# FY 2021 Predominantly Black Institutions (PBI) Funded Abstracts

# 

# P382A210023 Arkansas State University Mid-South (Mid-South)

*ASU Mid-South PBI*

Arkansas State University Mid-South (Mid-South) is a two-year public institution that is located in West Memphis, Arkansas and brings open-door higher education access to part of the poverty-stricken Mississippi Delta region. Mid-South’s primary services area is Crittenden County, Arkansas (pop. 47,958, 55% African American, 22% poverty), although students from around the tri-state region enroll at the College (U.S. Census, 2019).

In Fall 2020, Mid-South served 1,254 students, 59% of whom were Black/African American. Of degree- seeking students, 66% of all students and 78% of Black/African American students are low-income. Most enter Mid-South academically-underprepared. In Fall 2020, 68% of all students and 78% of Black/African American students placed into developmental education. On a Spring 2021 student survey, 80% of respondents identified as a first generation college student. A high percentage of Mid-South students juggle college with parenting (29%) and work (63%) responsibilities (Student Survey, 2021).

Given the students’ significant need, it is not surprising that fall-to-fall retention rates and three-year graduation rates at the college are low. Retention and graduation rates are lowest among Mid-South’s Black/African American male students.

To improve institutional capacity to increase student success and provide high-quality educational opportunities, Mid-South proposes a Predominantly Black Institutions (PBI) program project with two key initiatives:

Initiative 1: Strengthen Support for High-Risk Students

· Expand academic support to help academically-underprepared students succeed in college-level courses

· Develop academic support for remote learners

· Redesign success coaching to be informed by Hobson Starfish Degree Planner learner analytics and degree planning capabilities and to include a new Strategies for Success course

· Develop a student support webpage to answer frequently asked questions about remote learning and to connect students with resources/services

· Develop a faculty/staff remote learning resources repository

· Strengthen and expand Mid-South’s Men of Color 

Conference Initiative 2: Expand Access to High-Demand STEM Program

· Fulfill Federal Aviation Administration requirements in order to expand Mid-South’s popular Aviation Maintenance program

· Renovate/equip a new Aviation Maintenance Lab

· Convert seven Aviation Maintenance courses for hybrid delivery

Project initiatives address the Absolute Priority (AP), Competitive Preference Priority (CPP), and Invitational Priority (IP) for the competition. The AP will be addressed by providing support for African American male student success through data-driven coaching services, an expanded/ strengthened Men of Color Conference, evidence-based practices in the new Strategies for Success course, intensive academic support, and increased access to the promising Aviation Maintenance program. The CPP will be addressed through the development of customized, embedded resources to help build institutional capacity for remote learning and by addressing identified institutional gaps in remote learning offerings. The IP will be addressed through redesigned success coaching services through which Mid-South will connect Black/African American students to wraparound services to address academic and non-academic needs. The Year 1 budget request is $599,992.

# P382A210033 Augusta Technical College (ATC)

*Start Strong to Finish Strong*

Predominantly Black Institutions Competitive Grant Program: Application for New Award **Abstract**

Augusta Technical College (ATC) in Augusta, Georgia provides more than 5000 students with technical education in over 100 programs of study that lead to certificates of credit, diplomas, and associate degrees. Within 22 colleges in the Technical College System of Georgia (TCSG), ATC is distinguished by its special career-focused offerings and placement of students in high growth industries.

ATC proposes to strengthen programs to improve the educational outcomes of African American males (AAMs). This project is a successor to two PBI projects, PBI 1 (2011-2015) and PBI 2 (2015 – present), that have made excellent progress in 1) increased retention of African American males by 6% (PBI 1) 2) improved overall performance in remedial English by 3% (PBI 1), 3) increased retention rate of AAMs enrolled in courses offered 100% online by 30% (PBI 2), and 4) improved overall access and engagement of faculty and staff in professional development activities related to support of AAMs by over 50% (PBI 2). To build on that record, the new ATC PBI project, ***Start Strong to Finish Strong***, will achieve five key objectives by 2026:

1. Reduce **a)**to 10% the gap in first-time student retention rates between AAM and White students **[**baseline: **22.4%];**and **b)**to 0% between AAM and African American Female students. **[**baseline: **1.1%]**

2. Minimize to range of 0% to 40% the gap of first-time student attrition rates between AAM and White Male students in 11 gateway courses. [baseline: range of **2.6% to 50%**]

3. Build Capacity for Remote Learning: ***Competitive Preference Priority***

a) Design, develop, and implement 11 blended gateway courses. [baseline: **0**]

b) Train 90% of gateway course faculty in use of remote learning technologies, pedagogy, student engagement, and blended course design. [baseline: **0%**]

c) Attain Quality Matters (QM) Certification for quality course design in 11 gateway courses. [baseline: **0**]

4. Reduce **a)**to 10% first-time AAMs placed on academic probation during the first-term. [baseline: **18.7%**]; and **b)**to 3% first-time AAMs placed on academic suspension during the first year. [baseline: **5.8%**]

5. Connect at least 50 African American students annually with a mental health practitioner by Year 4 (2024-2025) of the grant period. [baseline: **0**] – ***Invitational Priority***

To accomplish the goals, objectives, and priorities of the PBI project, the following new or enhanced services will be provided:

· Expand the capacity of the Success Center,

· Implement an Integrated Student Support Redesign model;

· Continue to expand the institution’s research capacity through the IR Analyst position, and

· Establish a Center for Professional Excellence to provide training to assist faculty in creating remote learning experiences.

