TRIO Student Support Services Annual Report 2018-2019

Note:  Student Support Services is a TRIO program funded by the United States Department of Education to provide academic support services to low-income, first generation college 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 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 March 21, 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 on-boarded new Student Development Coordinator.
• Adopted the term “financial wellness” in lieu of “financial literacy.”
• Implemented a $2500 grant from the Student Learning Fee committee to help offset the cost of the online financial wellness program.  

• Pilot Spring 2019 – 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 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.
• 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.
• Offered mandatory fall semester seminar course for first year participants.
• Offered mandatory weekly study sessions for all first-year participants.
• Offered one eight-week SSS Student Transfer Enrichment Program (STEP).
• Offered a one-week SSS Freshman Orientation Centered on University Success (FOCUS), running it alongside Wildcat Welcome Week.
• Offered one field school experience for first year participants, facilitated by the department of Recreation, Hospitality, and Parks Management.
• 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:

Coaching program continues to enhance academic performance –  

Beginning in the summer of 2015, 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 (see Annual Report 2015-16). Four years into this intrusive approach, we continue to see improved academic performance.

Figure 1:  Average Cumulative GPAs Comparison of All Active Participants 2011-2018

Figure 2: Academic Performance - First year participants Participating in FOCUS

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 2018-19. 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.

Results – First year and second year participants in 2018-19 were successful in reducing their loan debt over previous cohorts.  The number of participants ending their first year debt free increased from 35% (Cohort 2017) to 67% (Cohort 2018).  This is the highest number of first year participants ending their first year debt free since we begin tracking this data in 2012.  First year students who did take out student loans their first semester borrowed less, reducing their average loan amount by $1,635 in spite of fee increases!  They also borrowed $1,100 less on average from unsubsidized loans. Second year student data from 2018-19 was less impressive; they borrowed slightly more than second year students in 2017-18.  However this cohort is still strong in comparison with earlier years, with 50% of participants ending their second year debt free, as compared with 22% in 2011-12, and they are borrowing less than in previous years, as well ($1,797 less than in 2011-12, in spite of several fee increases over the years). Please refer to figures 3-7 to see this data tracked over time. 

82% of our first year participants and 89% of our second year participants finished out the 2018-19 academic year with money in their bank accounts. 88% of first year participants and 90% of second year participants reported that they revised their budget more than once during the academic year using the tools we provided. On their evaluations, 100% of the first and second year participants who utilized the curriculum reported that the financial literacy curriculum and coaching (1) positively impacted their budgeting skills, (2) influenced them to reduce or eliminate debt and (3) contributed to their overall success as student in 2018-19.

Figure 3: Debt-Free First Year participants at End of Year, FOCUS Cohorts 2011-2018

Figure 4:  Average Debt Acquired by FOCUS Cohorts 2011 –2018

Figure 5:  Average Debt Acquired by 1^st Year Participants Who Borrowed (i.e. participants who declined student loans) in FOCUS Cohorts 2011 – 2018

Figure 6:  Average Debt Acquired in 2^nd Year by FOCUS Cohorts 2011 – 2017

Figure 7: Second Year Participants Who Declined Loans in 2018-19

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 six males in 2018-19. The overall percentage of male participants in the project also increased by 4% 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 project director presented on the project’s life after college programming (e.g. contracts, seminars, and Distinguished Scholar) and financial wellness program at the WESTOP 2019 regional conference.
  • The CSU Chico “Tipping Point” – The project director presented on first generation student needs to the campus community. In attendance were the University’s President, Vice President for Student Affairs, and Provost.
  • Pause 2019 – The project director co-presented with the director of the Office of Diversity and Inclusion on first gen student statistics and needs.
  • PDS 2019 – The student development coordinator and lead peer coach co-presented on the project’s financial wellness and retention programs at WESTOP’s 2018 Professional Development Workshop.
  • Diversity Certificate – The project director co-presented on first generation students’ needs and challenges to faculty and staff at the Diversity Certificate program, along with the interim associate director of HSI initiatives and the associate director of the Financial Aid and Scholarships Office.
  • 1^st Gen House – The project director conducted two workshops at the campus’ first ever 1^st Gen House residence hall; one financial wellness workshop and one cultural adaptation workshop.
  • Student Learning Center – The project director conducted a staff development workshop for student staff at the Student Learning Center, as well as a financial wellness workshop.
  • Men of Chico – The project director gave a financial wellness workshop to the Men of Chico cohort 2018.
  • First Gen & Proud! – The project director served as secretary for the First Generation Faculty and Staff Association.

