# OMB Approval No.: 1840-0762

# Expiration Date: 08/31/2007

#  

**Upward Bound (UB), Upward Bound Math-Science (UBMS),**

**and Veterans Upward Bound (VUB) Programs**

### General Instructions for Completing the Annual Performance Report

**For Program Year 2005--06**

**1. WHAT IS THIS PACKAGE?**

This package contains the forms and instructions needed to prepare the
annual performance report for the Upward Bound, Upward Bound
Math-Science, and Veterans Upward Bound programs. The Department of
Education uses the information conveyed in the performance report to
assess a grantee's progress in meeting its approved goals and objectives
and to evaluate a grantee's prior experience in accordance with the
program regulations in 34 CFR 645.32. Grantees' annual performance
reports also provide information on the outcomes of projects' work and
help allow the Department to respond to the requirements of the
*Government Performance and Results Act*.

**2. WHAT ARE THE LEGISLATIVE AND REGULATORY AUTHORITIES TO COLLECT THIS
INFORMATION?**

-   Title IV, Part A, Subpart 2, Chapter 1, Section 402A(c)(2) and
    Section 402C, of the *Higher Education Act of 1965*, as amended;

-   The program regulations in 34 CFR Part 645; and

-   Sections 75.590 and 75.720 of the *Education Department General
    Administrative Regulations* (EDGAR).

**3. WHO MUST FILE THIS REPORT?**

All grantees funded under the Upward Bound, Upward Bound Math-Science,
and Veterans Upward Bound programs must submit annual performance
reports as a condition of the grant award.

**4. WHAT PERIOD OF TIME IS COVERED IN THE REPORT? FOR WHICH STUDENTS
SHOULD THE GRANTEE PROVIDE DATA?**

> The report covers the 12-month grant (budget) period for which the
> grant has been made. This information can be found in Block 6 of the
> Grant Award Notification.
>
> For the 2005--06 performance report, a grantee should report on all
> participants served by the project in program year 2005--06. To the
> extent feasible, a project should also provide updated information
> annually on the academic progress of prior-year participants, i.e.,
> those individuals served in any program year or years between
> 1999--2000 and 2004--05, inclusive, but not in 2005--06.
>
> **Reporting requirements for prior-year participants** are different
> for two categories of students.
>
> \--The first category includes those prior-year participants whose
> length of participation in the program was at least:

-   One full year for regular Upward Bound students;

-   Completion of the summer program for UB Math-Science participants;
    or

-   Three months of program participation for VUB veterans.

*Grantees should provide reports on these participants through their
college graduation or for four years after their high school graduation
(or completion of their VUB program), whichever comes first.*

\--The second category of prior participants pertains only to regular
Upward Bound and Upward Bound Math-Science students, and includes only
those served for **less** time than those in the first category.
According to 34 CFR 645.6, if a UB/UBMS student is to be considered a
participant, the project director must determine that he or she is
committed to the project, as evidenced by being allowed to continue in
the project for at least 10 days in a summer component if an individual
first enrolled in a UB/UBMS project's summer component, or 60 days if
the student first enrolled in a UB/UBMS project's academic year
component. If a prior participant has been served for that minimal
period, but if he or she has participated for less time than those in
the first group (e.g., for less than one calendar year in regular Upward
Bound), *a grantee should report on the student for four years after the
date of last service.*

To summarize timing of reports on prior participants:

Category 1: served at least one year (UB), one summer (UBMS), or three
months (VUB): report through college graduation or for four years after
high school graduation (or completion of the VUB program), whichever
comes first.

Category 2: UB and UBMS students served for at least the minimal period
defined under 34 CFR 645.6, but less than the periods for which Category
1 students were served: report for four years after date of last
service.

*Please note* that the Department will use data from the performance
report to determine whether a grantee is meeting, not meeting, or
exceeding its objective to serve the agreed-upon number of participants.
So as to document the extent to which a grantee is reaching this goal,
the grantee should be sure not to drop from the file any student who met
the regulatory definition of a participant in 34 CFR 645.6 cited above.

> The Department welcomes additional years of data beyond the four
> years, but does not require them. The Department does not expect a
> project to continue to follow up on prior-year participants whom the
> project could not locate in the previous year's follow-up.

5.  **WHAT INFORMATION MUST BE SUBMITTED?**

The report consists of three sections.

\--Section I requests project-identifying information;

\--Section II contains detailed instructions for preparing a data file
of information on individual participants; and

\--Section III requests information on the extent to which the project
has met its objectives (though the Department will determine the number
of students served from data supplied in Section II).

Projects that first implemented the Upward Bound Initiative in 2003--04
or 2004--05 were asked to complete an additional section of the APR in
the year of implementation. Since no new implementations occurred in
2005--06, Section IV has been removed from the report.

6.  **WHEN SHOULD THE REPORT BE FILED?**

> The annual report should be submitted electronically within 90 days
> after the end of each 12-month grant (budget) period. Grantees should
> not wait until just before the deadline to submit their reports via
> the World Wide Web, as this practice has the potential of overloading
> the Web sites. When a large number of users visit a Web site at one
> time, they may experience interruptions and delays. *Upward Bound
> grantees are asked to submit their performance reports as soon as
> complete data are available.* Please note also that, as of fall 2006,
> grantees will need to register at our contractor\'s Web site to
> receive a user ID and temporary password (please see further
> information in the instructions for Section I) prior to submitting the
> report. Grantees may register long before actually submittal of
> reports. So as to allow time to resolve any problems that might occur
> with registration, grantees are urged to register as soon as possible.

**7. HOW MAY THE REPORT BE SUBMITTED?**

The entire report should be submitted via the World Wide Web. Prior to
the due date for submitting the annual performance report to the
Department of Education, each grantee must prepare electronic files with
the individual participant records (Section II). Projects will respond
to online forms for Sections I (project-identifying information) and III
(on the extent to which the project met its objectives). In addition, a
grantee must submit, via fax, a signed copy of Section I of the report
form that certifies that the information submitted electronically is
accurate, complete, and readily verifiable.

The Web application for submitting the report electronically will be
available on November 1, 2006 at the following Web addresses:

<http://www.ed.gov/programs/trioupbound/report.html> (Upward Bound and
Veterans Upward Bound)

<http://www.ed.gov/programs/triomathsci/report.html> (UBMS)

> Since the data being submitted contain confidential information on
> project participants, the Web site has been properly secured to ensure
> the data are only seen by authorized individuals and are protected
> from network hackers.
>
> A project will receive confirmation that the report has been
> successfully submitted. When completing Section I of the report on the
> Web, the person entering the performance report data will be asked to
> provide an e-mail address. After you have completed the report and
> clicked on the "Submit" button, a message will indicate that your
> performance report has been successfully submitted. A confirmation
> will also be automatically e-mailed to the e-mail address provided. If
> for any reason you need to revise your performance report submission,
> please contact your assigned program specialist before re-submitting.
>
> Except for Section I, the Department of Education only requires an
> electronic version of the performance report information. As noted
> above, a grantee must submit, via fax, a signed copy of Section I of
> the report form that certifies that the information submitted
> electronically is accurate, complete, and readily verifiable. The
> signed copy of Section I *only* of the report should be faxed to
> 540-301-0799. *Please do not fax in a copy of the entire report.*
>
> More detailed information on electronic submission of the report
> appears as a set of "Frequently Asked Questions," separate from this
> document.

