HIstory of TRiO
The history of TRiO is progressive. It began with Upward Bound, which emerged out of the Economic Opportunity Act of 1964 in response to the administration's War on Poverty. In 1965, Talent Search, the second outreach program, was created as part of the Higher Education Act. In 1968, Student Support Services, which was originally known as Special Services for Disadvantaged Students, was authorized by the Higher Education Amendments and became the third in a series of educational opportunity programs. By the late 1960's, the term "TRIO" was coined to describe these federal programs.
Over the years, the TRIO Programs have been expanded and improved to provide a wider range of services and to reach more students who need assistance. The Higher Education Amendments of 1972 added the fourth program to the TRIO group by authorizing the Educational Opportunity Centers. The 1976 Education Amendments authorized the Training Program for Federal TRIO Programs, initially known as the Training Program for Special Programs Staff and Leadership Personnel. Amendments in 1986 added the sixth program, the Ronald E. McNair Postbaccalaureate Achievement Program. Additionally, in 1990, the Department created the Upward Bound Math/Science program to address the need for specific instruction in the fields of math and science. The Upward Bound Math/Science program is administered under the same regulations as the regular Upward Bound program, but it must be applied for separately. Finally, the Omnibus Consolidated Appropriations Act of 2001 amended the Student Support Services (SSS) program to permit the use of program funds for direct financial assistance (Grant Aid) for current SSS participants who are receiving Federal Pell Grants.
The legislative requirements for all Federal TRIO Programs can be found in the Higher Education Act of 1965, Title IV, Part A. The requirements for the SSS Grant Aid can be found in Public Law 106-554.
Over the years, the TRIO Programs have been expanded and improved to provide a wider range of services and to reach more students who need assistance. The Higher Education Amendments of 1972 added the fourth program to the TRIO group by authorizing the Educational Opportunity Centers. The 1976 Education Amendments authorized the Training Program for Federal TRIO Programs, initially known as the Training Program for Special Programs Staff and Leadership Personnel. Amendments in 1986 added the sixth program, the Ronald E. McNair Postbaccalaureate Achievement Program. Additionally, in 1990, the Department created the Upward Bound Math/Science program to address the need for specific instruction in the fields of math and science. The Upward Bound Math/Science program is administered under the same regulations as the regular Upward Bound program, but it must be applied for separately. Finally, the Omnibus Consolidated Appropriations Act of 2001 amended the Student Support Services (SSS) program to permit the use of program funds for direct financial assistance (Grant Aid) for current SSS participants who are receiving Federal Pell Grants.
The legislative requirements for all Federal TRIO Programs can be found in the Higher Education Act of 1965, Title IV, Part A. The requirements for the SSS Grant Aid can be found in Public Law 106-554.
HISTORY OF WESTOP
REFLECTIONS ON THE ORIGINS AND HISTORY OF WESTOP
Hopes, Images, and Reality (click for link)
Dr. Charles A. Ratliff
Forwarded by Dave Ferguson (retired)
Hopes, Images, and Reality (click for link)
Dr. Charles A. Ratliff
Forwarded by Dave Ferguson (retired)
WESTOP CENCAL CHAPTER Origin:
“There was a drive within the collective identity of the TRiO family who hailed from the geographical middle of the Golden State that sparked the genesis of what would become Central Cal. Today its members generate a vitality within their programs and for their students that speaks to the distinctiveness of their region and affirms Central Cal’s unique place within the WESTOP organization.”
“In 1999, certain TRiO program staff members, who would eventually have their own Central Cal identity, reasoned that due to the large geographical area that is California, our state’s TRiO organizations’ meetings tended to talk specifically (and not unexpectedly so) to northern or southern concerns and issues. The central valley and central coast concerns and issues were often neither north relevant nor south relevant: They were both and neither, and therefore central and unique.
And so was born from this geopolitical dynamic the fledgling Central Cal, of the parent WESTOP TRiO Organization”.
“In 1999, certain TRiO program staff members, who would eventually have their own Central Cal identity, reasoned that due to the large geographical area that is California, our state’s TRiO organizations’ meetings tended to talk specifically (and not unexpectedly so) to northern or southern concerns and issues. The central valley and central coast concerns and issues were often neither north relevant nor south relevant: They were both and neither, and therefore central and unique.
And so was born from this geopolitical dynamic the fledgling Central Cal, of the parent WESTOP TRiO Organization”.
TRiO iS...
Our nation has asserted a commitment to providing educational opportunity for all Americans regardless of race, ethnic background, or economic circumstance. In support of this commitment, Congress established a series of programs to help low-income Americans enter college, graduate, and move on to participate more fully in Americas economic and social life. These Programs are funded under Title IV of the Higher Education Act of 1965 and are referred to as the TRIO Programs (initially just three programs). While student financial aid programs help students overcome financial barriers to higher education, TRIO programs help students overcome class, social, and cultural barriers to higher education.
Who is Served?
As mandated by Congress, two-thirds of the students served must come from families with incomes under $28,000 where neither parent graduated from college. Over 2,670 TRIO Programs currently serve nearly 873,000 low-income Americans between the ages of 11 and 27. Many programs serve students in grades six through 12. Thirty-seven percent of TRIO students are White, 35 percent are African-American, 19 percent are Hispanic, 4 percent are Native American, 4 percent are Asian-American, and 1 percent are multiethnic. Twenty-two thousand TRIO students are disabled.
How it Works
More than 1,000 colleges, universities, community colleges, and agencies now offer TRIO Programs in America. TRIO funds are distributed to institutions through competitive grants.
Evidence of Achievement
Of all the low-income students in the U.S. who graduate from high school and immediately enroll in postsecondary education, nearly one-third have been served by TRIO programs. Students in the Upward Bound program are four times more likely to earn an undergraduate degree than those students from similar backgrounds who did not participate in TRIO; students in the TRIO Student Support Services program are more than twice as likely to remain in college than those students from similar backgrounds who did not participate in the program.
Who is Served?
As mandated by Congress, two-thirds of the students served must come from families with incomes under $28,000 where neither parent graduated from college. Over 2,670 TRIO Programs currently serve nearly 873,000 low-income Americans between the ages of 11 and 27. Many programs serve students in grades six through 12. Thirty-seven percent of TRIO students are White, 35 percent are African-American, 19 percent are Hispanic, 4 percent are Native American, 4 percent are Asian-American, and 1 percent are multiethnic. Twenty-two thousand TRIO students are disabled.
How it Works
More than 1,000 colleges, universities, community colleges, and agencies now offer TRIO Programs in America. TRIO funds are distributed to institutions through competitive grants.
Evidence of Achievement
Of all the low-income students in the U.S. who graduate from high school and immediately enroll in postsecondary education, nearly one-third have been served by TRIO programs. Students in the Upward Bound program are four times more likely to earn an undergraduate degree than those students from similar backgrounds who did not participate in TRIO; students in the TRIO Student Support Services program are more than twice as likely to remain in college than those students from similar backgrounds who did not participate in the program.