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OMB Approval No: 1840-XXXX

Expiration Date: XX/XX/XXXX

Educational Opportunity Centers (EOC) Program

Instructions for Completing the Annual Performance Report

For Program Year 2011–12

1. WHAT IS THIS PACKAGE?

This package contains the instructions needed to prepare the annual performance report for the 

Educational Opportunity Centers (EOC) program. The Department of Education uses the 

information provided in the performance report to assess a grantee’s progress in meeting its 

approved goals and objectives and to determine a grantee’s prior experience (PE) points in 

accordance with the program regulations (34 CFR 644.22 – Educational Opportunity Centers). 

The Department also aggregates grantees' data to report on each program as a whole, in 

particular to respond to the Government Performance and Results Act.

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

INFORMATION? 

 Program regulations in 34 CFR Part 644; and 

 Sections 75.591 and 75.720 of the Education Department General Administrative Regulations 

(EDGAR)

3. WHO MUST FILE THIS REPORT?

All grantees funded under the EOC program must submit annual performance reports as a 

condition of grant award.

4. WHAT PERIOD OF TIME IS COVERED IN THE REPORT?

The report covers the 12-month budget period. This information can be found in Block 6 of your

Grant Award Notification.

5. WHAT INFORMATION MUST BE SUBMITTED?

The report consists of four sections. Section I requests basic identifying information about the 

project, while Section II covers demographic information and target schools. Sections III and IV 

reflect the standard objectives found on the Program Profile page of the 2011 application 

package for EOC. Section III requests the educational status of different groups of participants 

at time of first service in the reporting period; these groups allow grantees to report on sets of 

participants specified in the objectives. Section IV asks grantees to report on the educational 

status of participants at the end of the reporting period and to show the extent to which the 

project succeeded in meeting its objectives. 
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6. WHEN SHOULD THE REPORT BE FILED?

The annual performance report should be submitted electronically via the Web within 90 days 

after the end of each 12-month budget period.

7. HOW MAY THE REPORT BE SUBMITTED?

The entire report should be submitted via the World Wide Web. 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 will be available as of ________, via link to our contractor's Web site from 

the following Web addressee:

http://www.ed.gov/programs/trioeoc/report.html 

The Web site contains the forms and instructions needed to prepare and submit online the 

annual performance report for the EOC program. The Web application that EOC grantees will 

use to submit the annual performance report has the following features:

 Instructions for using the Web site, an introduction to the data collection, and Online Help;

 Web form for completing all sections online; 

 Edit checks to help increase accuracy in reporting;

 A print button to make a hard copy of the information entered;

 A submit button to send the entire report to the Department of Education; and

 An e-mail confirmation that the report has been submitted (if an e-mail address is provided 

when completing Section I).

8. WHO MAY BE CONTACTED FOR ADDITIONAL INFORMATION CONCERNING THE SUBMISSION 

OF THE PERFORMANCE REPORT?

Please contact your program specialist directly if you have questions regarding the 

performance report requirements or if you need to revise the performance report submission. 

A state listing of program specialists’ names, telephone numbers, and e-mail addresses is 

available at the Web address provided above.

If you have technical problems accessing the Web site or using the Web application, please 

contact the Help Desk by either telephone _________or e-mail at__________.
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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 _____________, a Web site hosted by our contractor to support submittal of annual 

performance reports. 

2. Once at the contractor's Web site (entitled " EOC Annual Performance Report (APR) for Program 

Year 2011–12"), you will need to register 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 in block 5 of 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 specialist 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 specialist, 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 homepage of 

the website listed above and click "Log in." You will then be prompted to create a new 

password and answer two security questions. After doing so, the website will let you continue 

onto Section I of the APR.

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 pre-populated 

in line 1 of Section I of the report form. 

5. The name of the organization awarded the grant funds will be pre-populated in line 2.

6. The address of the grantee organization will be pre-populated in line 3. If changes are needed, 

please correct the data.

