2.0 – 2.99

80 (51%)

55 (36%)

39 (29%)

Above 3.0

54 (34%)

56 (37%)

76 (56%)

Total

157

151

136

 

Foster Youth/Unaccompanied Homeless Youth and Cum GPA

Cum GPA

Spring 2018

Spring 2019

Spring 2020

Below 2.0

17 (11%)

19 (13%)

10 (7%)

2.0 – 2.99

86 (55%)

79 (52%)

82 (60%)

Above 3.0

54 (34%)

53 (35%)

44 (33%)

Total

157

151

136


Cumulative GPA for First Time Freshman

Cum GPA for Freshman

2017/18

2018/19

2019/20

Below 2.0

10 (29%)

7 (33%)

4 (24%)

2.0 – 2.99

16 (46%)

13 (62%)

8 (47%)

Above 3.0

9 (25%)

1 (5%)

5 (29%)

Total

35

21

17


Tier II Student Retention Rates

Academic Year

Total Number of Students

Student Retention Rate

Graduates

2017/18 Tier II

90

90%

15

2018/19 Tier II

91

89%

21

2019/20 Tier II

70

90%

10


PATH Scholars Center Visits

 

Fall 2017

Spring 2018

AY Total

Number of Student Visits

617

801

1,418

 

Fall 2018

Spring 2019

AY Total

Number of Student Visits

589*

678

1,267

Fall 2019

Spring 2020

AY Total

Number of Student Visits

519

246*

765

Note: *Fall 2018: Decrease in #’s due to Camp Fire/campus closure. *Spring 2020: Incomplete data due to COVID-19 campus closure. 

Student Learning Outcomes

Note:  A Student Learning Outcomes survey was sent out at the end of the academic year to 70 students (Tier II/active). Twenty-five students completed the survey (36% completion rate). The results of that survey inform the following:

SLO #1 – As a result of participating in the PATH Scholars Program, students will increase in their academic self-confidence and networking skills.

  • As a result of attending a PATH Scholars New Student Orientation and/or Welcome Reception (15 respondents), 80% of respondents stated that it was Extremely Helpful or Very Helpful to their overall success.
  • As a result of meeting with the PATH Scholars Academic Advising liaison to ensure being on track with courses and graduation plans (14 respondents), 86% of respondents stated that it was Extremely Helpful or Very Helpful to their overall success.
  • As a result of attending a Cultural Activity (13 respondents) and/or a Social Activity (19 respondents), 85% of respondents and 94% of respondents stated that it was Extremely Helpful or Very Helpful to their overall success, respectively.
  • As a result of historical “Networking” opportunities not being offered this academic year, we were not able to assess this area.

SLO #2 – As a result of participating in the PATH Scholars Program, students will develop and improve independent living skills, reducing their emotional stress and giving them more time to focus on academic goals.

  • As a result of attending PATH Scholars Independent Living Skills Workshops (18 respondents), 83% of respondents stated that it was Extremely Helpful or Very Helpful to their overall success.
  • As a result of working on Independent Living Skills during individual meetings with Program Staff (21 respondents), 81% of respondents stated that it made a Significant Impact or Moderate Impact to their overall success.
  • As a result of learning and practicing healthy coping skills to manage stress during individual meetings with the Program Staff (20 respondents), 90% of respondents stated that it made a Significant Impact or Moderate Impact to their overall success.
  • As a result of participating in PATH Scholars (23 respondents), 17% of respondents stated that it Completely assisted in overcoming challenges, 43% of respondents stated that it Considerably assisted in overcoming challenges and 22% of respondents stated that it Moderately assisted in overcoming challenges.

VI. Analysis

  • Overall, students continue to utilize PATH Scholars and the resources available to them to reach their academic goals. According to the Student Learning Outcome survey distributed after the end of this academic year, 96% of the respondents were Very Satisfied or Moderately Satisfied with their PATH Scholars experience. One survey participant stated, “I honestly don't know if I would have graduated without this program.” Since the ultimate goal is to increase access, retention and graduation rates, this response demonstrates success.
  • Social activities continue to be one of the most impactful components of PATH Scholars for students. Most students responded highly to that in this year’s survey. Out of the 24 survey respondents, 19 students responded that they attended a social gathering, which included: PATH Student Org Study Jams, Lunch at the PATH Scholars Center and the End of the Year Celebration Zoom. During the pandemic, students expressed how much that was needed, even though it was achieved with a virtual Zoom. One student shared about a June activity, “Last week's Scavenger Hunt was the most fun I have had since being in quarantine.”
  • The PATH Scholars Center also continues to play a vital role in the success of the program goals. Similar to the social component, 19 of the 24 survey respondents stated that they utilized the Center, specifically to use the computers. More precisely, 17 of the 19 respondents stated that it was Extremely Helpful or Very Helpful to their overall success. A combination of interactions with program staff and peers, taking a break on the couches, eating their lunch or snack, having a study space and computers/printing, all contribute to promoting their academic success.
  • Visits to the PATH Scholars Center decreased dramatically over this academic year for two major reasons. First, student sign-ins are historically under-reported. Many students are in a hurry or they forget and don’t sign in every time they access the space. It helps when there is a student receptionist greeting students and reminding them to sign in. Unfortunately, over this academic year, the Center was only staffed for 50% of the time. The second reason that the number of visits was very low this year, particularly during the spring semester was the COVID-19 campus closure after only eight weeks of instruction.
  • This year was successful with decreasing student numbers to more appropriately and effectively serve each student. PATH Scholars reached a high number of 91 total students in the last two years. This year, the program coordinator was able to reduce that to 70 students, with graduating students, moving students to the Tier I list and admitting only 14 students for Fall 2018 and 14 students for Fall 2019 semesters.
  • As program participant numbers came to a more manageable level this year, comparable to program staff and resources, designating an MSW intern to focus their support on the first-time freshman cohort proved successful as evidenced by only two active/Tier II students falling below a 2.0 GPA. This is a downward trend from past years.
  • The close of Spring 2020 was met with many challenges, as everyone (locally and globally) was dealing with a pandemic. Program staff quickly adjusted, reaching out to every student in order to ensure safety and the ability to complete the semester with the necessary technology and resources. Program staff offered Zoom group sessions and activities, as well as one-on-one Zoom appointments. While the university No Credit (NC) policy was employed to mitigate academic implications, this undoubtedly helped this student group. The diligence and hard work of students (Tier I and Tier II), in addition to the NC strategy, showed that 56% earned a GPA of 3.0 or higher for the Spring 2020 semester.

VII. Program Objectives For 2020-2021  

  1. Continue to effectively support students in this new, virtual learning environment.
  2. Strengthen collaboration with Basic Needs to ensure housing and food security of our students.
  3. Conduct intentional outreach efforts to current students verified during admissions and invite to apply to PATH Scholars.

Student Learning Center

I. Mission Statement

The Student Learning Center (SLC) empowers CSU, Chico students to become critical thinkers and independent learners through the use of comprehensive student-centered support in diverse, inclusive learning environments. As the highest volume peer-led academic assistance center on campus, the SLC provides skills development through cross-divisional campus partnerships, commitment to expertise in the field, and integration of diverse student voices to support student success. 

Department Goals (Last Reviewed February 2020)

The Student Learning Center will strive to eliminate the achievement gap by providing Supplemental Instruction and tutoring in undergraduate subject content areas, writing, and in learning strategies with a focus on high risk courses and EOP first year students. (Student Affairs Goals 1, 2, 3; University Strategic Priority 1)

The Student Learning Center staff will cultivate working relationships with students, faculty, and staff that encourage effective communication and that are conducive to the delivery of services to students, faculty, and staff. (Student Affairs Goals 1, 2, 3; University Strategic Priorities 1, 2)

The Student Learning Center staff will maintain top quality and current expertise in the field of learning assistance, writing, and supplemental instruction through professional reading, mediated resources, and other opportunities for professional development. (Student Affairs Goals 1, 2, 3; University Strategic Priorities 1, 2)

Contribution of Goals to Recruitment, Retention, and Graduation

The common factor of each of the SLC goals is to provide a high-quality learning environment outside of the classroom that enhances student achievement and success.

Recruitment: The free academic support services offered by the SLC have been highlighted to prospective students by the Admissions Office, Summer Orientation, the Educational Opportunity Program, the Chico Student Success Center, and other admissions and recruitment programs on campus.

Retention: SLC goals serve to support student retention by helping students develop transferable, lifelong learning skills such as better understanding of specific course material, exam preparation, asking questions, memory techniques, and confidence. Our data shows that on average students who regularly visit tutoring and/or SI earn higher grades than those who do not.

Graduation: The overarching goal of the Student Learning Center is to help students who use the services graduate. By helping students build background knowledge and learning skills, the SLC develops student confidence, motivation, and persistence.

II. Departmental Accomplishments

The Student Learning Center had another impressive year in the number of students and the number of visits in 2019-2020 with 4061 students using the SLC services 40,775 times.