# P382A210014 Bloomfield College

*Bloomfield College's Coaching Habits for African-American Male Students to Promote Success (C.H.A.M.P.S.) Program*

Bloomfield College has experienced a steady decline in enrollment over the past four years with a decrease of 18% in overall enrollment and a 17% decrease in the number of African-American male students from fall 2016 to fall 2019. The COVID-19 pandemic and the suspension of in-person teaching and programming further heightened this situation with an additional decline of approximately 6% from fall 2019 to fall 2020 for overall enrollment and a concurrent 2% reduction in the enrollment of African-American male students.1

Bloomfield College’s African-American male students face many barriers in meeting their educational goals including a decline in college enrollment, low retention and graduation rates, academic skills gap, lack of college and career awareness, lack of family support and/or knowledge about college policies and procedures, basic needs insecurity, financial and personal challenges, mental health issues, and school-life balance. These barriers were further compounded by the COVID-19 pandemic. The ramifications of these barriers are reflected in the four and six-year graduation rates of our African-American male students which are unacceptably low at 20% and 37% 2. Bloomfield College’s first year retention rates for first-time bachelor's degree-seeking students in fall 2020 was 64% for African-American male students 3 which is significantly lower than the overall first year retention rate at private non-profit institutions, which is 74.1%. The decline in retention for African-American male students continues throughout their college journeys with only 41.7% of students remaining from the sophomore to junior year and 37% from junior to senior year 4.

Funding from the U.S. Department of Education through the Predominantly Black Institutions (PBI) Competitive Grant Program will enable Bloomfield College to develop and deploy the Coaching Habits for African-American Male Students to Promote Success (C.H.A.M.P.S.) Program. The activities of the C.H.A.M.P.S. Program will address *Absolute Priority: Improving Educational Outcomes of African-American Males*and incorporate two goals: Goal # 1: To strengthen Bloomfield College’s delivery of student support services through the establishment of the C.H.A.M.P.S. Program in order to increase the enrollment of African-American male students at Bloomfield College and improve their academic success and Goal # 2: To increase the exposure of African-American male students to Bloomfield College’s support services and activities in order to increase their academic success, retention, and graduation rates, as well as prepare them for their future professions. Evidence-based activities will include coaching; paid student internships; peer tutoring; online tutoring; leadership workshops and an annual retreat; mental health outreach programs; and Single Stop. *Invitational Priority: Addressing the Impact of COVID-19 on Black or African American Students and Supporting Student Retention and Re-engagement*will be addressed through the C.H.A.M.P.S. Program and by hiring a Mental Health Program Specialist who will conduct mental health outreach programs and awareness campaigns. For *Competitive Preference Priority: Building Capacity for Remote Learning*, professional development will be provided for our staff and faculty to build their capacity and staff to create remote learning experiences that advance student engagement and learning through effective use of technology.

1 Bloomfield College Office of Institutional Research, Fall 2020 data

2 Ibid.

3 Ibid.

4 Ibid.

# P382A210017 Peirce College (Peirce)

*Strengthening Student Success through Integrated and Holistic Support Services*

# Peirce College, Pennsylvania Abstract

Peirce College (Peirce) is a private, nonprofit institution with approximately 1,700 undergraduate and graduate students enrolled in a wide range of programs. The mission of Peirce College is to empower adult learners to improve their lives by achieving career goals through academic offerings aligned with evolving workforce needs.

Peirce is designated as a Minority Serving Institution (MSI) by the U.S. Department of Education and is the only college or university in Pennsylvania dedicated exclusively to serving adults. Peirce is also one of the only colleges in the country dedicated solely to serving adults that is also a Predominantly Black Institution (PBI). A majority of students enrolled (61%) are African American. More than 60% of all students are low-income (Pell-eligible), and more than 80% of the African American student population is low-income.

The proposed project, ***Strengthening Student Success through Integrated and Holistic Support Services*,**encompasses three goals to improve undergraduate student retention and graduation rates of African Americans with emphasis on African American males and those enrolled in Information Technology and Healthcare programs.

This proposal thoroughly addresses the **Absolute Priority**to improve the education outcomes of African American males, the **Competitive Preference Priority**to build capacity for remote learning, and the **Invitational Priority**to address the impact of COVID-19 on African American students and supporting student retention and re-engagement.