7. The name of the project director will be pre-populated in line 4. If there has been a change in 

the project director, please contact your program specialist immediately to notify them of the 

change. The APR is not a vehicle for obtaining approval for any project director changes. 

8. The current telephone number, fax number, and electronic mailing address for the project 

director will be pre-populated in line 5.
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9. The budget period covered by this report will be pre-populated in line 6. These dates should 

correspond to the budget period found in block 6 of the Grant Award Notification.

10. In line 7, provide the name, telephone number, and electronic mailing address for the data entry 

person who has completed the online form.

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 (or successor or designee) who signed the grant application on 

behalf of the institution or agency.

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).
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Section II: Demographic Profile of Project Participants and Listing of Target Schools 

Number of Participants Funded to Serve

The Department will pre-populate this field with the number of participants the grant was funded to 

serve each year, based on information provided in the project's approved application. Grantees will not 

be able to make changes to this number on the form. If the pre-populated number reflects a data entry 

error, the project must contact its assigned program specialist to resolve the problem. 

A. Number of Participants Assisted

In completing this section of the report, please keep in mind the following definitions of a 

project participant provided in the program regulations in 34 CFR 644.7.

An EOC participant means an individual who: (1) is determined to be eligible to participate in the 

project under section 644.3; and (2) receives project services. 

Only those individuals who meet the definitions of participants should be counted in this section 

of the report. Participants need not have been enrolled in the program at the beginning of the 

reporting period to be counted. Report only on participants served in 2011–12; do not provide 

information on participants last served in 2010–11 or any earlier year.

Please provide the number of new participants served in A1 and continuing participants in A2. 

A new participant is one served by the project for the first time during this budget period. A 

continuing participant is one who was served by the project for the first time in another budget 

period (this includes a budget period under a previous grant) and who received project services 

during this budget period.

A3 should be the total of A1 and A2, if applicable, and should be the number of participants 

served by the project during the budget period.

B. Participant Distribution by Eligibility 

The regulations governing the EOC program (see 34 CFR 644.11(a)) requires that at least twothirds of the individuals a project serves must be low-income individuals who are potential firstgeneration college students (these terms are defined below) the remaining participants can be 

low-income individuals, potential first-generation college students, or any individuals in need of 

services who meets the other participant eligibility criteria in 34 CFR 644.3. Students may be 

counted only once in this breakout. The total reported must agree with the number in A3 

above.

Low-income individual 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 
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criteria of poverty established by the Bureau of the Census of the U.S. Department of 

Commerce. The 2012 low-income levels can be found on the TRIO website at:

http://www2.ed.gov/about/offices/list/ope/trio/incomelevels.html

Potential first generation college student 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.

In the Other category (B4), count those project participants who are neither low-income nor 

potential first-generation college students. The total should agree with the number in A3.

C. Participant Distribution by Race and Ethnicity

On October 19, 2007, ED released revised, Department-wide guidance on collecting and 

reporting data on race and ethnicity:

http://www.ed.gov/legislation/FedRegister/other/2007-4/101907c.pdf ; or 

http://www.ed.gov/legislation/FedRegister/other/2007-4/101907c.html

All grantees of the Department were required to implement the revised guidance as of fall 2010 for 

the 2010–11 school year and thereafter. 

While the 2007 guidance is largely consistent with the reporting categories for race and ethnicity 

that EOC grantees have used in earlier years in APR reporting, the guidance specifies data collection, 

reporting, and maintenance procedures that grantees may or may not have followed in the past, but 

that now are required for full implementation. These procedures, designed to ensure data quality, 

include these points:

 Grantees need to collect racial and ethnic data on all participants using a two-part question: first, 

the grantee asks the participant-- whether the participant is Hispanic/Latino; second, the grantee 

asks the respondent to select one or more races from the five racial groups listed. (Instead of asking 

the respondent, grantees may use school records to determine a participant's race and ethnicity, 

but only if the school has implemented the Department's 2007 guidance.)