  • SI program has developed additional partnerships to serve more courses both in and outside of the STEM field. In fall 2019, it expanded its partnership across several disciplines. In the College of Behavioral and Social Sciences, the SI program piloted SI support in two ECON 103 course sections and two PSYC 100 course sections. In the History Department, the SI program expanded its support and added a second HIST 130 professor to its roster for a total of six SI-supported HIST 130 course sections. Finally, the program began a partnership with the MATH department to support eight MATH sections across MATH 119, MATH 120, and MATH 121. In spring 2020, a partnership was developed with the Civil Engineering Department to support CIVL 321, a high DFW rate course in the College of Engineering, Computer Science, and Construction Management.
  • SI program secured professional development funds through the Student Learning Fee and granted which enabled the Coordinator and 4 SI Leaders attended and presented two workshops at the 4th Annual Inland Empire SI Regional Conference. The professional development opportunity took place in San Jacinto, CA. The two-day conference allowed the leaders to network with leaders from sister campuses, gain new skills from professional workshops, and most significantly, the SI Leaders lesson planned and facilitated a professional conference workshop titled “Let the Games Begin” to train other leaders and coordinators on successful collaborative learning techniques to implement in SI sessions.
  • The Student Learning Center expanded the pre-semester training to provide training to Instructional Student Assistants from the MEP program, College of Business Student Success Center, History, and Math departments.
  • Writing Center- number of freshman users increased by 50% (232 in AY 2019-2020 154 compared to in AY 2018-2019). Other significant differences are sophomores (21% decrease) and juniors (23% decrease). Seniors and graduate student numbers stayed fairly similar to AY 2018-2019. 
  • The Writing Center continued its partnership with the Meriam Library to provide writing drop-in in the evenings on weekdays and in the afternoon on Sunday. There were 157 student users (48% increase from AY 2018-2019), resulting in 228 visits (53% increase from AY 2018-2019) before campus went virtual due to COVID-19. 
  • The Writing Center piloted a synchronous online writing program using Zoom and, in close collaboration with Jeff Layne from Regional and Continuing Education, continuously promoted the program to distance learning students. This resulted in six online synchronous appointments with distance learning students before campus went virtual due to COVID-19.
  • The SLC transitioned all services to online/virtual format within 2 weeks of campus closure due to COVID-19. The SLC developed training modules for Zoom and other virtual platforms for all ISA staff and made modules available to other units across campus.
  • The SLC secured multiple Student Learning fee grants for subject tutoring, writing, and Supplemental Instruction and college specific SI for the Colleges of BSS and NSC in addition to the ENG and HIST departments totaling over $200,000.

Diversity Efforts

  • The SLC student users are an increasingly diverse population. The SLC reports show the majority of student visitors as students of color (32% student users identified as white).
  • The Writing Center successfully continued to run Hmong Legacy: My Culture, My Story, a reflective writing workshop series for Hmong students and staff, in collaboration with the Cross-Cultural Leadership Center and the Asian and Pacific Islander Council. The workshop series ran weekly from February 18, 2020 to March 10, 2020 and was canceled as a result of COVID-19. Topics covered were identity, migration and mental health in the Hmong-American experience. There were 17 student participants.
  • Writing Center Coordinator, Pa Vue, gave a “Writing in College” presentation in Tasha Alexander’s INST 312: Intercultural Contexts: A Search for Meaning. It is an extended semester-long orientation for first year international students.
  • Writing Center Coordinator, Pa Vue, and SI Coordinator, Yer Thao, supported the faculty-led study abroad program Highland Peoples of Southeast Asia for one month in Chiang Mai, Thailand. They provided presentations on their refugee journeys and taught conversational Hmong lessons. Throughout the trip they also provided translation, mentoring and publicity through social media. This professional development opportunity was funded by Vice President for Student Affairs Milton Lang. Following the program, both coordinators participated in the Tipping Point Lunch Time Learning Lab titled “Faculty-led Study Abroad as a Transformative Experience for Historically Underserved Students.”

III. Changes In Policies And Procedures

The Student Learning Center along with the rest of campus quickly transitioned all learning support services to virtual/online following the campus closure due to COVID-19.

All Instructional Student Assistants were provided the opportunity to telecommute to deliver tutoring and SI services.

The SLC suspended the “missed appointment” policy to remove barriers to students accessing services following the transition to virtual services.

Students were able to schedule appointments, via phone, email, and Google forms instead of having to come into the physical space of the SLC. 

IV. Resources Summary

Resources Allocation

 resource allocation

The Student Learning Center student salary budget increased as a result of two factors. First, Instructional Student Assistants (ISA’s) received a .50 per hour pay raise through the Unit 11 collective bargaining agreement. Second, the SLC increased the number of student staff and the number of hours due to the SI expansion and the extended hours of the Math Learning Lab. Thankfully, due to the influx of additional one-time dollars, there was enough to cover all of the student salary costs. The SLC shows a significant surplus in funds because of unexpected one-time course re-design dollars for CIVL and CHEM courses and unspent student payroll due to the drop-in usage following the transition to virtual services and COVID-19.

Human Resources 

The Associate Director was reclassified from an Associate Director (ADMIN I) to a Director (ADMIN II)

There were significant changes in staffing in the SI program in 2019-2020. In response to the rapid expansion of Supplemental Instruction the SI team grew to 35 SI Leaders, 5 SI Leader/SI Mentors, 3 SI Mentors, and 2 Lead Mentors

The Tutor Coordinator Assistant position was reclassified to an SSP IB position and expanded to full time in November of 2019.

Due to the departure of the Writing Center Coordinator in August of 2020, the Tutor Coordinator, Jenni Bolte has been temporarily reassigned to the Writing Center Coordinator position and leaves the SLC with a painful vacancy in the Tutor Coordinator Assistant position. This vacancy challenges oversight, supervision and tracking of subject tutoring services that were formerly the sole responsibility of the Associate Director. The Center will work toward consistent work flow and identification of work duties, especially in the area of subject tutor coordination and supervision, which is an additional job duty for the Director position. Efforts will continue to get the SLC staffed at a level commensurate with the volume of work, it is imperative that everything possible be done to avoid further turnover and/or loss of institutional knowledge.

Facilities/Equipment

N/A

V. Program Assessment Of Past Year

Program Objectives for 2019-2020

  1. Seek stable funding to maintain the quality and quantity of academic assistance offered by the SLC.

Progress: SLC received significant one-time dollars for the AY 2019-2020

Outside Funds for the SLC 2019-2020
Student Learning Fee - GE course subject tutoring  $118,573
Student Learning Fee- Supplemental Instruction       $100,000
Student Learning Fee- BSS partnership                $24,000    
HSI STEM         $59,200
CIVL/BIO/CHEM/MATH       $33,000  
Total $334,773
  1. Complete Supplemental Instruction Certification through University of Missouri-Kansas City

Progress: Although the SI program has not accomplished its goal of acquiring UMKC SI Certification, it has increased alignment with UMKC Certification requirements. To gain certification, the SI program must average a 3 out of 5 on the UMKC Certification rubric. Through assessment, the program is aligning at a 4 out of 5 average at the moment for all criteria. After three consecutive semesters at this average score of 4 out of 5, the SI team will submit application for certification.

  1. Showcase SLC services and effectiveness through enhanced campus outreach, partnerships, and programming

Met: The SLC partnered with campus collaborators to showcase services in new faculty orientation, summer orientation, welcome week activities, student affairs tabling events, classroom presentations, participation on GI 2025 committee, Go Virtual summer institute and various monthly tabling events.

  1. Provide in depth and more intentional training both student staff and professional staff in the areas of learning assistance and learning theory.

Met: Director, Coordinators, and Lead graduate assistants attend the CRLA conference, SI Coordinator and SI mentors attended NorCal SI Conference.

  1. Pilot a synchronous online tutoring program in Writing Center to serve distance learners, learners with diverse needs that cannot be accommodated by current Writing Center services.

Met: The Writing Center piloted a synchronous online writing program using Zoom and, in close collaboration with Jeff Layne from Regional and Continuing Education, continuously promoted the program to distance learning students. This resulted in six online synchronous appointments with distance learning students before campus went virtual due to COVID-19. Following COVID-19 the entire SLC transitioned all services to virtual/online and saw a significant increase in students submitting writing samples for online feedback.

Ongoing Assessment Efforts

Demographic Reporting

2019-2020 Student by Ethnicity

Ethnicity

Students

Visits

%

Unknown

271

3629

8.9%

2 or More

258

2742

6.7%

Am. Indian

34

302

0.7%

Asian

313

4170

10.2%

Black

206

1931

4.7%

Hawaiian

27

286

0.7%

Hispanic

1323

13806

33.8%

NS

107

845

2.0%

White

1522

13064

32.0%

Total:

4061

40775

100%

 

 In the past five years, the ethnic diversity of students who take advantage of SLC programs  has changed significantly, reflecting the greater diversity of students attending CSU, Chico 

Note: In the past five years, the ethnic diversity of students who take advantage of SLC programs has changed significantly, reflecting the greater diversity of students attending CSU, Chico

 SLC student user by gender 61% female and 39% male

Service Usage Summary

Total SLC Visits Comparison

Student Usage/Visits showed a decrease this year following the transition to virtual/online services  during COVID campus closure.

Note: Student Usage/Visits showed a decrease this year following the transition to virtual/online services during COVID campus closure.

 In 2019-2020, there was a slight increase in tutoring sign-ups, however the Center was able to manage overly large waitlists because of the continuation of SI expansion and the Math Learning Lab in the library made more drop-in math help available, but reduced the number of math tutors offering appointments.

Note: In 2019-2020, there was a slight increase in tutoring sign-ups, however the Center was able to manage overly large waitlists because of the continuation of SI expansion and the Math Learning Lab in the library made more drop-in math help available, but reduced the number of math tutors offering appointments.