**8. WHO MAY BE CONTACTED FOR ADDITIONAL INFORMATION CONCERNING THE
SUBMISSION OF THE PERFORMANCE REPORT?**

Please contact your assigned program specialist directly if you have
questions regarding the performance report requirements.

> If you have technical problems accessing the Web site or using the Web
> application, please contact the Help Desk by either telephone (703)
> 846-8248, or e-mail at <UBWEB@cbmiweb.com>.

####### Upward Bound, Upward Bound Math-Science, 

####### and Veterans Upward Bound Programs

**Specific Instructions for Completing the Performance Report**

**SECTION I: PROJECT IDENTIFICATION, CERTIFICATION, AND WARNING**

**A. Identification**

1.  To begin completing this report online, from the Department's Web
    page you will need to click on <https://webprod.cbmiweb.com/ub/>, a
    Web site hosted by our contractor to support submittal of annual
    performance reports.

2.  Once at the contractor\'s Web site (entitled \"Upward Bound Online
    Annual Performance Report for Program Year 2005--06\"), you will
    need to complete a step that is new from last year: registration to
    receive a user ID and temporary password. Registration requires
    entry of the project director\'s first and last names and e-mail
    address and the project\'s PR award number (found on the Grant Award
    Notification). If this information matches the data that the
    Department currently has on file, a user ID and temporary password
    will be sent to the e-mail address on file. If discrepancies exist,
    your program officer and the Help Desk will be sent an e-mail
    message requesting verification of data on the project. Please allow
    24 hours for this verification to occur. Once the Help Desk has
    received verification from the program officer, the grantee will be
    notified that he or she can continue with registration.

3.  Once you have your user ID and temporary password, you may enter
    those on the site and click \"Log in.\" You will be guided to select
    a new password, then to log in again.

4.  You will be asked to confirm that the PR/Award number and associated
    grantee name are correct; you will then see the page for Section I.
    Your PR/Award number will be automatically inserted into line 1 of
    Section I of the report form.

5.  The system will also pre-populate most of the other data fields in
    Section I. Please review the pre-populated fields, including the
    project director's e-mail address, and update these fields as
    needed. You may change the data in all fields except for the
    project's PR/Award Number, the Grantee Name, and the Report Period.

6.  Please provide information for any fields that are not
    pre-populated.

7.  In item 8 of Section I, part A, Upward Bound Math-Science grantees
    are asked to indicate whether their projects are regional or
    non-regional. Regional projects are those that serve more than one
    state; non-regional projects operate within a state or locality. An
    exception to this definition occurs when a project serves students
    from two or more states, yet serves only a compact and cohesive
    area; for example, a UBMS grant working exclusively in Kansas City,
    Missouri, and Kansas City, Kansas, would be a non-regional project,
    despite its service to students from two states.

**B. Certification**

> The project director is the person responsible for administering the
> project in accordance with the terms and conditions of the grant.
>
> The certifying official is the individual (successor or designee) who
> signed the grant application on behalf of the institution.

**C. Warnings**

Any person who knowingly makes a false statement or misrepresentation on
this report is subject to penalties which may include fines,
imprisonment, or both, under the United States Criminal Code and 20
U.S.C. 1097.

> Further federal funds or other benefits may be withheld under these
> programs unless this report is completed and filed as required by
> existing law (20 U.S.C. 1231a) and regulations (34 CFR 75.590 and
> 75.720).

# 

####### SECTION II -- A: RECORD STRUCTURE FOR PARTICIPANT LIST

####### (Regular Upward Bound and Upward Bound Math-Science Projects)

####### Instructions for Completing Section II -- A

Each grantee is required to submit **annually** detailed information on
each student served by the project during the program year being
reported as well as to provide updated information on prior-year
participants.

Each participant record must conform to the specifications described in
this section of the report form. Section II-A contains 100 data fields,
the last of which has been added to collect information on students\'
scores on the new writing section of the SAT.

[Fields #1--52]{.underline} should be completed for all current and
prior-year participants.

[Fields #53--86]{.underline} should be completed only for those project
participants who received these services from the Upward Bound project
during the current (2005--06) reporting period.

[Fields #87--90]{.underline} are to be completed only by Upward Bound
Math-Science projects.

[Fields #91--100]{.underline} should be completed for all current and
prior-year project participants.

[General Instructions for the Participant List]{.smallcaps}

**Which students should be included in the list:**

A project should use the regulatory definition of a project participant
in 34 CFR 645.6 to determine which ***current-year project
participants*** should be included in the data file:

**Participant** means an individual who --

(1) Is determined to be eligible to participate in the project under 34
    CFR 645.3;

(2) Resides in the target area, or is enrolled in a target school, at
    the time of acceptance into the project; and

(3) Has been determined by the project director to be committed to the
    project as evidenced by being allowed to continue in the project for
    at least --

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(i) Ten days in a summer component if the individual first enrolled in
    an Upward Bound project's summer component; or

(ii) Sixty days if the individual first enrolled in an Upward Bound
     project's academic year component.

Item 4 of the general instructions discusses **important reporting
requirements for prior-year participants.**

Be sure to include each participant---whether new, continuing, re-entry,
or prior-year---only once in the file the project submits for the
reporting period.

Instructions for Completing the Date Fields (Fields #8, #14, #15, #16,
#17, #47 and #92):

Please follow carefully the instructions provided on the form. Review
carefully the Valid Field Content column to ensure that the data
submitted are in the correct format. It is extremely important that all
date fields be 8 bytes and formatted as follows: 2 digits for month; 2
digits for day; two digits for century; and 2 digits for year. For
example, a participant's birth date of January 1, 1982 would be
formatted as follows: 01011982. Always use the zero before one-digit
months and days. If you are preparing Section II using Microsoft Excel
or Access, please refer to the Frequently Asked Questions for additional
guidance on formatting to ensure that your dates will import correctly.

Please make every effort to provide accurate dates. If you find it
necessary to estimate a date, please do not enter "00s." Rather, use 15
for the day and your best estimate for the month.

Indicating "Not Applicable" and "Unknown":

### With the exception of fields #5--7 and #53--90, leaving a field blank is *not* an option. In general, the format uses "0" or a series of "0s" to allow a project to indicate "Unknown"; "9" or a series of "9s" indicates "Not Applicable." Since some exceptions to this practice were unavoidable, please observe the specific options stated for each field. 

### [Supplemental Definitions and Instructions for Specific Fields]{.smallcaps}

**Field #2 Batch Year**

Use the four-digit year provided on the form. This number will change
with each year's submission. The Batch Year designates the fiscal year
funding for the project period reported. TRIO grants are forward-funded.
Therefore, as an example, fiscal year 2005 funds would be used to
support project activities in the 2005--06 program year. Thus, the data
file for Batch Year 2005 would include information on project
participants served or tracked during program year 2005--06.