 If the respondent identifies the participant as Hispanic/Latino, that is the one category the grantee 

should use in reporting to the Department on that participant, regardless of other racial information 

the respondent may provide. Grantees must, however, keep in their files the original responses on 

race and ethnicity of all participants using the two-part question.

 If a respondent belongs in more than one racial group, the grantee should report the respondent as 

belonging to two or more races.
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 “Unknown” should not appear on forms grantees use to collect data, though grantees may report a 

participant’s race/ethnicity as “Unknown” if necessary.

 The guidance encourages grantees to have respondents themselves identify the category to which 

they belong, rather than for the grantee to use observation to select a category.

The points above are highlights only; grantees are responsible for implementing all relevant aspects of 

the guidance.

In Section II C, grantees are to report aggregated data on participants' race and ethnicity. As noted 

above, all students identified as Hispanic or Latino should be included only in the count for C2. NonHispanic/Latino participants identified as of one race should be shown in lines C1, C3, C4, C5, or C6. 

Non-Hispanic/Latino participants identified as of two or more races should be counted in C7. 

Participants for whom race and ethnicity is unknown should be included in the count for C8. The total, 

C9, should equal the number in Section II, A3. As indicated above, the original responses from

Hispanic/Latino students or their parents (and indeed all participants) provided on their race and 

ethnicity should be retained in grantees' files.

Definitions of the ethnic and racial categories

Hispanic or Latino - A person of Mexican, Puerto Rican, Cuban, Central or South American, or other 

Spanish culture or origin, regardless of race. 

American Indian or Alaska Native - A person having origins in any of the original peoples of North and 

South America (including Central America), and who maintains a tribal affiliation or community 

attachment.

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, Cambodia, China, India, Japan, Korea, Malaysia, 

Pakistan, the Philippine Islands, Thailand, and Vietnam.

Black or African American - A person having origins in any of the Black racial groups of Africa. 

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. 

Two or more races – A person of a multi-racial background.

D. Participant Distribution by Gender

Though these data are not mandatory, they are helpful to the Department in reporting on the 

gender representation of project participants. The total should agree with the number in A3.
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E. Participant Distribution by Age

The data requested here represent age ranges most consistent with age groups targeted for 

services by the Talent Search (TS) and EOC program statute and regulations. Given the 

permissible exceptions provided by statute which permits EOC projects to serve individuals 

younger than 19 years of age if the individuals cannot be appropriately served by a TS project 

(see 34 CFR 644.3(2)), the requested information aids the Department in validating the numbers 

youths and adults served by each EOC project. The total should agree with the number in A3. 

The data reported here should reflect the age of project participants at the time of first service 

in the reporting period. Item E1 has been changed to include participants who meet the 

eligibility requirements for TS but who are younger than 11 years old. 

F. Veterans Served

EOC projects may serve veterans regardless of age. Report here the number of veterans served.

Veteran means a person-(1) Served on active duty as a member of the Armed Forces of the 

United States for a period of more than 180 days and was discharged or released under 

conditions other than dishonorable; (2) Served on active duty as a member of the Armed Forces 

of the United States and was discharged or released because of a service connected disability; 

(3) Was a member of a reserve component of the Armed Forces of the United States who served 

on active duty in support of a contingency operation (as that term is defined in section 

101(a)(13) of title 10, United States Code) on or after September 11, 2001.

G. Military connected students (if applicable)

For EOC projects that addressed the competitive preference priority under the FY 2011 grant 

competition, please provide the number of active duty military, children of active duty military, 

and spouses of active duty military served by the EOC project during the reporting year. Do not 

count in this section veterans reported in section F.

Military connected students means an individual who has a parent or guardian on active duty in 

the uniformed services (as defined by 37 U.S.C. 101, in the Army, Navy, Air Force, Marine Corps, 

Coast Guard, National Guard, or the reserve component of any of the aforementioned services) 

or is a member of the uniformed services who is on active duty, or who is the spouse of an 

active-duty service member. 
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H. Participants with Limited English Proficiency

EOC projects may adapt project services to meet the needs of students with limited English 

proficiency (see 34 CFR 644.4(k)). If applicable for your project, please provide the number of 

project participants with limited English proficiency.