Student Satisfaction - Tutoring, Supplemental Instruction, Writing, and from spring 2020 Survey

Student Satisfaction - Tutoring, Supplemental Instruction, Writing, and from spring 2020 Survey

Tutorial

Number of students receiving tutorial services/Number of courses tutored (Primary Goal 1)

 In 2019-2020, the number of students and visits for tutoring decreased due to the expansion of the  Math Learning Lab, promotion of SI, and transition to virtual services following campus closure due to COVID.

Note: In 2019-2020, the number of students and visits for tutoring decreased due to the expansion of the Math Learning Lab, promotion of SI, and transition to virtual services following campus closure due to COVID.

Study Skills Workshops

Note: SLC was not able to continue to coordinate study skills workshops or track attendance in 2016-2017, so no data is reported here for that year. SLC reduced number of study skills workshops when other Student Affairs units (Career Center & Student Life & Leadership) increased their “Adulting 101” workshops.

Supplemental Instruction

Number of Students Attending Supplemental Instruction Sessions (Primary Goal 2)

Number of Students Attending Supplemental Instruction Sessions (Primary Goal 2)

student visits supplemental instruction 2020

Grade Outcomes for SI Students Receiving SI Tutorial (Primary Goal 2)

Bar Graph: SI Grade Comparison from Fall 2019 shows that the more often a student attends SI, the higher their average GPA in the course.

Bar Graph: SI Grade Comparison from Fall 2019 shows that the more often a student attends SI, the higher their average GPA in the course.

Note:  In 2019-2020, the SI program continued expansion focused on providing support for STEM, BSS, and History courses with a special focus on bottleneck courses in chemistry, computer science, and biology. Students who participated in SI were far more likely to pass than those who did not, and those who attended SI regularly earned higher grades.

Writing Tutoring

Number of Students Participating in Writing Tutorials (Primary Goal 1)

Number of Students Participating in Writing Tutorials (Primary Goal 1)

145 online tutorial (asynchronous)  

Student Assessment of Satisfaction, Quality and Student Learning Outcomes

Learning Outcomes 

SLO #1: The Student Learning Center will offer services and programs that develop transferable learning skills that will enhance their academic and personal success both in and out of the classroom.

Top Five Study Skills Developed by Student Users

Subject Tutoring

Supplemental Instruction

Writing

Understanding of Course Material (95%)

Understanding of Course Material (88%)

Grammar (55%)

Exam Preparation (80%)

Exam Preparation (78%)

Organization (63%)

Asking Questions (58%)

Better Overall Study Habits (50%)

Citations/ Formatting (39%)

Motivation/Persistence (56%)

Being Prepared for Class (47%)

Developing/supporting ideas (50%)

Problem Solving (53%)

Asking Questions (47%)

Understanding Assignment (40%)

Note: Each SLC program conducts ongoing assessment throughout each semester. Subject tutoring and SI conduct mid and end of semester surveys of students who use the services. This chart shows the top five skills students identified on the surveys for these three programs.

Qualitative Assessment of Student Skills:  Many of the comments on the student surveys of tutoring and SI give more insight into the specific benefits of academic assistance in helping students develop transferable learning skills, persistence, and confidence (see below).

Subject Tutoring:

“I am very grateful to have the SLC. Al the tutors are so very helpful”

“Grateful to have a tutor guiding me through this class with patience and encouragement when I’m having trouble understanding a certain topic."

“My tutor is always welcoming and very friendly and approachable and I look forward to coming and going to the tutor session with her.”

Supplemental Instruction (SI):

“My SI leader is amazing! So involving, always asking questions, and never made me feel bad for asking the questions I did. SI helped me on the lab quizzes, and when I walked out of there I always had a better understanding.”

“My leader made the subject easier to understand and was very helpful! Even when transferring onto online, the SI sessions still ran very similar which made it an easy transition.”

“My leader was great this semester. She came prepared each week with valuable knowledge on lecture topics and shared great tips for remembering content. She simplified concepts with clear PowerPoints and hosted kahoots to test our knowledge. The SI for bio 104 was very engaging.”

“I really enjoyed SI. I felt as if my leader explained things to the degree that students need to hear. Very different from the way teachers teach because they very clearly already know the product and my leader explained it as if she had learned recently and could explain how us students need to hear it.”

Writing Center:

”Being a visual learner, she really helped by using a whiteboard to explain concepts better.

She shared her experience with writing and also made me feel better about being a second

language learner. Made positive feedback throughout the paper and how to make it sound

more direct. I would definitely work with this tutor again.”

“He did not belittle me when I did not know the basic things because of how stressed I was.

He taught me a lot of different strategies on HOW to make my paper a better paper.”

“helped me with having difficulty tracking the different lines and parts because of my dyslexia”

Top Five Professional Skills Developed by SLC Student Staff (all programs)

Top Five Professional Skills Developed by SLC Student Staff (all programs) 

These transferable career readiness competencies are provided by NACE (National Association of Colleges and Employers). Career readiness is defined as “the attainment and demonstration of requisite competencies that broadly prepare college graduates for a successful transition into the workplace” (NACE).

VI  Analysis

The rapid expansion of the SI program the past four years showed promising results, but the success of the SI program next year and in future years depends on resolving a few key issues. One of these issues is the lack of support regarding data analysis. The success of an evidence-based practice such as SI depends on current, actionable data to inform decision making about course offerings and method of implementation. Through monthly CSU system-wide meetings and webinars, SLC staff have discovered that several other CSUs have shared close collaborations with Institutional Research departments leading to increased student success, cost-effective implementations, enhanced funding opportunities, and submissions of articles to peer reviewed publications. A second key issue is consistent, designated classroom space for SI in addition to SSC 304. With the support of Provost Larsen, we are now able to request classrooms before the first week of school but after courses have been scheduled. This allows the schedule to be made in time to start SI the second week of the semester, but it still leaves us with an issue of being spread out across campus in a dozen different classrooms. As a voluntary program that is not listed on student’s portal, consistency and ease of access is essential to high participation rates. The most urgent issue for both SI expansion and the effectiveness all of the Student Learning Center programs is stable, consistent funding.

With the Chancellor’s Office enforcement of EO1110 and GI 2025 the Student Learning Center now has increased demand for developmental GE Math and composition courses, courses with significant equity gaps and high DFW rates. Close coordination with multiple campus partners will need to happen in order for the SLC to deliver these services and not reduce learning assistance to other courses and departments.

The Student Learning Center had six full time career staff by fall 2019 for the first time in its history which helped each program begin the year with adequate support. The rapid growth and inconsistent staffing of the SLC in the past few years has created many challenges. At the time of this report, the SLC lost 1.75 of these positions due to budget reductions as a result of the impact of COVID on state budget.

Increased collaboration has made expansion possible, but also potentially less stable. Several colleges on campus approached the SLC to absorb their learning assistance programs due to budget restrictions due to COVID. Increasing services based on one-time funding is not sustainable. Consistent funding and support are essential for the program to be successful in helping CSU, Chico meet the ambitious targets of the CSU Graduation Initiative.

VII. Program Objectives for 2020-2021

  1. The Student Learning Center will strive to eliminate the achievement gap by providing SI and tutoring in undergraduate subject content areas, writing, and in learning strategies with a focus on high risk courses and EOP first year students.
  2. Continue progress toward Supplemental Instruction Certification through University of Missouri-Kansas City
  3. The Student Learning Center will educate and inform students, faculty and staff about our services through targeted outreach.
  4. The Student Learning Center will continue to employ students that are representative of our campus’s diverse student population.
  5. Continue a synchronous online tutoring/SI program across all SLC services during physical campus closure.

TRIO/Educational Talent Search

I. Mission Statement

Educational Talent Search (ETS) is committed to academically prepare and motivate low-income, first-generation college students for success in postsecondary education. 

The Educational Talent Search program is aligned with CSU, Chico’s Mission, Values and Vision statements and the first strategic priority to “recruit, enroll, support, and graduate a diverse and high-quality student population.”

History at California State University, Chico

Educational Talent Search I (Funded in 1990 to serve 825 scholars) - the target population is comprised of scholars in grades 6 -12 who attend 15 target schools (Anna McKenney Intermediate, Bidwell Junior, Central Middle, CK Price Intermediate, Gray Avenue Middle, Las Plumas High, Live Oak High, Live Oak Middle, Marsh Junior High, Marysville High, Orland High, Oroville High, Pleasant Valley High, Willows High and Yuba City High) in four counties (Butte, Glenn, Sutter and Yuba). 

Educational Talent Search II (Funded in 2006 to serve 503 scholars) - the target population is comprised of scholars in grades 6 -12 who attend 8 target schools (Chico Junior, Chico High Gridley High, Hamilton Elementary, Hamilton Union High, Los Molinos High, Paradise High, and Williams Junior/Senior High) in five counties (Butte, Colusa, Glenn, Sutter and Tehama).

  1. ETS ACCOMPLISHMENTS

New Advisors – Karla Guzman Mohedano and Osvaldo Jaramillo joined the ETS family in September ready to fulfill their responsibilities and grateful for the opportunity to serve scholars.   Karla is a graduate of CSU, Chico with a Bachelor of Arts in Sociology/Multicultural and Gender Studies and Osvaldo is a graduate of Sacramento State University with a Bachelor of Arts in Communication Studies. 

Successfully recruited and served 1,243 students in grades 6th-12th at 23 target schools – low-income, first generation college scholars are motivated and prepared to attend college starting in 6th grade!  On the average, approximately 70-90 ETS scholars enroll at CSU, Chico each fall.  Due to COVID19 and scholars struggling with virtual education, this year we expect 40 scholars to enroll at CSU, Chico.