III. Changes in Policies and Procedures

   N/A

IV. Resources Summary

Budget Summary:

• SSS allocation for 2018-19:    $272,494
• Rollover from 2017-18:           $23,809
• Total allocation for 2018-19:   $296,303
• Projected expenses*:            ($281,000)
• Projected carryover balance:     $15,303

*Note:  Fiscal year is based on a September 1, 2018 - August 31, 2019 timeline.

Staffing:

 N/A

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 97% either graduated or have registered for the fall 2019 semester.

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).

Of the 149* participants enrolled in 2018-19, 140 or 94% were in good academic standing (GPA above 2.0) by the end of the academic year. 

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

Of the 23 participants admitted into cohort 2013, 16 or 70% 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 2018.

Program Annual Objectives for 2018-19

1. Require first year students to participate in a second semester experience, which will include the undergraduate research unit, financial literacy, and a “leadership through scholarship” unit. This will be co-developed and taught by the project’s student development advisor, project director, and a faculty member from Meriam Library.  The project director will analyze the impact of this intervention using qualitative data (student evaluations) and quantitative data (participants’ grades in courses requiring research papers).

Outcome: Modified yearlong component to “optional.” Completed fall 2018.

2. Divide the Career Track contract to create two separate contracts – (1) Career Track for students who are researching their career opportunities and preparing to apply for career level positions and (2) Grad School Track for students who are researching graduate school opportunities and funding, preparing for the GRE, and in the application phase. The project director will analyze the impact of this change using qualitative data (student evaluations). 

Outcome: Completed Fall 2018

3. Collect and analyze quantitative and qualitative data to assess the impact of the
   sophomore contracts on student success in the following areas: 

• cumulative GPAs
• academic self-confidence
• academic motivation
• connection between their college degree and “real world” goals
• financial literacy

Implement programmatic changes accordingly. 

Outcome: Completed July 2019

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: 67%    Male: 33%
• Ethnicity –  Please see the chart below for a breakdown. 

Figure 6:  Breakdown of Ethnicities 2018-19

Statistics on Program Usage

Note:The Field School category is not included in the total because these participants were already counted in other categories – FOCUS and leadership.

Student Assessment of Satisfaction, Quality, and Student Learning Outcomes

Student Learning Outcome #1: Increased participation in project services

As a result of participants creating their own contract each semester in combination with increased communication and monitoring of student progress by project staff (at least one contact per month), student participation in project services will increase over that of the previous year.  

• 2018-19 Outcome: The total number of individual advising sessions increased from 664 in 2016-17 and 1036 in 2017-18 to 1109 in 2018-19.  See Tables 1 and 2 for a breakdown of individual and group sessions.

Student Learning Outcome #2: Increased academic self-confidence (first year students)

As a result of the yearlong First Year Enrichment Seminar, first year participants will express increased academic self-confidence in the following areas: (1) ability to identify various resources on campus that support students with disabilities and first generation students from low income and other underrepresented backgrounds; (2) willingness to utilize campus resources; (3) knowledge that research has proven that intelligence can increase over time; and (4) ability to identify various opportunities for connecting with the campus community during their academic career.

• 2018-19 Outcome: Student evaluations indicate that 100% of all new first year, second year, and graduating seniors reported that the services offered by the project had positive impact on their academic self-confidence (see tables 3, 4, and 6).

Student Learning Outcome #3:  Increased financial literacy

As a result of four individualized coaching sessions and four group advising sessions over the course of an academic year with the financial literacy coach, first year students will be able to (1) find, read, and understand their financial aid award, (2) explain the value of reducing dependence upon student loans, (3) compare their financial aid award to their anticipated expenses in order to identify and plan for unmet need, (4) identify strategies and resources to bridge the gap between academic expenses and financial aid awarded, and (5) create a realistic annual budget that will stretch their financial aid dollars.  