Limited English proficiency, with reference to an individual, means a person 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.

I. EOC participants also served during reporting year by another federally funded program (see

34 CFR 644.32(c)(4))

Please provide the total number of participants in your EOC project that are simultaneously 

enrolled in one or more federally funded programs. Furthermore, please provide the number of 

participants that, in addition to EOC, also participated in Upward Bound (UB), Upward Bund 

Math-Science (UBMS), Veterans Upward Bound (VUB), Talent Search (TS), GEAR UP, another 

federally-funded program; or two or more federally–funded programs.

J. Target Schools (if applicable)

Those EOC projects that serve target schools must provide for each target school the school’s 

identification number in the Common Core of Data (CCD) of the National Center for Education 

Statistics (NCES), the name of the school, and its city, state, and zip code. The CCD contains 

valuable information on individual American schools, such as race and ethnicity and number of 

students eligible for free or reduced-price meals. A Web link will appear on the Web application 

to assist you in finding the NCES school identification number for each of your target schools. 

The online version of the form will be pre-populated for schools listed in your previous year's 

APR; please be sure to check all data for accuracy, including the NCES ID numbers. Delete any 

schools that you no longer serve and add any new schools. In addition, please provide the 

number of students served at each target school. 

Projects should discuss any changes in target schools with their program/grants specialist before 

submitting the APR. Projects may not add or drop target schools without written approval from 

the program/grants specialist. The APR is not a vehicle for obtaining approval of changes in your 

target schools. If a project is phasing out a school (i.e., continuing to serve students in a school 

previously served by the EOC project but not adding new students), the project should include 

the school in the list as they would any others; the list in Section II should include all approved 

schools that the project served in 2011–12. If a project did not provide services to students in a 

school in 2011-12, that school should be dropped from the list.
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K. Invitational Priorities (if applicable)

The FY 2011 EOC grant competition encouraged applicants to address one or both of the 

invitational priorities listed below. If your project addressed either or both of these priorities, 

please provide the information requested.

1. The Secretary encourages applicants to work with appropriate State agencies to use data from 

State longitudinal data systems or to obtain data from reliable third-party sources when 

providing information on the implementation of their EOC projects and their participants’ 

outcomes.

If applicable to your project, list the data systems that your project utilized. 

2. The Secretary encourages applicants to coordinate project services with school-level partners 

and other community resources in order to carry out projects that are cost-effective and best 

meet the needs of adult learners, including veterans. 

If applicable to your project, list the community organizations and school-level partners with 

whom your project collaborated or coordinated activities and services.

Definitions that Apply to Section III and IV

Please note the definitions of the following terms that are used frequently in the remainder of the 

document. 

Secondary school diploma: a level attained by individuals who meet or exceed the coursework and 

performance standards for high school completion established by the individual’s state. 

Alternative education program: A high school equivalency program (e.g., GED) or other alternative 

education program.

Equivalent of a secondary school diploma: A General Education Development (GED) program of study 

that meets or exceeds the coursework and performance standards for adult learners who have

obtained a high school diploma or high school certificate or diploma issued by a state or high school.
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Secondary school graduate: recipients of a secondary school diploma or other equivalent degree or 

certificate, including GEDs.

Institution of higher education: an educational institution as defined in sections 101 and 102 of the 

Higher Education Act.

Postsecondary education dropout: Participants who left a postsecondary education program between 

the beginning of one school year and the beginning of the next school year without earning a 

postsecondary degree. 

Program of Postsecondary Education: a formal instructional program whose curriculum is designed 

primarily for students who are beyond the compulsory age for high school. This includes programs 

whose purpose is academic or career and technical, and excludes secondary career and technical 

education and adult basic education.

Enrolled in postsecondary education: A participant who has completed the registration requirements 

(except for the payment of tuition and fees) at the institution that he or she is attending.