Monthly Workshops in person and virtual – ETS advisors visited their assigned schools each month to present workshops according to grade level on topics such as college requirements, transcript review, career/major awareness, personal growth, ACT/SAT preparation, scholarships, personal statements, and financial literacy.  In addition, advisors guided seniors step-by-step through the college, financial aid, and educational support programs (EOP, SSS, EOPS and REACH) processes and applications.  Workshops and advising sessions were presented at student’s school sites September-March, and virtually via Zoom April-August. 

Senior Admissions Seminar hosted at CSU, Chico (98 scholars)– representatives from UC Davis, CSU Chico, and Butte College presented to scholars about admissions, EOP/EOP&S, financial aid, scholarships and studying abroad. Krystle Tonga, assistant director of the Cross-Cultural Leadership Center at CSU, Chico, spoke to scholars about her journey to college, struggles she overcame and also facilitated a high energy ice breaker to get the day started with positive energy!

ETS scholars attending Senior Admissions Seminar 

Pictured left: ETS scholars attending Senior Admissions Seminar

Pictured center:  Krystle Tonga, keynote speaker, at Senior Admissions Seminar

Pictured right: Krystle engaging scholars as she facilitated an ice breaker            

College Visits (46 scholars) – 11th and 12th graders toured Sacramento State and University of the Pacific in the fall. Scholars also participated in virtual college visits of UC Davis, Stanford University and San Francisco State in the summer.

 ETS scholars touring Sacramento State and University of the Pacific 

Pictured above: ETS scholars touring Sacramento State and University of the Pacific

Virtual Summer Seminars for Juniors (26 scholars) – three sessions were hosted utilizing Zoom to prepare ETS scholars for their senior year.  Sessions included; UC Personal insight questions and scholarship essay writing tips, presented by Sam Blanco III, UC Davis Director or Pre-College TRIO and College Opportunity programs.  During the second session Ken Naas from the CSU, Chico Career Center focused on major and career exploration. The culminating session was facilitated by ETS advisors as they offered a safe space for scholars to build community and share how they were doing and feeling.

Virtual Jumpstart to College (18 scholars) – two-day event hosted utilizing Zoom to combat summer melt for first time freshman attending college this fall. Dr. Sara Cooper, Chair of Multicultural and Gender Studies at CSU, Chico shared her journey to college and inspired scholars to “look inside yourself” to get through these tough times. Presenters included; Dr. Stephanie Chervinko and Tao Xiong-Thao from the CSU, Chico WellCat Counseling Center and Pepe Villaseñor, financial aid advisor who all presented information from their area of expertise. ETS staff and ETS Alumni shared resources on college campuses to promote academic success, tips to navigate virtual learning and what they wish they had known before going to college.  Scholars wrapped up the conference by writing a letter to their future self, which will be mailed to them in a year.

Support of ETS scholars that participated in Upward Bound Math/Science Programs (62 scholars):  six-week long summer academic programs designed to give scholars a college experience, develop academic skills, and excel in the fields of math and science. ETS staff delivered backpacks with school supplies and snacks to ETS scholars that participated in the UC Berkeley Upward Bound Math/Science program.

    • CSU, Chico Upward Bound Math/Science 48 scholars
    • UC, Berkeley Upward Bound Math/Science – 14 scholars

ETS scholar Emily Ruiz (UC Berkeley UBMS participant) and her Mom Pictured left: ETS scholar Emily Ruiz (UC Berkeley UBMS participant) and her Mom

Support of Paradise High (24 Scholars) – Continued to support Paradise scholars as they transitioned back to Paradise High School and their community that was devastated by the Camp Fire.

Cash for College – in collaboration with our target high schools, CSU Chico, Butte College and Yuba College Financial Aid, we co-hosted ten Cash for College events where over 400 scholars and parents received information on financial aid.  Most scholars submitted their FAFSA applications on the spot after their questions were answered.    

Scholarships – ETS staff fundraised to award four $300 scholarships that were awarded to scholars who will attend various institutions across California.  The four awardees were:

  • Monica Corona Cervantes, Live Oak High School
  • Madison McCallough, Las Plumas High School
  • Hannah Wetz, Orland High School
  • Simranpreet Butter, Live Oak High School

Support of CSU, Chico ETS Alumni – ETS staff welcome scholars into the ETS office where they can use computers, print, get school supplies, grab a snack and talk to staff about how they are doing academically and emotionally.  Virtual Zooms were hosted in April and May for ETS Alumni where resources were shared and scholars shared how they were doing. 

Social Media – to continue communication of ETS services and foster a sense of belonging with our scholars and families, social media (Instagram and Facebook) was utilized. 

  • Senior Spotlight – seniors were highlighted with what high school they graduated from and where they are going to enroll in college this fall. 
  • Summer Challenge – to promote social/emotional well-being, scholars were challenged to participate in healthy activities and post a photo or video. Activities included expressing feelings, random acts of kindness, cooking, reading, learning, cleaning and sharing what they are grateful for. 
  • Support of Black Lives Matter Movement – the CSU, Chico Educational Talent Search program has empowered underrepresented scholars to access higher education for 30 years. We seek justice and equity by providing an inclusive educational experience for our scholars and families. Resources to watch, read, Podcasts to listen to and ways scholars can take action were shared to help build a more equitable and just world. 

Leadership Positions held by ETS Staff

  • Kelsey Dixon – 1st Gen & Proud member, Student Affairs Professional Development Committee member
  • Karla Guzman Mohedano – Presented for Women of Excellence cohort; presented TOONE difficult conversations training to AS Representatives
  • Sandra Jauregui – 1st Gen & Proud Secretary
  • Diana Parra-Villaseñor – Chicano Latino Council Vice Chair; Bienvenida planning committee member; NorCal WESTOP Professional Development Conference Chair
  • Aurora Ruvalcaba – Presented to Women of Excellence cohort; Chicano Latino Council Social Chair; Bienvenida Planning Committee Chair; NorCal WESTOP Professional Development Conference committee member
  • Yolanda Salazar-Garcia – 1st Gen & Proud member; NorCal WESTOP scholarship committee member & Professional Development Conference committee member

Diversity Efforts:

  • Assure hiring practices and current staff reflect diverse student population in program and on campus – our professional staff is comprised of five female Latinas, one Caucasian female, and a Latinx male which is representative of both our program and campus population.
  • Develop and implement diversity awareness curriculum for ETS scholars – staff is creating diversity awareness curriculum and activities to share/celebrate various cultures.
  • Recruit more male ETS scholars

III. Changes in Policies and Procedures

All ETS services became virtual mid-March due to the COVID19 pandemic.  ETS staff transitioned to work remotely from home and quickly developed a plan to disseminate ETS services utilizing phone calls, emails, text messages, Zoom, Google Survey and Remind.

IV. Resources Summary 

Resource Allocation – ETS completed the fourth year of a five-year 2016-2021 grant cycle.  For 2019-2020, both CSU, Chico ETS grants were funded $711,797 annually to serve 1,328 scholars ($536 a student).  We are able to successfully serve scholars on a very limited budget. 

Human Resources – Karla Guzman Mohedano and Osvaldo Jaramillo were hired as ETS advisors in September 2019. Larly Lee, ETS advisor accepted a position with UC Davis School of Medicine, Office of Student and Resident Diversity.

V. Program Assessment of Past Year

The following Annual Objectives data corresponds to the 2018-2019 academic year.  Due to the U.S. Department of Education reporting requirements, Educational Talent Search grantees complete annual reports in November, therefore 2019-2020 data is not yet available.  All other information included in this report corresponds to the 2019-2020 academic year.

Program Objectives:

  1. Secondary School Persistence: 90% of non-senior participants served each project year will complete the current academic year and continue in school for the next academic year, at the next grade level.

Exceeded – 100% of non-senior participants completed the current academic year and continued in school the next academic year, at the next grade level.

  1. Secondary School Graduation:
  • 85% of seniors served during the project year will graduate during the project year with a regular secondary school diploma within the standard number of years.

Exceeded – 100% of seniors graduated with a regular secondary school diploma 

  • 40% of seniors served during the project year will complete a rigorous secondary school program of study and will graduate during the project year with a regular secondary school diploma within the standard number of years.

Exceeded – 73% of seniors that graduated completed a rigorous secondary school program of study

  1. Postsecondary Education Enrollment: 75% of participants, who have graduated with a regular secondary school diploma, during the project year, will enroll in an institution of higher education by the fall term immediately following high school graduation or will have received notification, by the fall term immediately following high school, from an institution of higher education, of acceptance but deferred enrollment until the next academic term (e.g., spring term).

Exceeded – 95% of participants, who have graduated with a regular secondary school diploma, enrolled in an institution of higher education the fall term immediately following high school graduation. 

  1. Postsecondary Attainment: 40% of participants served during the project year who enrolled in an institution of higher education by the fall term immediately following high school graduation or by the next academic term (e.g., spring term) as a result of acceptance but deferred enrollment will complete a program of postsecondary education within six years.

Exceeded – 58% of participants served in the 2012-13 postsecondary enrollment cohort earned a credential.