• 2018-19 Outcomes: Student evaluations indicate that (1) new first year participants participating in FOCUS, (2) 2^nd year participants participating in the fall financial wellness workshop, and (3) graduating seniors who participated in the “Life After College” workshop increased their financial literacy greatly in all areas pre-identified as crucial (tables 3 – 5).  Quantitative data collected through financial aid records indicate that, while the cost of attendance continues to increase at CSU, Chico, first year and second year students continue to borrow less than what is offered to them.

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, from 29% in 2016-17 to 33% in 2018-19, and male representation on our student staff has increased by 33% in that time. 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.  The project was also awarded a $2500 grant through the Student Learning Fee, which subsidized the project’s financial wellness program in 2018-19. The project should continue to seek additional funds for purchase of items not allowable by the U.S. Department of Education.
• Continue to offer comprehensive and intrusive financial wellness programming – Analysis of data collected from 2015-2019, including both qualitative (participant surveys) and quantitative (financial aid records), indicates that the project’s financial wellness programming is making a positive impact participants’ ability to (1) “right size” their student loan package and (2) create a realistic budget to make their financial aid dollars stretch throughout the academic year. Accordingly, financial wellness programming for students at all stages of their academic career will continue, and the project director will continue to track the student loan debt of sophomores receiving grant aid, juniors and seniors on “Career Track” contracts, and graduating seniors (Life After College). This will allow for more comprehensive analysis and assessment of these services project-wide.
• 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 (see table 3).
• Continue to require weekly study sessions for first year participants each fall – 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 2019, 88% of participants indicated that the study sessions had a positive impact on their academic performance, and 100% recommended continuing to require study sessions in the future.
• Continue to require enrollment in U-courses and/or Camp Wildcat for first year participants each fall – After the success of the REACH pilot in 2015-16, it was decided to require that all of our first year participants enroll in U-courses in the fall semester moving forward. In the fall of 2018, we expanded the course selection to include Camp Wildcat courses, which follow a similar high impact model. Students who participated in one of these high impact courses averaged a 3.48 in the fall of 2018, compared with a 2.71 who did not participate. Even more impressive, students who participated finished out the year with an average 3.0 cumulative GPA at the end of spring 2019, as compared with a 2.68 for students who did not participate in these courses. Based upon these evaluations, the project will continue to required enrollment in U-courses and/or high impact Camp Wildcat courses, and will strongly encourage and incentivize all first year participants to enroll in a second semester of U-courses in the spring.
• Continue to offer TRIO Distinguished Scholar program – The number of coaching sessions with upperclassmen have increased ever since this program was implemented in fall 2015, as have cumulative GPAs (see Figure 1). This year we conducted our most comprehensive graduating senior evaluation to date on Survey Monkey.  100% of respondents indicated that the project had an impact on their career readiness and 67% indicated that the project helped them research and/or apply to graduate school.  These statistics are reflective of the activities required by Career Track and Grad School Track contracts.  Further data analysis needs to be conducted to determine the significance of the correlation between participation in project services and the TRIO Distinguished Scholar program. The project will continue to evaluate this program’s success through qualitative (graduating senior exit evaluations and alumni surveys) and quantitative (review of academic transcripts and financial aid records) to further explore the Career Track and Grad School Track contracts’ impact on academic success, financial wellness, applications to graduate school, and career-readiness upon graduation.
• Continue to offer spring leadership course with a focus on social justice, undergraduate research, and community service – 17 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 conducted high quality undergraduate research focused on social justice issues in the U.S. and in their home communities. After reviewing participants’ transcripts, cumulative GPAs at the end of the spring semester for students who took the course were 3.18, as compared with 2.22 for those who did not participate. 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 2^nd year participants indicate that the activities required by the 1^st and 2^nd year contracts have a positive impact on student success in all areas pre-identified as important (refer to tables 3 and 4).

VII. Program Objectives for the next academic year

Program Annual Objectives for 2019–20

1. Hire and onboard new project director.
2. Submit new grant proposal for 2020-2025
3. Spend down all grant funds to zero by the end of project year 2020.