Field #4 Social Security Number (SSN)

SSNs are very important as they allow the Department to match
participant lists with the federal financial aid files for purposes of
tracking participant outcomes. If a project does not know the SSN for a
student, please enter "0s" rather than enter other forms of
identification numbers.

### Fields #5 and 6 Student's Last and First Names

Note that a larger number of bytes than was allowed in fall 2003 may now
be used in the fields for names.

### Field #10 Race/Ethnicity

The race/ethnicity categories used in this section are consistent with
the Department of Education's policy on the collection of racial and
ethnic information. These categories are defined as follows: **American
Indian or Alaska Native** - A person having origins in any of the
original peoples of North America, and who maintains cultural
identification through tribal affiliations or community recognition.
**Asian** - A person having origins in any of the original peoples of
the Far East, Southeast Asia, and the Indian subcontinent. This area
includes, for example, China, India, Japan, Korea, and the Philippine
Islands. **Black or African American** - A person having origins in any
of the black racial groups of Africa. **Hispanic or Latino** - A person
of Mexican, Puerto Rican, Cuban, Central or South American, or other
Spanish culture or origin, regardless of race. **White** - A person
having origins in any of the original peoples of Europe, North Africa,
or the Middle East. **Native Hawaiian or Other Pacific Islander** -- A
person having origins in any of the original peoples of Hawaii or other
Pacific islands such as Samoa and Guam. For those participants of a
multi-racial background, include them in C7 for **more than one race
reported**.

### Field #11 Eligibility

The statute and regulations governing the Upward Bound program require
that an individual, at the time of initial selection for the project,
must be a "low-income individual" or a "potential first-generation
college student" (definitions are provided below). Two-thirds of project
participants each year must be both low-income and potential
first-generation college students; the remaining one-third can be either
low-income or potential first-generation college student.

> [Low-income individual]{.underline} means an individual whose family's
> taxable income did not exceed 150 percent of the poverty level amount
> in the calendar year preceding the year in which the individual
> initially participated in the project. The poverty level amount is
> determined using criteria of poverty established by the Bureau of the
> Census of the U.S. Department of Commerce.
>
> [Potential first-generation college student]{.underline} means (1) an
> individual neither of whose natural or adoptive parents received a
> baccalaureate degree; or (2) an individual who, prior to the age of
> 18, regularly resided with and received support from only one parent
> and whose supporting parent did not receive a baccalaureate degree; or
> (3) an individual who, prior to the age of 18, did not regularly
> reside with or receive support from a natural or adoptive parent.

**Field #12 UB Initiative Participant**

In 2000, the Department awarded supplemental grants to a number of
regular Upward Bound projects to encourage them to select and serve
students who were at greatest risk of not graduating from high school or
pursuing postsecondary education; in 2003 and 2004, ED made additional
supplemental grants for this same purpose. In this field, please
indicate if the UB participant about whom you are reporting was selected
and served by the project as a result of the increased funding provided
under one or both of these Upward Bound Program Participant Expansion
Initiative competitions. Note that field 12 includes options for
grantees to indicate that the project received initiative funding, but
that the student was not funded under it, or to indicate that the
project did not receive initiative funding at all.

**Field #17 Date of Last Program Service**

If a student is still a participant in the Upward Bound project, enter
"9s" ("Not applicable; participant is still in program"). Report a date
of last service only for those students who the project believes will
not return, e.g., those who have graduated or moved out of the project's
target area. When reporting a date of last service, please do so
regardless of the amount of time the student spent in the program.
Providing these dates will allow the Department to obtain an accurate
measure of the length of time in the program for each cohort of
participants. If a project omitted in last year's report a "Date of Last
Program Service" for a given student who subsequently did not
participate in the year on which the project is now reporting, please
include that student in this year's report as a prior participant and
record a date of last program service for him or her, even if the date
occurred in the prior reporting period.

For those Upward Bound participants who dropped out of the program, it
would be best to use the date the participant last attended an Upward
Bound activity or received any kind of help from the project. This could
include contacting a student regarding attendance in project activities,
providing advice, counseling, etc. If that information is not available,
you may use the date the project dropped the student from its list of
active participants.

For those students who stay in the program until high school graduation,
the date of last program service would be either the high school
graduation date or, for those participants in the summer bridge program,
the end of the summer program.

**Fields #21 and 22 Academic Need**

In accordance with 34 CFR 645.3 (c), a project, in selecting individuals
to participate in an Upward Bound program, must determine that an
individual needs academic support if he or she is to pursue successfully
a program of education beyond high school. Fields #21 and 22 list
criteria commonly used by projects to determine an individual's need for
services; in #21, please choose whichever criterion was primary for the
student. If a secondary criterion exists, please select it in field #22;
if none exists, in that field choose option 15, "Not applicable, no
secondary criterion of need."

In fields #21 and 22, option 9 refers to limited English proficiency. 34
CFR 645.6 (b) defines this term, with reference to an individual, as one
"whose native language is other than English and who has sufficient
difficulty speaking, reading, writing, or understanding the English
language to deny that individual the opportunity to learn successfully
in classrooms in which English is the language of instruction."

### Fields #23 and 24 Type of National Standardized Test Used to Measure 

**Academic Skills; State-Developed Test Used to Measure**

##  Academic Skills

As indicated in the program regulations in 34 CFR 645.32 (b)(2), the
Department evaluates grantees' prior experience in part by assessing the
extent to which project participants have demonstrated improvements in
academic skills and competencies as measured by standardized achievement
tests and grade point averages. In the past, projects were asked to
indicate which national standardized test had been used to assess
students' academic progress. Now that most states are moving towards
criterion-referenced tests of their own, the annual performance report
format has been amended to allow projects to indicate use of a national
test, a state test, or both.

Field #23 lists some commonly used national standardized achievement
tests. Please indicate the test that was used to assess the student's
academic achievement. While a participant may have taken certain tests
for purposes relating to college admission (ACT's PLAN, ACT, PSAT, and
SAT---options 10--13), the project should choose one of those options in
field #23 only if the project used the test specifically to measure the
student's academic attainment. (Fields #31--32 and #48--52 ask for the
student's scores on these assessments; the instructions for those fields
provide further information about the tests.) Use "08" for "Other" if
the test instruments used to assess the student are not listed. If the
student has been tested with more than one of these instruments, please
select the option for the test used most recently. Use "99," "Not
applicable," if the student has not yet been tested, or will not be
tested, using a national standardized assessment; if the project does
not plan to use a national standardized assessment; or if the student is
a prior participant. Use "00" for "Unknown."

Field #24 asks whether the project used state-developed tests to measure
the student's academic skills. Use "Not applicable" if the student has
not yet been tested, or will not be tested, using a state-developed
assessment.

If the project used both a national assessment and a state-developed
test to measure a student's academic skills, please choose the relevant
option in field #23 and option 1 in field #24.