Type of Degree with Number of Participants

Type of Degree

Number of Participants

Certificate only

6

Associate Degrees

24

Bachelor’s Degrees

92

Both an Associate & a Bachelor’s

14

More than one credential (other combinations)

7

Total number of participants from the 2012-2013 cohort that earned a credential

143

Total number of participants from the 2012-2013 cohort that did not earn a postsecondary credential, or whose postsecondary attainment is unknown

105

Total number of participants from the 2012-2013 cohort

248

Ongoing Assessment Efforts:

Annual Objectives for 2019-2020 –

Demographic Reporting

For the 2019-2020 academic year, 1,243 scholars were served by two ETS grants.  Below is a demographic snapshot of the ethnicity of our student population, which is reflective of the schools we serve. 

For the 2019-2020 academic year, 1,243 scholars were served by two ETS grants.  Below is a demographic snapshot of the ethnicity of our student population, which is reflective of the schools we serve.

Analysis

Our program’s goals are to academically prepare and motivate low-income, first generation youth for success in post-secondary education.  We constantly evaluate our program to best serve our student’s needs.  Our ongoing assessment efforts include; an annual performance report to the U.S. Department of Education, evaluations from scholars on every event they attend, and an overall program evaluation before scholars’ graduate.  After closely assessing the program, we meet in June to plan for the following year.

ETS college enrollment rates for the past eight years

 

Academic Year

 

 Scholars Served

 

Seniors

 

Seniors that Applied to Financial Aid

 

Seniors Enrolled in Postsecondary Education

 

2018-2019

1,359

242

233 = 96%

229 = 95%

2017-2018

1,387

259

253 = 98%

249 = 96%

2016-2017

1,360

281

271 = 96%

261 = 93%

2015-2016

1,355

299

287 = 96%

272 = 91%

2014-2015

1,414

285

279 = 98%

263 = 92%

2013-2014

1,306

268

260 = 97%

244 = 91%

2012-2013

1,363

291

278 = 96%

248 = 85%

2011-2012

1,309

321

302 = 94%

289 = 90%

  • A successful Annual Performance Report was submitted to the Department of Education where all program objectives were met! The six-year postsecondary completion for the 2012-2013 cohort of 248 scholars was 58%.
  • The past couple years have been extremely difficult for the community due to the devastating Camp Fire, Oroville Dam Spillway Failure and the COVID19 pandemic. We are proud of the fact that we were able to support our scholars, families, schools, campus, community, and staff despite the tremendous adversity.

VII. Program Objectives for Next Academic Year

  • Submit a successful ETS proposal to the Department of Education, which will allow us to continue serving low-income, first generation college scholars for another five years.
  • Continue to survey the needs of our scholars and schools during COVID19 and provide much needed support of low-income, first generation college scholars.
  • Utilize text, phone calls, emails, Zoom, Google Classroom, and Remind to provide ETS services, including college, career and financial aid awareness, and social/emotional well-being.

 

VIII. ETS Staff

trio staffDiana Parra-Villaseñor, Director
Yolanda Salazar-Garcia, Assistant Director
Aurora Ruvalcaba, Administrative Assistant
Sandra Jauregui, Academic Coordinator
Kelsey Dixon, Advisor
Karla Guzman Mohedano, Advisor
Osvaldo Jaramillo, Advisor

 Not Pictured: Gabriela Gonzalez, Student Assistant and Mariana Gonzalez, Student Assistant

Trio/Student Support Services

Note:  Student Support Services is a TRIO program funded by the United States Department of Education to provide academic support services to students from low-income and first-generation college-going backgrounds.  The mission statement and program goals (objectives in the U.S. Department of Education framework) are specified by federal regulations and policies and cannot be altered without approval from a program officer at the U.S. Department of Education.

I. Mission Statement

The mission of Student Support Services (SSS) is to improve the academic standing, retention, graduation, and graduate and professional school enrollment rates of eligible students who are receiving project services.

Department Goals

Performance Objectives (required by the U.S. Department of Education)

  1. Persistence: 69% of all students served by the SSS Project will persist from one academic year to the beginning of the next academic year or graduate. 
  2. Good Academic Standing: 91% of all enrolled participants served by the SSS Project will meet the performance of good academic standing (2.0 or above).
  3. Graduation: 59% of new participants served each year will graduate within six years. 
  • These performance objectives are in alignment with division goals to increase the retention and graduation of students.
  • The services offered by SSS also contribute to recruitment efforts by reassuring students and their families that individualized support is available to students from disadvantaged backgrounds at CSU, Chico.
  • The date of last reviewwas November 3, 2019 when the project submitted the TRIO Student Support Services Annual Performance Report (APR) to the U.S. Department of Education.

II. Departmental Accomplishments

  • Successfully hired and onboarded new director of the TRIO Student Support Services program.
  • Awarded 5-year funding for the program that represents 1.4 million dollars to continue to accomplish our program goals.
  • Adopted the term “financial wellness” in lieu of “financial literacy.”
  • Continued our relationship with the Recreation Department to give our students experience that they don’t typically have access to like camping in the Presidio, San Francisco area.
  • Increased our study sessions to include the spring semester for all new first-year students.
  • Like the rest of the campus, our program successfully transitioned into an online/virtual format to continue to serve our students.
  • Successfully started planning for the transition to using Chico State 360 in order to better fit university advising practices and note taking.
  • Partnered with the Cal-Fresh program to provide the best service to our program. This relationship continued as we transitioned online and began seeing many of our participants return home to other counties.
  • Partnered with Office of Accessible Technologies and Services to begin using the different Microsoft 360 software to improve our program. An example of this is our use of the Microsoft Booking website in order to maximize our accessibility to our students.
  • Achieved the transition of our selection and identification of eligible students into an online process that continues to meet the federal requirements of the Department of Education.
  • Carefully collaborated with our Financial Aid office ensure that our new 26 first-year and 11 transfer students were correctly packaged and met all Financial Aid requirements to get their aid on time.
  • Partnered with the Meriam Library and the Recreation Department to continue to get our students credits for participating in the first-year course – Offered participants an undergraduate research course that was co-taught with library faculty titled “Leadership Through Scholarship and Service.” Students earned two units through RHPM.
  • Required that all first-year participants, new transfer students, and students on AP to take the LASSI online assessment and follow it up with a one-on-one coaching session with a peer coach to discuss improving their approaches and strategies to their studies using proven-effective practices.
  • Refined our process for working with students on academic probation, and more closely helped our students to work with Academic Advising to receive help to get above the 2.0 cumulative grade point average.
  • Required attendance at mandatory financial wellness workshops for all first-year students and second year students.
  • Offered mandatory “Fresh Start” workshop for first year TRIO-SSS participants on academic probation.
  • Transitioned our contract services to an online format where students are able to more easily review where they stand with their requirements.
  • Offered mandatory fall semester seminar course for first year participants.
  • Hired 10 new peer mentors to continue to help our newest students enter our program, and more importantly, transition into college life at Chico State.
  • Offered mandatory weekly study sessions for all first-year participants.
  • Offered a one-week SSS Freshman Orientation Centered on University Success (FOCUS), running it alongside Wildcat Welcome Week.
  • Required participation in service-oriented field schools, facilitated by the department of Recreation, Hospitality, and Parks Management of all Participants in the “Leadership Through Scholarship and Service.”
  • Offered a spring graduate school tour with the CSU Graduate Diversity Forum.
  • Offered a one-day “Life After College” workshop for graduating seniors.

Highlights 

Online Services

Our program has operated over 532 hours of online services, and successfully transitioned all of our key and federally required services into an online format. We have creatively moved our identification and selection process into an online format. All three of our TRIO applications were quickly moved into an online format to be more accessible for our students and not require students to pay for the cost of mailing in their applications. When we transitioned into an online format many students had questions after spring break ended and they were ready to engage with academics again. We began holding weekly TRIO updates each Friday to allow students a guaranteed time where they could engage with our program. Over the seven weeks process we had over 200 student contacts due to the Friday meetings.

Our online Booking system has allowed 71 students to meet with us over a 6-week period. The Bookings program was first implemented in early July and we quickly added it to our Chico State TRIO website and our email signatures to allow students even more access to our staff. We are a high-engagement program that meets regularly with our students to offer one-on-one advising. Being accessible to our students is one of the vital parts of our program.

Our welcome and orientation programs for new students (26 first-year students and 11 transfer students) will be held strictly online. Our program offers two parent/ally welcome options that connects our program to the support systems of our students. This relationship is important to allow our program to win the support of the family, and hopefully convince them of the importance of supporting their students throughout college. Over 84% of our students will be living at home with their family, and we prioritize getting in contact with our student’s housemates to give tangible action items on how to support their students through a semester where they will be learning online.

Coaching program continues to enhance academic performance –  

The project moved from a traditional advising model to a coaching model, using research-driven approaches designed to “nudge” students toward academic self-confidence and success. Five years into this intrusive approach, we continue to see improved academic performance. All of our coaches were connected to new university owned devices to have better access to online resources to help our students.

Financial Wellness Program – All first-year participants, new transfer students, sophomores, and juniors/seniors on “Career Track” and “Grad School Track” were required to work one-on-one with a financial literacy coach in 2019-20. First year participants with a summer start (FOCUS) received more comprehensive and intrusive programming than other participants—they had two required phone coaching sessions over the summer, attended four financial literacy workshops during the fall semester, and learned to utilize an Excel budgeting tool. Sophomores were required to attend a four-week in-person financial literacy workshop.  Junior and senior participants in Career Track/Grad School Track met one-on-one with the financial literacy coach. Graduating seniors who participated in the annual Life After College seminar received training in budging for the first year after college, as well as building wealth.