Acceptance but deferred enrollment: A participant who has received an acceptance letter from the 

institution that he or she will attend, but cannot enroll in the fall semester immediately following 

participation in the EOC program for reasons determined by the institution. The institution, not the 

participant, defers enrollment until the next term.

Section III: Educational Status of Participants (at time of first service in reporting year)

Section III requests data on the educational status of participants at time of first service in the reporting

period. For example, if a participant was a secondary school dropout when first served in October 2011, 

he or she should be counted in Section III as such, even if the participant reenrolled over the course of 

the reporting period.

A. Educational Status Participants 

A1. Adult without any secondary school credential enrolled in an alternative education program --

Report the number of participants 19 years or older enrolled in an alternative education program that is 

organized by grade and are at an academic level equivalent to that of a high school senior at the time of 

first service in the reporting period.

Note: For a student enrolled in an alternative education program that is not organized by grade, the 

project, in determining if the student is at a grade level equivalent to a high school senior at the time of 

first service, should consider the grade at which the student left high school and other evidence of his or 

her academic achievement as well as the level of the participant’s coursework in the alternative 

education program--is it comparable to senior level work? 

A2. Adults without a secondary school credentials and not enrolled in an alternative education program

-- Report the number of participants 19 years or older without a diploma or equivalency credentials that, 
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at the time of first service in the reporting period, were not in high school or in alternative education

program..

A3. High school graduates or high school equivalency graduates not already enrolled in a postsecondary 

school -- Report in this category the number of participants, regardless of age, who, at the time of first 

service in the reporting period, had already obtained a high school diploma or high school equivalency 

credentials, but who had not enrolled in a program of postsecondary education.

A4. Postsecondary dropout with a secondary school diploma or credential-- Report in this category the 

number of participants, regardless of age, who, at the time of first service in the budget period, had a 

secondary school diploma or credential and had dropped out of postsecondary education.

A5. Postsecondary dropout without a secondary school diploma -- Report in this category the number 

of postsecondary dropouts, regardless of age, who, at the time of first service in the reporting period, 

did not have a secondary school diploma.

A6. Potential postsecondary transfer -- Report here the number of participants, who had already 

obtained a certificate or two-year degree but who, at the time of first service in the budget period,

demonstrated an interest in further postsecondary study (e.g., second associate degree, transfer from 

two-year to four-year degree program).

A7. Postsecondary student -- Report in this category the number of participants, regardless of age,

enrolled in programs of postsecondary education at the time of first service in the reporting period.

A8. Unknown -- Report here the number of participants whose educational status at time of first service 

is either unknown or unconfirmed.

A9. Total – Sum of Section III A1 through A8

B. Educational Status of Secondary (Middle and High) School-Age Students

B1. Middle school -- Report in the number of participants in grades six, seven, and eight at the time of 

first service in the reporting period.

B2. High school non-senior -- Report the number of participants in grades nine, ten, and eleven at the 

time of first service in the reporting period. Include twelfth graders in line B3. 

Note: Some school districts include ninth grade as part of junior high school. For consistent national 

data collection and reporting, however, please use the definitions provided above.

B3. High school senior or in an alternative education program (12th grade only) -- Report the number of 

participants who were high school seniors at the time of first service in the reporting period. Include 

individuals enrolled in alternative education programs that are organized by grade who are at an 

academic level of a high school senior at the time of first service.
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B4. Secondary school dropout (not older than 18 years)—Report participants that were secondary 

school dropouts at the time of first service in the reporting year and had not reentered high school or 

enrolled in an alternative education program

B5. Other participants not older than 18 years —Report here participants that do not belong in any of 

the first four categories in this subsection; and participants not older than 18 years enrolled in an 

alternative education program at an academic level below that of a high school senior.