Please note that these fields request information only on the *type* of
achievement tests used by the project; there are no fields in the
participant record structure to indicate the extent of a participant's
improvement in academic skills and competencies. Therefore, a project
should report on this prior experience criterion in Section III of this
report.

**Fields #25 and 26 8^th^ Grade State Academic Standards**

The project's response to these fields indicates whether the student met
certain criteria for participation in the Upward Bound Initiative first
implemented in project year 2003--04. The Department is asking for this
information about all regular UB students, not just about UBI
participants, so as to help determine to what extent UB participants
were eligible for the initiative, whether or not UBI paid for their
participation. If the state administers two separate tests for reading
and language arts, the student should be considered to have met the
standard in field #25 only if he or she did so for both tests. (These
fields do not apply to UBMS projects; these grantees should choose
option 8.)

The Department recognizes that a student might not have taken an
eighth-grade assessment for a variety of reasons: for example, a state
might not have been administering such assessments in the year in which
a current 12^th^-grade participant was in the eighth grade, or a
ninth-grader might have been in another country, or in a private school,
a year ago. In such cases the project should use option 9. Use option 0
if the project has been unable to find out whether the student took the
assessment, or if the grantee has not been able to determine whether a
student who apparently took the assessment met the standard.

Because meeting the eighth-grade standards is an eligibility criterion
for the initiative first implemented in 2003--04, if the student did not
initially meet the standard (option 2), do not change the response to
option 1 even if the participant did meet the standard under a
subsequent administration of the assessment.

**Fields #27--30 10^th^ -- 12^th^ Grade State Academic Standards**

No Child Left Behind requires that, by the 2005--06 school year,
participating states must develop and implement annual assessments in
reading and mathematics at least once in grades 10--12. The availability
of these assessments will provide Upward Bound with an additional
measure of students' high school progression and achievement. Beginning
in reporting period 2005--06, projects should indicate whether the
student met the state standard and in what grade the student was
assessed.

As indicated above, because meeting eighth-grade standards is an
eligibility criterion for the Upward Bound Initiative first implemented
in 2003--04, in fields #25 and 26 the Department is requesting
information only on whether the student *initially* met the standard. In
fields #27 and 29, however, the Department's interest is not in
eligibility, but in achievement. Grantees should therefore provide
up-to-date information; if a student originally did not meet a
10^th^--12^th^ grade standard, but then subsequently did so, the project
should choose option 1, "Yes, met standard." Because fields #27--30
concern attainment, all UB and UBMS grantees should provide data.

### Fields #31 and 32 PSAT and PLAN

Although most Upward Bound projects do not administer either of these
tests directly to project participants, many high schools that Upward
Bound participants are attending will use one of the following tests as
an indicator of aptitude and readiness for postsecondary education:

(1) The Preliminary Scholastic Achievement Test (PSAT), developed by ETS
    (Educational Testing Service), is frequently administered to high
    school sophomores and juniors to assess aptitude and readiness for
    postsecondary education and to provide practice for taking the
    Scholastic Achievement Test (SAT). Many high school junior and
    seniors who plan to enroll in postsecondary education programs take
    the SAT.

(2) The PLAN, developed by American College Testing, is given to high
    school sophomores to help students measure their current academic
    development. The PLAN includes achievement tests in English,
    Mathematics, Reading, and Science Reasoning. American College
    Testing considers the PLAN to be a strong indicator of success on
    the ACT Assessment. Many high school juniors and seniors planning on
    enrolling in postsecondary education programs take the ACT.

If the UB student has taken one of these tests, please provide the score
in the appropriate field. If the participant took the PSAT, please
report the average of the student's verbal, math, and writing scores in
field #31. Do not use the sum of the three scores (Selection Index) or
the percentiles. If the student has not taken the test, or will not take
it, please use "99" for "Not applicable---no PSAT taken" or "Not
applicable---no PLAN taken." If the student took the test but the school
has not provided the data, enter "00" for "Unknown."

Fields #33--36 Grade level fields

Fields #33--36 provide information on a student's progression from grade
to grade. Field #33 requests the student's grade level at first entry
into the project; #34 requests his or her grade level at the beginning
of the academic year coincident with the reporting period (i.e.,
2005--06); #35 asks for the student's grade level at the beginning of
the academic year *following* the reporting period (i.e., 2006--07); and
#36 confirms whether, at the end of the reporting period, the
participant had met requirements to progress to the next grade or to
graduate. In field #34, note that TRIO has added an option for
eighth-graders so as to allow reporting of students who joined the
project as rising ninth-graders in the summer of 2006; TRIO has also
added an option for postsecondary stop-outs in fields #34 and 35. For
field #35 (grade level at the beginning of the academic year *following*
the reporting period), please classify a student within a given grade if
that student has met the requirements for progression to that grade. For
example, a student should be classified as an 11^th^-grader if he or she
successfully completed 10^th^ grade in 2005--06 (or if he or she met
requirements for 11^th^ grade by doing extra work in the summer of
2006).

In some cases, a student may be enrolled both in high school and in some
postsecondary classes. If the student has not yet graduated from high
school, do not select "Enrolled in a program of postsecondary education"
or "Graduated from a program of postsecondary education"; rather, select
the appropriate high school grade level for the student.

### Fields #37--43 Grade Point Averages

A student's grade point average (GPA) is an indicator of a student's
need for Upward Bound services and can provide a measure of improvement
in academic skills and of success in secondary education. In field #37
(required only for ninth-graders and rising ninth-graders, but requested
for other students), please indicate the scale the student's middle
school used for grade point averages. In fields #39 and #41, please
indicate the scale used by the target high school to calculate grade
point averages at the time of entry into the project and at the end of
the reporting period. If the school uses a numeric or non-numeric scale
that is not four-point or five-point, but that is convertible with
validity to four-point or five-point, please choose option 1 or 2. For
schools that do not use a convertible scale, please use "3" for "Other."
The fields in which scale is reported will remain constant from
reporting year to reporting year unless the student has changed schools
since beginning the program or unless the target school has changed its
grading system. For rising ninth-graders, use \"9,\" \"Not applicable to
rising ninth-graders,\" in field #39. Depending on ending dates of
reporting periods, in field #41 projects may or may not need to use
\"9,\" \"Not applicable for rising ninth-graders.\"

Fields #38, 40, 42, and 43 request, respectively, GPAs for middle
school, for the point at which the student first entered the project,
and for the beginning and ending of the reporting period. Converted
scores should be entered if appropriate. If the school's scale is not
validly convertible, select "9.999\" for \"Not Applicable"; also use
\"9.999\" for rising ninth-graders in fields #40 and #42. Depending on
ending dates of reporting periods, in field #43 projects may or may not
need to use 9.999, \"Not applicable,\" for rising ninth-graders. The
cumulative grade point averages provided should be calculated on all
courses taken. Because middle school GPAs and high school GPAs are
generally not comparable, middle school grades should not be used in
calculating any of the high school GPA fields.

Because change in cumulative GPA is a potential performance measure,
projects are encouraged to report data on GPA carefully. If information
is not available for field #42 and/or #43, it is best to enter 0.000
("Unknown") for these fields, rather than to copy the previous period's
information, giving the impression that GPA did not change.