As a result of our large financial program, students continue to have less student debt each year. Students in our program work closely with our coach to build budgets each year and have check-ins each semester to revise budgets to match their spending.

Diversity Efforts:

  • Inclusion efforts – male participants – In 2016, the project director modified internship requirements to ensure gender diversity among project staff so that male participants will see themselves reflected in project leadership. Result – Male students on the project’s leadership team increased from one male in 2016 to seven males in 2019-20. The overall percentage of male participants in the project also increased by 5% from the year we set this initiative (spring 2016).
  • Inclusion efforts – Latinx students – Culturally inclusive approaches were included in FOCUS, including Spanish speaking staff and welcome baskets delivered to students by SSS mentors. Latinx students are contacted in advance and encouraged to bring their parents to meet project staff.
  • Campus Collaboration, Representation, and Outreach
    • WESTOP 2019 – The student development coordinator presented on the project’s financial wellness program at the WESTOP 2019 regional conference.
    • Pause 2020 – The student development coordinator worked on with PDC to represent the program, and put on a successful PAUSE conference in January 2020.
    • Recruiting Coordination Committee – The director served on the Enrollment Management created committee that focuses on recruiting a diverse student population.

III. Changes in Policies and Procedures

Changes to our online selection and identification of new eligible students. In a tough transitional year with a force to an online learning, and a concern about decreasing enrollment numbers, our department was concerned about how to complete our identification and selection process. The Department of Education changed policy and gave more direction on allowing electronic signatures. With the added flexibility, we were able to move our TRIO applications online and operate our process all virtually and accessible to students.

IV. Resources Summary

Budget Summary:

*Note:  Fiscal year is based on a September 1, 2019 – August 31, 2020 timeline. 

Budget Summary

SSS allocation for 2019-20

$284,756

Rollover from 2018-19

 $17,355

Total allocation for 2018-19

$302,111

Projected expenses*

($291,000)

Projected carryover balance

$0.00

End of five-year grant cycle*

Staffing:

Added a new project director. The search ended in July, and the offer was made in August. Coming from Student Life and Leadership, and the timing of Wildcat Welcome the director started the position on September 7, 2019.

Facilities/Equipment:

N/A

V. Program Assessment of Past Year

Program Objectives (Performance Objectives required by the U.S. Department of Education)

  1. Persistence: 69% of all students served by the SSS Project will persist from one academic year to the beginning of the next academic year or graduate.

Of the 149* participants enrolled in 2018-19, 145 or 94% either graduated or have registered for the fall 2019 semester.

  1. Good Academic Standing: 91% of all enrolled participants served by the SSS Project will meet the performance of good academic standing (2.0 or above).

Of the 149* participants enrolled in 2018-19, 140 or 91% were in good academic standing (GPA above 2.0) by the end of the academic year.

  1. Graduation: 59% of new participants served each year will graduate within six years. 

Of the 25 participants admitted into cohort 2013, 16 or 76% graduated within six years of their point of entry into the program.

*This does not include new first year participants or transfer participants admitted summer 2019.

Program Annual Objectives for 2018-19

  1. Hire and onboard new project director.

Outcome: Joel Ramirez joined the program in September of 2019 as the new project director.

With the help of the director of EOSP, the two TRIO directors in Upward Bound and Educational Talent Search, and the student development coordinator the new project director was able to start to familiarize with the program. The Annual Performance Report was successfully submitted to the Department of Education. New processes were established to fit the needs of the students as a result of the pandemic.

  1. Submit new grant proposal for 2020-2025

Outcome: Submitted January 2020 and awarded in August 2020.

This process required work with institutional research, collecting letter of commitments from a number of departments all over campus, and working with various TRIO experts through Chico State and Butte College.

As a result, the project was notified by Senator Feinstein’s office that the grant was successfully funded by the Department of Education. The grant award represents over 1.4 million dollars to continue serving first generation, low-income, and students with disabilities.

  1. Spend down all grant funds to zero by the end of project year 2020.

Outcome: Will spend grant funds down to under $15,000 for the budget year by August 31, 2020

With the move to online, a lot of programs that were originally planned for the program were not able to happen. This had led to many funds having to be re-allocated to other areas of the budget in a short time frame.

VI. Ongoing Assessment Efforts

Demographic Reporting

Federal legislation requires that SSS participants must be first generation college students (neither parent has a four-year degree), come from a low-income background, and/or have a documented disability.  Two-thirds of students must be both low-income and first generation.  SSS met these demographic requirements in 2018-19.

  • Gender – Female: 65%    Male: 35% 

Statistics on Program Usage

Table 1: SSS Individual Advising/ Coaching 2019-20 – Number of Participants Served

Total number of active participants during fall and spring semesters*

149

Received individualized non-cognitive skills coaching

149

Received advice and assistance in postsecondary course selection

102

Received education/counseling to improve financial literacy

82

Received information in applying for Federal Student Aid

94

Received assistance in completing and applying for Federal Student Aid

96

Received assistance in applying for admission to Graduate School

15

Received study abroad or National Student Exchange advising

14

Received Career and professional development advising/coaching

71

Total number of individual advising/coaching sessions 2019-20

1007

*Does not include students admitted during the summer of 2020

VII. Analysis

  • Continue to increase recruitment efforts toward underrepresented groups – The number of SSS applications received from males and black students (both genders) continues to be low compared with other populations. We have seen a four percent increase in the overall number of male students served since setting this goal. New and innovative approaches need to continue to be sought that will encourage these students to apply.
  • Continue to seek and obtain supplemental funds – The U.S Department of Education imposes strict guidelines governing the use of project funds to pay for food and hospitality. This presents a challenge when scheduling overnight field trips, as well as daylong workshops and trainings for project participants from low-income backgrounds who cannot afford to supply their own meals/accommodations.  In 2017-18, the project director requested and secured the project’s ability to pay for room and board for both FOCUS and the Graduate School Tour through the end of the grant cycle in 2020.  We hope to continue this request into our new grant cycle once travel is allowable and safe. The project should continue to seek additional funds for purchase of items not allowable by the U.S. Department of Education.
  • Continue to offer First Year Experience seminar to first year participants –Analysis of data collected from participant surveys and evaluations indicates that the project’s non-cognitive skill building activities offered via the First Year Experience seminar successfully increased participants’ academic self-confidence. The seminar allows for participants to have experiences that they may not have traditional access to in the past.
  • Continue to require weekly study sessions for first year participants each fall and spring – New first year participants were required to attend 1.5-hour study sessions once per week in the fall semester and then were offered optional sessions in the spring. At the end of spring 2020, participants indicated that the study sessions had a positive impact on their academic performance, and recommended continuing to require study sessions in the future.
  • Continue to offer spring leadership course with a focus on social justice, undergraduate research, and community service – 19 first year students opted to take the optional spring leadership course offered by TRIO-SSS this year. This course was co-taught by library faculty and students focused on social justice issues in the U.S. and in their home communities. While more data should be collected in the coming years, continued connection to program staff and high-quality academic preparation in the second semesters appears to have a correlation with academic performance.
  • Continue to tie grant aid to completion of TRIO-SSS contracts – Quantitative (cumulative GPA) and qualitative (student evaluations) data for first year and 2nd year participants indicate that the activities required by the 1st and 2nd year contracts have a positive impact on student success in all areas pre-identified as important.

VIII. Program Objectives for the next academic year

Program Annual Objectives for 2020 – 2021  

  1. Successfully implement a new student database to track student progress and have accurate representation of our active and inactive student participants.
  2. Improve our online student application to be accessible for students, and meet all of the federal guidelines.
  3. Increase the collaboration and partnership with the Adelante program that will provide a pipeline to our students toward graduate programs.

Trio/Upward Bound Projects

Note:  Upward Bound is a TRIO program funded by the United States Department of Education to provide academic support services to low-income, first generation college bound high school students. The mission statement and program goals (objectives in the U.S. Department of Education framework) are specified by federal regulations and policies and cannot be altered without approval from a program officer at the U.S. Department of Education.

I. Mission Statement 

The mission of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions of postsecondary education.

Department Goals (Performance Objectives dictated by the U.S. Department of Education)

  1. Academic Performance Grade Point Average (GPA):  60% of participants served during the project year will have a cumulative GPA of 2.5 or better on a four-point scale at the end of the school year.
  2. Academic Performance Test:  40% of UB seniors served during the project year, will have achieved at the proficient level on state assessments in reading/language arts and math.
  3. Secondary School Retention and Graduation:  90% of project participants served during the project year will continue in school for the next academic year, at the next grade level, or will have graduated from secondary school with a regular secondary school diploma.
  4. Secondary School Graduation:  50% of all current and prior year UB participants, who at the time of entrance into the project had an expected high school graduation date in the school year, will complete a rigorous secondary school program of study and graduate that year with a regular secondary school diploma.
  5. Postsecondary Enrollment:  70% of all current and prior UB participants, who at the time of entrance into the project had an expected high school graduation date in the school year, will enroll in a program of postsecondary education by the fall term immediately after high school graduation or will have received notification, by the fall term immediately following high school, from an institution of higher education, of acceptance but deferred enrollment until the next academic semester (e.g. spring semester).
  6. Postsecondary Completion:  37% of participants who enrolled in a program of postsecondary education, by the fall term immediately following high school graduation or by the next academic term (e.g. spring term) as a result of acceptance but deferred enrollment, will attain either an associate’s or bachelor’s degree within six years following graduation from high school.

The date of last review was February 1, 2020. 