B6. Total—Sum of Section III B1 through B5

Note: The sum of Section III A9 and B6 should equal Section II A3

Section IV: Educational Status of Participants (at end of the reporting period or for fall term 2012 and 

Postsecondary Placements by type and control of the postsecondary institutions

This section of the annual report is your opportunity to report on your project’s progress in meeting its 

approved objectives (Parts A, B, C, and D). In addition, Part E of this section collects information on the 

postsecondary placements of participants by type and control of the postsecondary institutions. The 

APR Web application will list each of the standard objectives and will be pre-populated with the 

approved targets (percentages) for your project derived from the Program Profile sheet submitted with 

your approved FY 2011 grant application or subsequently amended. Should you discover a data entry 

error in these percentages, please contact your program/grants specialist. 

Note that each objective refers to a certain group of participants that forms the denominator for the 

percentage of students who met the objective. For the second objective (financial aid application), for 

example, the denominator is participants who at the time of first service in the budget period were high 

school seniors or equivalent in alternative education programs, high school graduates, recipients of high 

school equivalency credentials, postsecondary dropouts, or potential postsecondary transfers. Consider 

only the students included in the denominator in entering values for each objective in Section IV. 

Note that some individuals counted in Section III are not included in any of the new standard objectives 

(for example, III.A7, postsecondary students). Section IV does not request information on these 

participants.

Please enter a positive numeric value in each field; for those not applicable to your project, enter zero 

(0). If more than one response is possible for a given participant, choose the most recent status. 

A. Objective: Secondary School Diploma

___% of participants served during the project year that did not have a secondary school diploma or its 

equivalent at time of first service in the project year will receive a secondary school diploma or its 

equivalent during the project year. 

Note: For a definition of alternative education programs for purposes of the APR, please see section 

titled “Definitions that apply to sections III and IV”.
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For this objective, the denominator is the participants reported in Section III A1, A2, B2, B3, and B4

(minus deceased). 

A1. Received secondary school diploma or its equivalent – Report the number of participants who at the 

time of first service during the project year lacked a secondary school diploma or equivalency 

credentials who received a secondary school credential during the reporting period. 

A2. Enrolled in an alternative education program but did not complete – Report the number participants 

who at the time of first service in the reporting year did not have a secondary school diploma (or 

equivalent) who enrolled in an alternative education program during the reporting year but did not 

complete the program.

A3. Not enrolled in an alternative education program-- —Report the number of participants who at the 

beginning of the reporting period lacked a secondary school diploma and did not enroll in an alternative 

education in an alternative education program.

A4. Deceased—Report on the number of participants served during the reporting year who did not have 

a secondary school credential at the time of first service in the reporting period who died during the 

reporting year.

A5. Unknown – Report the number of participants who at the time of first service in the project year

lacked a high school diploma or equivalency credentials and whose educational status at the end of the 

reporting year is either unknown or unconfirmed.

A6. Total -- The total should equal the sum of Section III.A1, A2, B2, B3 and B4.

B. Objective: Financial Aid Application

 ___% of participants served during the project year who at time of first service in the project year were 

not already enrolled in a postsecondary education program and who: 1) were high school seniors or 

equivalents in alternative education programs; 2) were high school graduates; or 3) had obtained a high 

school equivalency certificate will apply for financial aid during the project year. 

Of the participants in the denominator for objective B, provide the number of those who actually 

applied for student financial aid during the reporting period. Receiving services related to financial aid 

from the project is insufficient grounds for including a participant in Section IV, B; the individual must 

have actually applied for the aid. Applications for financial aid include scholarship applications, student 

loan applications, U.S. Department of Education federal student financial aid forms, and state 

applications for financial aid.

For this objective, the denominator is the participants reported in Section III A1, A3, A4, A6, and B3.

B1. Completed a financial aid application—Report the number of participants under consideration who 

actually applied for student financial aid during the reporting period. 
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B2. Did not complete a financial aid application—Report the number of students under consideration 

who did not complete a student financial aid application during the reporting period.

B3. Unknown—Report the number of participants under consideration whose financial aid application 

status at the end of the reporting period is either unknown or unconfirmed.

B4. Total—The total should equal the sum for Section III A1, A3, A4, A6, and B3.