### Fields #44 and 45 Limited English Proficiency Status

Please see Upward Bound's regulatory definition of Limited English
Proficiency status in the discussion of fields #21 and 22, above. For a
discussion of date of last program service, please see #17.

### Field #47 High School Graduation Date

In addition to dates of high school graduation, please also provide
dates of award of the GED.

### Fields #48--52 SAT and ACT Tests

### 

Many high school junior and seniors who plan to enroll in postsecondary
education programs take the SAT and/or ACT tests. If the UB student has
taken one or both of these tests, please provide the score(s) in the
appropriate fields. If the student has taken the test(s) more than once,
you need only report the highest scores received on the complete test.

In March 2005, high school students began to take the \"new\" SAT, which
includes a writing component with the same score range as those of the
math and verbal sections. So as to gather UB participants\' scores on
the writing component without disrupting grantees\' databases, TRIO has
added the field for writing scores at the end of the record structure
(field #100). Projects should continue to use field #49 to show the
combined score of just the math and verbal components of the SAT; for
all participants for whom a writing score is provided, TRIO\'s data
analysis contractor will calculate the participants\' total SAT scores
by adding fields #49 and 100. (Note: As of March 2005, the College Board
replaced the verbal section with the \"critical reading\" component.)

If the student has not yet taken the test, or will not take it, please
use "9s" for "not applicable." If the student took the test but the
project does not know the results, use "0s" for "unknown."

For field #48, you may use "4 -- Other" if the student has taken a
college entrance examination other than the SAT and ACT test, such as
the Advanced Placement, International Baccalaureate, and SAT II tests.

**Fields #53--86 Academic Instruction**

Complete these fields only for those project participants who received
services from the Upward Bound or Upward Bound Math-Science project
during the reporting period. **Leave these fields blank for prior-year
participants.**

Please note that these fields are designed to obtain a profile of the
number of participants who have received formal instruction in subject
areas authorized or permissible under the program. In accordance with
the authorizing statute and section 645.11 of the program regulations,
all Upward Bound projects that have received funding for at least two
years must include, as part of their core curricula, instruction in: (1)
mathematics through pre-calculus; (2) laboratory science; (3) foreign
language; (4) composition; and (5) literature. However, it is not
expected that all project participants will receive instruction in all
the areas listed. Therefore, report only on the academic instruction the
Upward Bound participant received directly from the project during the
reporting period. Students who received instruction in a subject area
during both the summer and academic year should be counted in both
fields as appropriate. If an individual did not receive instruction in
the topic area during the reporting period, use "0" for "not enrolled."
Please note that, for the sake of brevity, the report form allows
projects to report only on instruction offered in certain subject areas
(chiefly those cited in the program's regulations); information on
instruction in other subjects (such as history) is not requested in this
form.

Definitions applicable to these fields:

[Instruction/tutorials]{.underline} means a formal, structured method
for transmitting facts, information, understanding of the concept, and
skills to students. Instruction usually includes lesson plans and
assignments designed to help students achieve learning objectives.

[Reading]{.underline} means instruction, tutorials, or individualized
assistance in improving a student's phonetic ability and reading
comprehension skills.

[Computer Science]{.underline} means instruction, workshops, academic
support, or tutoring to increase a participant's knowledge and skills in
using computer technology, including knowledge of the various computer
languages, software applications, computer hardware, and World Wide Web
applications.

[Integrated Math and Science]{.underline} means learning in the context
of real-world applications. It synthesizes practical application with
theoretical knowledge to help students learn better from hands-on,
applications-oriented instruction. It emphasizes applications of theory,
problem-solving, and critical thinking to provide students with the
skills in literacy, numeracy, computing, scientific methodology, and
technology that postsecondary institutions recognize as a necessary
foundation for further study in most fields.

### Fields #64--68 High School and Postsecondary Credits

Although not a requirement of an Upward Bound project, many Upward Bound
participants receive high school and/or college credit for participation
in the Upward Bound program and/or the summer bridge component offered
by many Upward Bound projects. These fields provide projects the
opportunity to report on the high school and postsecondary credits
earned by Upward Bound participants. If any or all of these fields do
not apply, please use "9s" as specified for "not applicable."

If a student earns high school credits as a result of participating in
Upward Bound, please report those credits in field #64 using Carnegie
units only. The National Center for Education Statistics defines a
Carnegie unit as "a standard measurement used for secondary education
that represents the completion of a course that meets one period per day
for one school year." Exclusive use of Carnegie units will ensure that
data reported to TRIO on high school credit will be comparable among all
Upward Bound projects. Grantees should convert any other credit system
to Carnegie units. Use decimal points for half-year credit (i.e., 00.5).

An Upward Bound project may provide a summer bridge component to those
Upward Bound participants who have graduated from secondary school and
intend to enroll in an institution of higher education during the
following fall term. A summer bridge component provides participants
with services and activities, including college courses that aid in the
transition from secondary education to postsecondary education. (34 CFR
645.12(a)(2))

**Fields #69--90 Other Services**

Complete these fields only for those project participants who received
services from the Upward Bound project during the reporting period.
**Leave these fields blank for prior-year participants.**

These fields are designed to obtain a profile of the number of
participants who have received the various services authorized under the
program. Projects are not expected to provide all the services listed;
neither are project participants expected to participate in all the
allowable activities. Thus, report only on those services and activities
the Upward Bound participant received during the reporting period. If
the project did not offer the service, choose "9." If the project
offered the service but the student did not participate in it, select
"0."

Use the following definitions in completing these fields:

[Tutoring]{.underline} means individual or small group informal academic
assistance provided by professional staff or students who are either
part-time paid, volunteer, or internship-for-credit students.

[Supplemental instruction]{.underline} means organized tutoring sessions
for specific courses that are tied directly to the instruction in those
courses.

[College entrance exam preparation]{.underline} means workshops,
tutoring, or individualized assistance specifically designed to help
students meet scoring requirements on national or state standardized
tests given to students for admission into a postsecondary educational
institution.

[Personal counseling]{.underline} means crisis intervention and
assistance with personal problems and decisions.

[Academic advising]{.underline} means assisting students in making
educational plans, selecting appropriate courses, developing career
plans, meeting academic requirements, and planning for graduation and
further education.

[Peer counseling/mentoring]{.underline} means a variety of personal or
academic support services provided by other high school or college
students designed to help project participants adjust.

[Professional mentoring]{.underline} means professionals, other than
project staff, working with project students to expose them to career
and other opportunities available to them.

[Study skills]{.underline} means workshops, tutoring, or individualized
assistance specifically designed to help students develop the skills
necessary to succeed in academic programs.

[Cultural activities]{.underline} means any project-sponsored
activities, such as field trips, special lectures, and symposiums, that
have as their purpose the improvement of the project participants'
academic progress and personal development.

[Career awareness]{.underline} means project-sponsored activities, such
as field trips, special lectures, workshops to increase students'
knowledge of the various career opportunities available to them.

[Campus visitations]{.underline} means project-sponsored trips to
postsecondary institutions to acquaint students with institutions that
the project participants may wish to attend.