II. Departmental Accomplishments

  • Implemented the first ever virtual Upward Bound summer program.
  • Awarded a Special In-School Youth Summer Work Experience grant.
  • Created paid virtual summer internships for all summer program participants. 
  • Developed a Comprehensive Evaluation to Identify Student Needs – During the 2020 virtual summer program, it became evident that our traditional summer program evaluation needed to adapt to our new environment. Project staff met regularly to develop a wide-ranging evaluation that would not only gauge summer program services, but also better understand the needs of our students in a school year distance learning environment.  An evaluation was developed that asked what supplies they need to be successful in the school year (that we could provide them), what workshop topics they would find helpful, which summer program services they would like continued into the school year and how Upward Bound could better support their learning in the fall.  An additional staff evaluation was developed to gauge our technology training and resources provided to staff and students prior to the start of the summer program.  Participants were candid in their responses and provided substantial comments that will greatly assist program staff in planning for the upcoming school year.  We are all hopeful that 2020 will be the only year that we have to facilitate a virtual summer program, but if needed, we feel capable of making substantial improvements to improve upon our virtual program if we have to replicate it in 2021.
  • Created Supplemental Instruction (SI) Sessions – In a traditional summer residential program, group and individual study hours are structured into the schedule every evening for students to work together with resident advisors, teachers and peers to complete homework and study for upcoming exams.  Project staff were apprehensive at the thought of losing this valuable activity, as it was extremely popular and necessary for student academic success.  Virtual supplemental instruction (SI) sessions were created as a substitute, in order to provide an environment for students to gather, albeit virtually and work on homework together.  Resident advisors led the sessions and students were placed in nightly sessions in groups of no more than 12, to ensure a group large enough for discussion, but small enough to guarantee everyone received individual attention.  According to student evaluations of the summer program, SI sessions were incredibly useful and an activity that students hoped the project would continue into the fall semester.  Summer program teachers also had the freedom to pop into those SI sessions and help students prepare for upcoming exams.
  • Incorporated Virtual Office Hours – Communication between summer program teachers and students is a critical component of the summer program.  Many students are too intimidated at the thought of meeting with their teacher, so in past summer programs, teachers have held office hours in the study lounge of both dormitories.  Students have felt more comfortable approaching their teachers in their familiar home setting (Lassen and Shasta dormitories).  Every 2020 summer program teacher was asked to set aside virtual office hours and include their Zoom link and schedule in their respective syllabus.  Project staff explained to students that in college, visiting their professors during office hours will be a necessity if they’re to succeed academically.  In the beginning, students needed coaxing to schedule an appointment, but it was great to hear that students began to schedule office hours with their teachers on their own and felt quite comfortable reaching out for help or clarification.  At times, students just felt comfortable connecting with personal issues they were experiencing.  
  • Developed a Virtual Career and College Week – Instead of simply postponing our career fair, college visitation trips and workshops typically offered during the Upward Bound summer program, staff worked to revamp those experiences and provide them in a virtual setting.  The last week of the summer program was billed as the Virtual Career and College Week and featured a variety of speakers, presenters, professionals and college tours all from the comfort and safety of home.  Students were provided with a schedule and description of speakers and their Zoom links and they could choose which appealed to them.  Each student was required to visit a college (from the list of colleges that offered virtual tours), attend a workshop and speak with a professional about a job that interests them.  Community members generously gave of their time and offered workshops that included healthy relationships, how to find your first job, financial literacy and why they should study abroad in college.  The career fair featured professionals in engineering, public health, graphic design, manufacturing, K-12 education, communications, governmental relations, criminal justice, concrete industry, nursing, architecture, and higher education.  All sessions were live Zoom meetings, which allowed for lively discussion and candid questions from students.

Highlights

  • Implemented the first ever virtual Upward Bound Summer Program – The shift to a virtual platform began with a comprehensive review of what federal requirements had to be met in order to maintain our funding and good standing with our funder, the U.S. Department of Education.  Once establishing that a six-week program, with instruction five days per week and curriculum that included a lab science, foreign language, composition and math, along with a career exploration component was the standard, the work began.  A daily schedule was created that required each student to enroll in two academic classes, a virtual job site, and participation in a supplemental instruction session.  Additionally, students were required to meet with their resident advisor weekly for check-ins, to participate in fun activities and sign up for an advising session.  Optional activities included fun events and challenges led by student ambassadors, virtual office hours with their teachers and individual tutoring sessions if they needed additional support in a class.  A video orientation and online student handbook spelled out everything in detail for students and their parents.  Staff worked diligently to safely deliver schools supplies, calculators and laptops that students could borrow for the duration of the summer program.  Zoom tutorials were developed for staff and students to ensure all were aware of how to safely access summer program services. Daily staff meetings with core staff, weekly meetings with all summer program staff and resident advisor meetings helped with communication and allowed us to pivot and make quick changes when necessary.  Daily communication via Remind and our social media platforms allowed for instant notification of changes or issues that could easily be relayed to students.  Although it wasn’t a traditional residential program, we were pleasantly surprised at the positive feedback received by students and staff and most importantly, extremely proud that were able to establish community in a virtual environment.
  • Awarded a Special In-School Youth Summer Work Experience grant – Although submission was delayed by a week due to the state’s stay at home order, Upward Bound was able to submit a grant that would pay wages to eligible students from Colusa, Glenn, Sutter and Yuba counties who participate in a summer work experience program.  The project received notification in late May that our grant application was selected and were awarded more than $70,000, of which 95% goes directly to student wages.  These funds help significantly with student retention, since students no longer feel the need to work and not attend the Upward Bound summer program.  Students are able to fully participate in our program, while also earning a wage for the work they perform.  Traditionally, students are placed in various worksites throughout the downtown Chico area, but those jobsites looked vastly different in 2020. The project was able to develop virtual jobs that ensured a student’s safety, while providing them valuable work experience and wages. The grant period extends into the year 2024.
  • Created virtual paid summer internships for all summer program participants – Career exploration that includes hands-on work experience has been a cornerstone of the Upward Bound summer program for decades. Staff work to place students in various jobsites within Chico and create work-based learning groups that function as small businesses for younger students without any previous job experience.  It was crucial that we not lose that component, even though the program had to move to a virtual platform, so staff went to work to develop virtual jobs, so that students not only gained valuable work experience and earned wages, but to also teach them that there are many great jobs that can be done remotely.  We created the following:
  • Public Relations Interns – Students worked in a team of 12 to manage our program’s social media accounts and were responsible for developing content and posting appropriate and informative messaging on a daily basis.
  • Educational Content Creators – Students developed quarantine resources for kids in the form of booklets for low-income housing units in our service area. These booklets included science projects, reading activities and math problems for kids of all ages.  The booklets were grade specific and delivered to numerous CHIP low-income housing units throughout our area.
  • Community Coordinators – Community service is an integral part of a high school student’s resume. For this reason, students worked together to build a resource guide for all UB students of the many community service opportunities in their area.  The handbook was organized by industry (healthcare, parks and rec, education, youth programs, etc.) and included agency name, contact person and nature of volunteer opportunities. 
  • College and Career Counselors – Making the connection from career interests to a major, college and eventual career is a daunting task. Students in this worksite developed career pathway posters and fact sheets for distribution to target high schools in the area.  Posters included college information, which majors to pursue for that specific career, wage ranges and job duties. 

 

All students “clocked in” daily to verify their time worked by using Clockify, a virtual timecard and were paid for their work either with Upward Bound internship stipend funds or with funding from the special in-school summer work experience grant secured in May. 

III. Changes in Policies and Procedures

Upward Bound received notification from the U.S. Department of Education in late spring that all programs were officially allowed to operate a virtual summer program.  Additional regulations were relaxed that allowed for projects to request one-time spending permission for items and services such as WIFI monthly plans and/or boosters for participants and the purchase of hotspots for those participants living in rural areas.  The project submitted that request and is waiting for approval. 

IV. Resources Summary

Resource Allocation: 

Original Upward Bound Grant
June 1, 2019 – May 31, 2020
126 participants

  • 2019-2020 allocation $644,083
  • Program expenses $613,937
  • Projected carry forward $30,146                                               

Upward Bound II Grant
September 1, 2019 – August 31, 2020
76 participants

  • 2019-2020 allocation            $390,337
  • Program expenses            $363,367
  • Projected carry forward $26,970

Upward Bound Math & Science
September 1, 2019 – August 31, 2020
56 participants

2019-2020 allocation                          $287,537
  • Program expenses $254,419
  • Projected carry forward $33,118 

Upward Bound STEM
October 1, 2019 – September 30, 2020
60 participants

  • 2019-2020 allocation                          $287,537
  • Program expenses            $264,693
  • Projected carry forward            $22,844

Summer Foods Service Program
June 1, 2019 – May 31, 2020
212 participants

  • 2019-2020 allocation                           $43,538.00
  • Program expenses $43,538.00
  • Projected carry forward $0.00 

Workforce Innovation and Opportunity Act (WIOA)
July 1, 2019 – June 30, 2020
52 eligible participants from Colusa, Glenn, Sutter and Yuba counties

  • 2019-2020 allocation $79,086
  • Program expenses                                           $79,086
  • Projected carry forward                                     $0.00

Amy Kee Scholarship Endowment

  • 2019-2020 total $35,189.91
  • 2019-2020 contributions                                                $3,075.07

 

Total funding in 2019-2020                                                        $1,767,307.91

Human Resources:

After serving as the Upward Bound II Program Advisor for the past five years, Jasmine Ramos resigned from her position in order to complete the internship portion of her Master’s degree program.  Jasmine was an incredibly dedicated Program Advisor and worked diligently to provide her Upward Bound students with every resource at her disposal.  She was a fierce advocate for her students and will be sorely missed.  The position is currently posted and we expect to hire a new Program Advisor by October 1, 2020.