C. Objective: Postsecondary Education Admissions

___% of participants served during the project year who at time of first service in the project year were 

not already enrolled in a postsecondary education program and who: 1) were high school seniors or 

equivalents in alternative education programs; 2) were high school graduates; or 3) had obtained a high 

school equivalency certificate will apply for postsecondary admission during the project year. 

Of the participants in the denominator for objective C, provide the number who, during the reporting

year, actually applied for admission to postsecondary education. Do not include applications to 

programs in which students take postsecondary courses while still in high school. Receiving assistance 

from the project in applying for admission is insufficient grounds for including a participant in Section IV, 

C; the individual must have actually applied for admission to a postsecondary school.

For this objective, the denominator is the participants reported in III A1, A3, A4, A6 and B3.

C1. Applied for admission to a postsecondary education program—Report the number of participants 

under consideration who applied for admission during the reporting period.

C2. Did not apply for admission to a postsecondary education program—Report the number of students 

under consideration who did not apply for postsecondary admission during the reporting period. 

C3. Unknown—Report here the number of participants under consideration whose educational 

admission status at the end of the budget period is either unknown or unconfirmed.

C4. Total—The total should equal the sum of section III, A1, A3, A4, A6, and B3.

D. Objective: Postsecondary Education Enrollment

___% of secondary school graduates (or equivalents) who were served during the project year, and who 

were not already enrolled in a postsecondary education school at time of first service in the project 

year, will enroll in a postsecondary education program during each project year (or by the end of the net 

fall term), or will have received notification by the fall term of acceptance but deferred enrollment until 

the next academic term (e.g., spring term). 

Every project will be required to indicate which interpretation of the objective’s wording was followed 

when the project established the objective rate for postsecondary enrollment in its FY 2011 application. 

This will help guide the Department to accurately calculate each project’s PE points for this objective. 

Projects will NOT be allowed to change their selection within the same grant cycle to maintain 
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consistency in calculation of PE points. Once an interpretation has been made in the 2011-12 APR, it 

cannot be changed for the remainder of the grant cycle. The interpretations are as follows; 

 The denominator for this objective would include only those participants that received a 

secondary school diploma or credentials during the reporting year (Section IV A1), 

OR

 The denominator for this objective would include participants that received a secondary school

diploma or credential during the reporting period (Section IV, A1) and participants who had a

secondary school diploma or credentials at the time of first service (Section III A3, A4, and A6

during the reporting year.

In the online Web application, projects will be able to select the interpretation they followed in setting 

their objectives. 

D1. Enrolled in postsecondary education (first time enrollment or reentry) -- Report the number of 

participants under consideration who enrolled in postsecondary education either for the first time or as 

reentry students during the budget period or the subsequent fall 2011 term or the spring term if the 

institution deferred enrollment. If the project is aware that a participant enrolled and then withdrew, 

the participant should still be counted as enrolled. Taking postsecondary courses while still in high

school does not constitute enrollment in a program of postsecondary education. 

D2. Did not enroll in a postsecondary education program -- Report the number of students under 

consideration who did not enroll in postsecondary education during the budget period or the fall 2012

term.

D3. Deceased—Report on the number of participants served during the reporting year who had a 

secondary school credential at the time of first service in the reporting period who died during the 

reporting year.

D4. Unknown -- Report here the number of participants under consideration whose educational status 

at the end of the budget period is either unknown or unconfirmed.

D5. Total -- The total should equal Section IV A1 or the sum of Section III A3, A4 and A5.

E. Postsecondary Placements (Types of Institutions)

For participants enrolled in a program of postsecondary education, as reported in Section IV, D above, 

indicate the number of participants by type of postsecondary institution. The total (E8) should equal 

Section IV, D1. For definitions of the types of postsecondary institutions, please see language 

concerning Title IV programs in sections 101 and 102 of Title I of the 1998 Amendments to the Higher 

Education Act of 1965 (P.L. 105-244) (http://www.ed.gov/policy/highered/leg/hea98/sec101.html).

Note: Programs of postsecondary education includes vocation and technical degree programs, associate 

degree programs, and bachelor degree programs.