[Assistance with college admissions]{.underline} means workshops or
individualized assistance to help participants complete college entrance
applications.

[Financial aid assistance]{.underline} means workshops or individualized
assistance to help participants complete various financial aid
applications, including scholarship applications, Department of
Education federal student financial aid applications, and state
applications for financial aid.

[Family activities]{.underline} means events, workshops, and meetings
that parents and other family members attend, including program
orientation meetings, year-end award/recognition ceremonies, and
activities designed to provide families with information on
postsecondary educational opportunities and financial aid available.

[Community service]{.underline} refers to a student's participation,
facilitated by the Upward Bound project, in an activity or activities
designed to serve a community. Under this definition, community service
need not be explicitly integrated into the student's academic work in
Upward Bound or at his or her school.

[Target school advocacy]{.underline} means project staff intervening
with target school officials on behalf of a participant (e.g.,
individual meetings, academic advising, participating in parent- teacher
conferences) to assist students in their academic efforts.

[Work-study positions]{.underline} (as the term is used in the *Higher
Education Act of 1965*, as amended in 1998, Section 402C(b)(10)) means
internships and/or employment provided or arranged for by the project
for the purpose of exposing participants to careers requiring a
postsecondary degree. Upward Bound students participating in one of
these work-study positions may be paid a stipend of \$300 per month
during June, July, and August. Include in this field only those
work-study positions for which the Upward Bound participant received a
stipend from the project.

[Employment]{.underline} means jobs of at least 10 hours per week
arranged either by the project or by the Upward Bound participant that
are separate from the Upward Bound program. In contrast to the
"work-study" positions, these jobs are primarily to allow participants
to earn some income while participating in the program.

### 

### Fields #87--90 Upward Bound Math-Science Programs

###  

### Only Upward Bound Math-Science projects need complete these fields.

### Field #87 Recruitment of UBMS Participant

This field is included to gain information on the participant's
involvement with other TRIO programs.

Use the following definitions to complete fields \# 88--90.

[Activities with professional mathematicians and scientists]{.underline}
means intensive workshops, symposiums, tutorials, instruction, and
experimental activities conducted by professional mathematicians and
scientists for the purpose of encouraging students to enroll in math and
science programs in postsecondary education

[Activities with math and science majors]{.underline} means tutorials,
supplemental instruction, experimental activities, and mentoring from
college students majoring in math and science.

[Research activities]{.underline} means experimental activities in math
and science to study and/or apply the different types of disciplines to
increase a student's understanding of how scientific research is
conducted and/or mathematical concepts are applied.

### Fields #91--99 Postsecondary Information

For these fields, please note that the Department wants to know about
students' postsecondary status (both for recent high school graduates
and prior participants) at the first opportunity. If you gather data
about a student's postsecondary status after the end of the reporting
period, but before the due date for the report, please do include those
data in your report. (Note: In addition, for projects with a reporting
period of June 1 through May 31, please report on summer bridge
participants' postsecondary status at the first opportunity, i.e., in
the fall after summer bridge, even though the summer bridge students
will be included in the next year's data file as "continuing
participants" \[field #19\]. For example, for a project with a reporting
period of June 1, 2006, to May 31, 2007, the grantee should report data
on the postsecondary status of summer 2006 bridge participants in fall
2006, even though the grantee will include the bridge students as
continuing participants in the data file for 2006--07.)

Prior to fall 2004, grantees were asked to leave most postsecondary
fields blank for participants who had not completed high school. This
instruction changed in fall 2004. In fields #91--99, please enter "8" or
a series of "8s" as specified for participants who have not yet
completed high school. Enter "9" or a series of "9s" for high school
graduates who were not enrolled in a program of postsecondary education
during the reporting period. In fields 94, 96, 97, 98, and 99, \"7\" or
\"7s\" now appear as options for postsecondary stop-outs.

Fields #93--94 School Code for Postsecondary Institutions

Provide the Title IV School Code/OPE ID Number (Office of Postsecondary
Education Institutional Number) for the postsecondary institution the
Upward Bound participant first attended (field \# 93) and for the
institution the participant was enrolled in at the end of the reporting
period (field \# 94). This is a six-digit number that is required on all
federal financial aid documents. Information regarding this number is
included in Title IV School Code Directory and can be accessed on the
World Wide Web:

[http://www.fafsa.ed.gov/fotw0607/fslookup.htm](http://www.fafsa.ed.gov/fotw0506/fslookup.htm)

### Since the Department does not request school names, these codes are particularly important, as they are the means by which TRIO is able to identify the institutions that UB students attend. As years of data accumulate, it is all the more critical that the Department be able to identify the postsecondary institutions that UB students attend.

### 

### Field #95 Student Financial Aid Awarded for Postsecondary Attendance

Report on the types of financial aid awarded (or to be awarded)
current-year participants who have enrolled or will enroll in a program
of postsecondary education for the next academic term. You need only to
report this information for the student's first enrollment in a program
of postsecondary education. This information for this field may be
obtained from the student's financial aid report or may be
self-reported.

### Fields #96--99 Postsecondary Status, Grade Level, Standing, and Degree or Certificate Completed

For current year and prior-year participants whose postsecondary
education status is known, provide information on the student's
postsecondary enrollment status over the course of the reporting period,
the student's college grade level at the beginning of academic year
2006--07, the student's academic standing at the end of the reporting
period, and, if applicable, the degree or certificate completed.

In determining the student's postsecondary grade level, use the criteria
of the student's postsecondary institution regarding grade level
classifications and academic standing. Most postsecondary institutions
use credits earned and grade point average to determine the college
grade level.

For field #97, if a student enrolled in the UB or UBMS summer bridge
program and earned college credits from the program, choose option 2,
"1^st^ year, never attended," rather than option 3, "1^st^ year,
attended before."

For field #99, indicate the highest degree completed during the
reporting period. Option 6, "Teaching Credential Program," refers to
preservice programs requiring a fifth year of preparation beyond the
usual four-year baccalaureate program.

Field #100 SAT Writing Score

In March 2005, high school students began to take the \"new\" SAT, which
includes a writing component scored 200 to 800. If the student has taken
the \"new\" SAT, please include the writing score in this field. If the
student has taken the test more than once, you need only report the
highest score he or she received.

If the student has not yet taken the test, or will not take it, please
use "9s" for "not applicable." If the student took the test but the
project does not know the results, use "0s" for "unknown."

So as to limit disruption to projects\' databases, TRIO is asking
projects to continue to use field #49 to show the combined score of just
the math and verbal components of the SAT (with the verbal section
called \"critical reading\" as of March 2005). If the project reports a
writing score for a student, TRIO\'s data analysis contractor will
calculate the participant\'s total SAT score by adding fields #49 and
100.

# SECTION II - B: RECORD STRUCTURE FOR PARTICIPANT LIST

(Veterans Upward Bound Projects)

Instructions for Completing Section II -- B

Each grantee is required to submit **annually** detailed information on
each student served by the project during the program year being
reported as well as to provide updated information on prior-year
participants.