Facilities/Equipment:

  • Our program has a designated Upward Bound classroom and tutoring lounge at Oroville and Lindhurst High Schools.  Both rooms are staffed with a site supervisor who oversees weekly tutoring attendance, assists with recruitment presentations at the school and serves as a resource for Upward Bound students.  Due to COVID-19, those classrooms are not in use this semester and the site supervisor responsibility has been shifted to our two student assistants.  They will track tutoring attendance this semester and we look forward to reopening those rooms when it is safe to do so.   
  • Due to the shift to distance learning, our program made the necessary decision to purchase additional laptops for Upward Bound students to use during our 2020 virtual summer program.  Many participants also expressed a need for a laptop for the 2020-2021 school year, which for all began with a distance learning model. 

V. Program Assessment of Past Year

Program Objectives:

  1. Academic Performance Grade Point Average (GPA): 60% of participants served during the project year will have a cumulative GPA of 2.5 or better on a four-point scale at the end of the school year.

Exceeded – 87% of the 318 participants served during the project year, had a cumulative GPA of 2.5 or better.  

  1. Academic Performance Test: 40% of UB seniors served during the project year, will have achieved at the proficient level on state assessments in reading/language arts and math. 

Exceeded – 75% of the UB seniors served during the 2018-2019 project year achieved proficiency before graduating high school.  

  1. Secondary School Retention and Graduation: 90% of project participants served during the project year will continue in school for the next academic year, at the next grade level, or will have graduated from secondary school with a regular secondary school diploma. 

 Exceeded – 100% of participants served during the 2018-2019 academic year continued in school at the next grade level or graduated with a diploma. 

  1. Secondary School Graduation: 50% of all current and prior year UB participants, who at the time of entrance into the project had an expected high school graduation date in the school year, will complete a rigorous secondary school program of study and graduate that year with a regular secondary school diploma. 

Exceeded – 75% of participants graduated high school having completed A-G coursework.

  1. Postsecondary Enrollment: 73% of all current and prior UB participants, who at the time of entrance into the project had an expected high school graduation date in the school year, will enroll in a program of postsecondary education by the fall term immediately after high school graduation or will have received notification, by the fall term immediately following high school, from an institution of higher education, of acceptance but deferred enrollment until the next academic semester (e.g. spring semester).

Exceeded – 95% of graduates in 2019 enrolled in college immediately following high school.  

  1. Postsecondary Completion: 37% of participants who enrolled in a program of postsecondary education, by the fall term immediately following high school graduation or by the next academic term (e.g. spring term) as a result of acceptance but deferred enrollment, will attain either an associate’s or bachelor’s degree within six years following graduation from high school.

Exceeded - 46% of participants received their degree within six years, although the data shows that some participants were still enrolled in their seventh year. 

Ongoing Assessment Efforts: 

Demographic Reporting

A total of 318 participants were served during the 2019-2020 academic year by the four Upward Bound programs. See breakdown by program below.

  • Original Upward Bound – 126 participants
  • Upward Bound II – 76 participants
  • Upward Bound Math & Science – 56 participants                       
  • Upward Bound STEM – 60 participants

2019 2020 ethnicity data 54% african american

Ethnicity Breakdown

The ethnicity breakdown is similar to previous years and reflects the low-income/first generation population of the six-county service area in Northern California.                        

VI. Analysis 

            2019-2020 Initiatives (Progress update on last year’s initiatives to improve deficiencies)

            More Strategic College Admissions Test Preparation – For the past five years, we’ve provided a SAT or ACT test preparation course and a proctored exam for all incoming high school juniors during the summer program.  Because our students attend their regular classes Monday through Thursday, the test preparation workshops are always offered on a Friday morning.  This hasn’t been the most effective method and time to provide this information since students are tired from attending class all week.  We are excited to partner with ETC again this year and see if perhaps we can focus on providing a more structured online test preparation course during the academic year.

            UPDATE – Our partnership with ETC proved to be incredibly successful.  Nearly 50 Upward Bound students participated in two 6-week SAT preparation courses offered in an online format.  Participants logged on for 1.5 hours each Sunday evening and reviewed test questions and learned strategies to help them improve their score.  All students then took the exam the following week after completing the course.  Due to COVID-19, all spring 2020 SAT exams were canceled.  Additionally, the University of California and California State University systems announced in May that they would suspend entrance exam requirements due to COVID-19.  The UC system went further and stated they would no longer require entrance exam scores, due to the inequality of access to preparation for these exams. Upward Bound staff will attend the fall 2020 virtual CSU and UC counselor conferences for updated information on how to proceed and assist students with future entrance exam requirements.

            Low Male Enrollment – For the past five years, we’ve seen a decline in the number of male applicants that seek out our services.  This concern has been a source of much deliberation and thought as we try and figure out how to increase the number of male students in our program.  This past year, we increased the number of presentations at each target school, but we haven’t yet been able to connect with coaches so that we can offer presentation to male athletes in particular.  We feel that this would be a great target population since our program offers free weekly tutoring to all participants, and would go hand in hand with students wanting to increase their grade to ensure participation in school sports. 

            UPDATE – Targeted recruitment efforts in 2019-2020 resulted in a significant increase in applications from males enrolled in our target schools.  Just two years ago, our gender breakdown was 70% female and 30% male.  A more equal gender breakdown was important for many reasons. Our participant gender breakdown is now 58% female and 42% male!

2020-2021 Initiatives

            Create an online Upward Bound admission application and a new virtual recruitment plan – Because of COVID-19, the project has had to adjust program service delivery, but now also needs to implement a new recruitment plan to accommodate for school closures and the new distance learning environment.  Upward Bound staff is currently developing an online application that would allow students to apply electronically, while also meeting CSUC’s requirements to safeguard personal information.  Paper applications will still be available to students in Spanish and English, but an online application would allow for a safer and faster method of collecting student information. In addition to the application, staff is also developing a new virtual interview process that would be done via Zoom, in order to speak with each applicant and their guardian about the benefits and requirements of Upward Bound. 

            Transition to a more useful database to assist with more effective data reporting – Data gathering for reporting purposes has been a challenge for several years with the database the project has used for the last decade.  Last year, the project moved to a new database, but it isn’t user friendly and collecting and compiling information for annual reporting purposes proved to be too difficult.  The Council for Opportunity in Education (COE), our national advocacy group has worked with Oracle to develop a new database specifically designed for TRIO programs to ease annual reporting processes.  Upward Bound staff is currently using it on a trial basis and plans to make a final decision by the end of 2020.

VII. Program Objectives for Next Academic Year

Program Annual Objectives for 2020 – 2021  

Meet the technology needs of all Upward Bound participantsEven before COVID-19, Upward Bound was already providing weekly tutoring via an online platform and had a laptop lending program in place for students who did not have access to a device.  With the pandemic forcing everyone to a distance learning platform, Upward Bound saw a substantial increase in the number of students needing a device.  Project staff developed and sent a survey to all participants asking who didn’t have a device, WIFI access or a hotspot.  Many students had school issued Chromebooks, which allowed for all students to connect and participate in the Upward Bound virtual summer program, but we encountered many issues because of strict district security rules.  The project has requested to use carry forward funds to purchase additional laptops, hotspots and possibly assist students with acquiring WIFI access for distance learning purposes. 

Maintain and even increase student communication, participation and services during the pandemicProviding our students and their parents with valuable and timely information became a top priority when the state implemented the stay at home order in March.  Project staff created a new landing page on the project website with COVID-19 updates, all students were invited to join weekly Zoom sessions with their respective Upward Bound advisor, a new Snapchat account was created to relay information to students and the project’s Instagram account began to roll out mental health tips on a weekly basis.  All students and their parents were also emailed a letter in Spanish and English detailing the many services (online tutoring, Zoom academic workshops, virtual college advising) available to their students, a schedule of events and how to access staff during the spring semester.

Project staff also created a video orientation in Spanish and English and each summer program participant and parent was required to view it and complete necessary forms prior to beginning the 2020 summer program.  A fall orientation is currently being developed, that will require students and parents to log on and participate in a live Zoom meeting, where staff will be able to answer any questions.

In addition to online weekly tutoring that will begin on September 1, 2020, students will also have the ability to sign up for group tutoring sessions by subject. These group sessions were a great success during the summer program and helped establish community among Upward Bound participants. The goal is to replicate that and create a community where students can log in to secure Zoom breakout rooms and help each other with homework. 

Virtual and live workshops will also be available to students in the fall 2020 semester.  Topics will range from mental health, study skills, college preparation, financial aid and many others.  Students will be able to sign up for either a workshop or tutoring (or both if they choose).

In order to increase communication, Upward Bound also purchased a one-year subscription for the Remind.com app before the start of the summer program and it has been extremely useful in reaching students and parents.  More than 200 summer program participants signed up to receive program specific texts and staff plan to invite all incoming students to also join that group.

Although regulations state we must only provide meaningful contact with participants once a week, staff understand that our students and their parents may need even more assistance during these challenging times.  For this reason, we plan to provide a variety of program services and extensive communication to ensure everyone is informed and feels supported by Upward Bound.