Each participant record must conform to the specifications described in
this section of the report form. Section II-B contains 65 data fields.

[Fields #1--24]{.underline} should be completed for all current and
prior-year participants.

[Fields #25--53]{.underline} should be completed only for those project
participants who received these services from the Veterans Upward Bound
project during the current (2005--06) reporting period.

For [fields #54--56]{.underline} (designed for Veterans Upward Bound
Math-Science projects), all projects should enter \"9,\" \"Not
applicable.\"

[Fields #57--65]{.underline} should be completed for all current and
prior-year project participants.

[General Instructions for the Participant List]{.smallcaps}

Which students should be included in the list:

For the Veterans Upward Bound program, a ***current-year project
participant*** is one who enrolled in and participated in the
educational programs offered by the project during the project year
being reported.

Item 4 of the general instructions discusses **important reporting
requirements for prior-year participants.**

Be sure to include each participant---whether new, continuing, re-entry,
or prior-year---only once in the file the project submits for the
reporting period.

Instructions for Completing the Date Fields (Fields #8, #13, #23, #24,
#58):

Please follow carefully the instructions provided in Section II-B.
Review carefully the Valid Field Content column to ensure that the data
submitted are in the correct format. It is extremely important that all
date fields be 8 bytes and formatted as follows: 2 digits for month; 2
digits for day; two digits for century; and 2 digits for year. For
example, a participant's birth date of January 1, 1982 would be
formatted as follows: 01011982. Always use the zero before one-digit
months and days. If you are preparing Section II using Microsoft Excel
or Access, please refer to the Frequently Asked Questions for additional
guidance on formatting to ensure that your dates will import correctly.

Please make every effort to provide accurate dates. If you find it
necessary to estimate a date, please do not enter "00s." Rather, use 15
for the day and your best estimate for the month.

Indicating "Not Applicable" and "Unknown":

With the exception of fields #5--7 and #25--53, leaving a field blank is
*not* an option. In general, the format uses "0" or a series of "0s" to
allow a project to indicate "Unknown"; "9" or a series of "9s" indicates
"Not Applicable."

### Veterans Called to Active Duty

***Call to active duty during the reporting year:*** In field #17,
please select the relevant code that applied to the student's status
before departure for active duty. For *current participants* in VUB
called to active duty, complete fields about VUB participation as if the
student were still engaged in the program. Fields #21 ("Reason for
Leaving VUB Program") and 22 ("Call to Active Duty Following Enrollment
in VUB") allow the project to indicate that the student has been called
to duty; field #23 requests the date. For *students called to duty while
enrolled in a program of postsecondary education,* fields #19, 63, and
64 allow projects to indicate that the student is on leave of absence
(i.e., an interruption in studies formally approved by the postsecondary
institution). In field #62, the project may choose between "Varied
enrollment" and "On leave of absence...," whichever better describes the
student's status. Field #22 allows the project to indicate that the
student has been called to active duty, and field #23 notes the date.

Regarding field #21 ("Reason for Leaving VUB Program"), please note
that, if a participant chooses to return to the military (i.e., he or
she is not called up), the correct option would not be 07, but some
other option (most likely 02 or 10).

***Reporting in years subsequent to the year of call-up:*** If the
participant is still on active duty, select "prior participant" in field
#17.

***Following end of active duty status,*** an additional field, #24,
requests the date of re-entry.

### 

### Supplemental Definitions and Instructions

**Field #2 Batch Year**

Use the four-digit year provided on the form. This number will change
with each year's submission. The Batch Year designates the fiscal year
funding for the project period reported. TRIO grants are forward-funded.
Therefore, as an example, fiscal year 2005 funds would be used to
support project activities in the 2005--06 program year. Thus, the data
file for Batch Year 2005 would include information on project
participants served or tracked during program year 2005--06.

Field #4 Social Security Number (SSN)

SSNs are very important as they allow the Department to match
participant lists with the federal financial aid files for purposes of
tracking participant outcomes. If a project does not know the SSN for a
student, please enter "0s" rather than enter other forms of
identification numbers.

### Fields #5 and 6 Student's Last and First Names

Note that a larger number of bytes than was allowed in fall 2003 may now
be used in the fields for names.

### Field #10 Race/Ethnicity

The race/ethnicity categories used in this section are consistent with
the Department of Education's policy on the collection of racial and
ethnic information. These categories are defined as follows: **American
Indian or Alaska Native** - A person having origins in any of the
original peoples of North America, and who maintains cultural
identification through tribal affiliations or community recognition.
**Asian** - A person having origins in any of the original peoples of
the Far East, Southeast Asia, and the Indian subcontinent. This area
includes, for example, China, India, Japan, Korea, and the Philippine
Islands. **Black or African American** - A person having origins in any
of the black racial groups of Africa. **Hispanic or Latino** - A person
of Mexican, Puerto Rican, Cuban, Central or South American, or other
Spanish culture or origin, regardless of race. **White** - A person
having origins in any of the original peoples of Europe, North Africa,
or the Middle East. **Native Hawaiian or Other Pacific Islander** -- A
person having origins in any of the original peoples of Hawaii or other
Pacific islands such as Samoa and Guam. For those participants of a
multi-racial background, include them in C7 for **more than one race
reported**.

### Field #11 Eligibility

The statute and regulations governing the Upward Bound program require
that an individual, at the time of initial selection for the project,
must be a "low-income individual" or a "potential first-generation
college student" (definitions are provided below.) Two-thirds of project
participants each year must be both low-income and potential
first-generation college students; the remaining one-third can be either
low-income or potential first-generation college student.

> [Low-income individual]{.underline} means an individual whose family's
> taxable income did not exceed 150 percent of the poverty level amount
> in the calendar year preceding the year in which the individual
> initially participated in the project. The poverty level amount is
> determined using criteria of poverty established by the Bureau of the
> Census of the U.S. Department of Commerce.
>
> [Potential first-generation college student]{.underline} means (1) an
> individual neither of whose natural or adoptive parents received a
> baccalaureate degree; or (2) an individual who, prior to the age of
> 18, regularly resided with and received support from only one parent
> and whose supporting parent did not receive a baccalaureate degree; or
> (3) an individual who, prior to the age of 18, did not regularly
> reside with or receive support from a natural or adoptive parent.

### 

### Field #17 Participant Status

Please see definitions on the form. Note that, if a VUB participant
completed the program, and then returned to take it again, that student
should be counted as a *re-entry participant*.

### Field #18 Length of Program Participation

##### Please select the range of months that best reflects the length of time the individual participated in the project. For continuing and re-entry participants, provide a total number of months the individual participated in the project on a cumulative basis. If you assume or know that the student will continue to participate in the following reporting period, select option 6 ("Still participating at end of reporting period"). Note that prior-year participants should not be \"still participating.\"

**Field #19 Educational Status (at the end of the reporting period)**

Choose option 10, "On leave of absence after enrollment in a program of
postsecondary education," only for leaves of absence or other
interruptions in studies formally approved by the postsecondary
institution; such leave might be approved, for example, if a student is
called to active duty.

**Fields #25--31 Academic instruction fields**

Complete these fields only for those project participants who received
services from the Veterans Upward Bound project during the reporting
period. **Leave these fields blank for prior-year participants.**

Please note that these fields are designed to obtain a profile of the
number of participants who have received formal instruction in subject
areas authorized or permissible under the program. In accordance with
the authorizing statute and section 645.11 of the program regulations,
all Upward Bound projects that have received funding for at least two
years must include, as part of their core curricula, instruction in: (1)
mathematics through pre-calculus; (2) laboratory science; (3) foreign
language; (4) composition; and (5) literature. However, it is not
expected that all project participants will receive instruction in all
the areas listed. Therefore, report only on the academic instruction the
Veterans Upward Bound participant received directly from the project
during the reporting period.

Definitions applicable to these fields:

[Instruction]{.underline} means a formal, structured method for
transmitting facts, information, understanding of the concept, and
skills to students. Instruction usually includes lesson plans and
assignments designed to help students achieve learning objectives.

[Reading]{.underline} means instruction, tutorials, or individualized
assistance in improving a student's phonetic ability and reading
comprehension skills.

[Computer Science]{.underline} means instruction, workshops, academic
support, or tutoring to increase a participant's knowledge and skills in
using computer technology, including knowledge of the various computer
languages, software applications, computer hardware, and World Wide Web
applications.

**Fields #32--44 Other Services**

Complete these fields only for those project participants who received
services from the Veterans Upward Bound project during the reporting
period. **Leave these fields blank for prior-year participants.**

These fields are designed to obtain a profile of the number of
participants who have received the various services authorized under the
program. Projects are not expected to provide all the services listed;
neither are project participants expected to participate in all the
allowable activities. If the project participant received one of the
listed services, use a "1" for yes; otherwise, use a "2" for no.

Use the following definitions in completing these fields:

[College survival/study skills]{.underline} means workshops, tutoring,
or individualized assistance specifically designed to help students
develop the skills necessary to succeed in academic programs.

[Tutoring]{.underline} means individual or small group informal academic
assistance provided by professional staff or students who are either
part-time paid, volunteer, or internship-for-credit students.

[GED/high school equivalency assistance]{.underline} means workshops,
individualized assistance, or tutoring needed to obtain the knowledge
and skills necessary to pass the high school equivalency exam.

[Personal counseling]{.underline} means crisis intervention and
assistance with personal problems and decisions.

[Academic advising]{.underline} means assisting students in making
educational plans, selecting appropriate courses, meeting academic
requirements, and planning for further education.

[Career awareness]{.underline} means project-sponsored activities, such
as field trips, special lectures, and workshops to increase students'
knowledge of the various career opportunities available.

[Financial aid/VA benefits]{.underline} means workshops or
individualized assistance to help participants complete various
financial aid applications, including veterans' military benefits,
scholarship applications, U.S. Department of Education federal student
financial aid applications, and state applications for financial aid

[Cultural activities]{.underline} means any project-sponsored
activities, such as field trips, special lectures, and symposiums, that
have as their purpose the improvement of the project participants'
academic progress and personal development.

[Campus visitations]{.underline} means project-sponsored trips to
postsecondary institutions for the purpose of acquainting students with
institutions that the project participants may wish to attend.

[College admissions assistance]{.underline} means workshops or
individualized assistance to help participants complete college entrance
applications or other documents for the college admissions process.

[College entrance exams preparation]{.underline} means workshops,
tutoring, or individualized assistance specifically designed to help
students meet scoring requirements on national or state standardized
tests given to students for admission into a postsecondary educational
institution.

[Information workshops]{.underline} include a variety of short workshops
or seminars (usually a half day or less) on topics that may range from
stress management and test-taking to drug and alcohol abuse.

###### Fields #44--53 Referrals

Complete these fields only for those project participants who were
served during the reporting period. **Leave these fields blank for
prior-year participants.**

The referrals listed are some of the formal and informal network of
social service programs and community organizations that are available
to assist veterans. If the project referred a project participant to one
the listed services, use a "1" for yes; otherwise, use a "2" for no.

### Fields #54--56 Veterans Upward Bound Math-Science Programs

### 

All Veterans projects submitting the APR should enter \"9,\" \"Not
applicable,\" for these fields.

### Fields #57--65 Postsecondary Information

For these fields, please note that the Department wants to know about
students' postsecondary status (both for participants who have recently
completed the program and for prior participants) at the first
opportunity. If you gather data about a student's postsecondary status
after the end of the reporting period, but before the due date for the
report, please include those data in your report.

Prior to fall 2004, grantees were asked to leave most postsecondary
fields blank for participants who had not completed the educational
program offered by the project. This instruction changed in fall 2004*.*
In fields #57-65, please now enter "8" or a series of "8s" as specified
for participants who have not yet completed the educational program
offered by the project. Enter "9s" or a series of "9s" for those
participants who have completed the educational requirements to be
eligible for a program of postsecondary education, but who were not
enrolled in such a program during the reporting period.

Fields #59--60 School Code for Postsecondary Institutions

Provide the Title IV School Code/OPE ID Number (Office of Postsecondary
Education Institutional Number) for the postsecondary institution the
Upward Bound participant first attended (field #59) and for the
institution the participant was enrolled in at the end of the reporting
period (field #60). This is a six-digit number that is required on all
federal financial aid documents. Information regarding this number is
included in Title IV School Code Directory and can be accessed on the
World Wide Web:

<http://www.fafsa.ed.gov/fotw0607/fslookup.htm>.

### 

Since the Department does not request school names, these codes are
particularly important, as they are the means by which TRIO is able to
identify the institutions that UB students attend. As years of data
accumulate, it is all the more critical that the Department be able to
identify the postsecondary institutions that UB students attend.

### Field #61 Student Financial Aid Awarded for Postsecondary Attendance

Report on the types of financial aid awarded (or to be awarded)
current-year participants who have enrolled or will enroll in a program
of postsecondary education for the next academic term. You need only to
report this information for the student's first enrollment in a program
of postsecondary education. This information for this field may be
obtained from the student's financial aid report or may be
self-reported.

### Fields #62--65 Postsecondary Enrollment Status, Grade Level, Standing, 

### and Degree or Certificate Completed

In these fields, use the option for leave of absence only for
interruptions in studies formally approved by the postsecondary
institution; such leave might be approved, for example, if a student is
called to active duty.

For all current-year and prior-year participants whose postsecondary
education status is known, provide information on the student's
postsecondary enrollment status over the course of the reporting period,
the student's college grade level as of the beginning of academic year
2006--07, the student's academic standing at the end of the reporting
period, and, if applicable, the degree or certificate completed.

In determining the student's postsecondary grade level, use the criteria
of the student's postsecondary institution regarding grade level
classifications and academic standing. Most postsecondary institutions
use credits earned and grade point average to determine the college
grade level.

For field #65, indicate the highest degree completed during the
reporting period. Option 6, "Teaching Credential Program," refers to
preservice programs requiring a fifth year of preparation beyond the
usual four-year baccalaureate program.