Peirce College is requesting funding for this Project, to achieve the following goals:

**Goal 1:***Increase retention rates of African American students, especially African American males and those in Information Technology and Healthcare programs*

**Goal 2:***Increase number of program completers of African American students, especially African American males and those in Information Technology and Healthcare programs***Goal 3:***Provide holistic support and health and wellness education for African American students*

To achieve the Project goals and priorities, the following activities will be provided:

· implementation of a Mentoring & Academic Enrichment program

· establishing a Holistic Health & Wellness Education program

· enhanced orientation for remote learners

· professional development for staff and faculty

· integrated career services and expanded prior learning assessment (PLA)

· academic advising and coaching

· increased tutoring and supplemental instruction (SI)

· Computer Laptop Program

· third-party training and courses to build employer desired skills

# P382A210003 Georgia State University-Perimeter College (GSU-PC)

*Innovative Mentoring Plus Academic Coaching Transforms to Success (IMPACTS)*

With a goal of demonstrating that students from all backgrounds can achieve high rates of academic success, GSU-PC seeks to design and implement innovative and evidence-based strategies to support our underserved students. Based on the advances made by and lessons learned from GSU-PC’s 2015 PBI program, this project, “Innovative Mentoring Plus Academic Coaching Transforms to Success (IMPACTS),” examines the role of non-cognitive factors to academic success while building our capacity for remote learning **(Competitive Preference Priority-Building-CPP-see Other Attachments Document)**and addressing the impact of Covid-19 on Black or African American students **(Invitational Priority-IP-see Other Attachments Document)**—all to improve educational outcomes of Black and African American males in introductory mathematics courses **(Absolute Priority)**.

The Project addresses the needs of Black or African American Males (AAMs) who are enrolled in introductory mathematics courses at GSU-PC: Quantitative Reasoning, Introduction to Mathematical Modeling, College Algebra, or Precalculus. These classes are an appropriate focus for two reasons: (1) At least one of these classes is required for every degree pathway, so every AAM enrolled at GSU-PC is likely to learn about Project IMPACTS through these courses. (2) These classes act as “gatekeeper” courses. Success in these prerequisites determines whether students can continue to pursue a degree to completion and which pathways (STEM or non-STEM) they are eligible to pursue. Therefore, success in these courses impacts the number of AAMs who pursue STEM pathways, graduate from college, and enter into STEM careers.

Institutional data on students enrolled for the first time during the 2019-2020 academic year reveal a great disparity between the success of Black or African-American male students and all other students attending GSU-PC when examining three key indicators: D/F/W rates, Satisfactory Academic Progress rates and Retention rates. The Project has three specific, measurable and time-bound objectives based on these key indicators:

1: By September 30, 2026, reduce the D/F/W rates of African American males in entry level mathematics from a baseline of 59.3% to 40%.

2: By September 30, 2026, increase the Satisfactory Academic Progress (SAP) rate of African American male students from a baseline of 76% to 85%.

3: By September 30, 2026, increase the retention rate of introductory mathematics students from a baseline of 55% to 65% for AAMs.

The Project demonstrates a rationale by utilizing a sound Logic Model based on strong theory and two evidence-based practices from the What Works Clearinghouse that have both received ratings of moderate evidence of effectiveness. In addition, the Project utilizes a framework for continuous improvement to utilize data from the formative and summative Project evaluations to make ongoing improvements to Project services.

# P382A210019 Southwest Tennessee Community College

*Predominantly Black Institutions Program: Project M.O.S.T (Men of Southwest Tennessee)*

Budget Request: $3,000,000

Summary: Southwest’s Project MOST is effectively addressing barriers by implementing a conceptual framework grounded in strengths-based student development theory, effectively employing evidenced-based interventions that alleviate factors hindering the success of African American males. Despite the enormous challenges over the past 18 months, STCC remains committed to provide high-quality and affordable postsecondary education. The proposed project design addresses specific gaps or weaknesses in services, infrastructure, and opportunities, and directly targets the needs of the African American student population.

Proposed Activities: 1. Continue utilizing evidenced-based Transitions to SuccessTM framework; 2. Include Entrepreneurial programming to advance student success; 3. Address the staff skills gaps as a barrier to implementation and provide additional remote opportunities; 4. Provision of unique supports to address systemic barriers;

Project Goals: 1). Increase educational outcomes of African American males; 2). Increase the retention of Project M.O.S.T. participants from 67% to 72%; 3). Increase the graduation rate of Project M.O.S.T. participants from 83% to 91%; 4). Reduce the student loan debt for high need students; 5). Increase the number of students receiving entrepreneurial instruction; 6). Enhance capacity for additional remote learning opportunities through educator professional development; 7). Provide integrated support services that address the impact of Covid-19 on African American students; 8). Determine the most effective strategies for improving educational outcomes of African American males.

Absolute Priority: Improving Educational Outcomes of African American Males. Project M.O.S.T will continue to address the structural construct of poverty by implementing evidenced- based strategies that improve the educational outcomes of African American males. Project M.O.S.T will utilize best practices in entrepreneurial curriculum development and delivery, remote learning opportunities, and supportive service provisions that address the impact of COVID-19.

Competitive Preference Priority: Building Capacity for Remote Learning. As Project M.O.S.T staff adjusts to permanent hybrid teaching, professional development opportunities will be provided to ease the transition to enhance remote instruction. Professional development will be administered to ensure long-term virtual learning implementation success, including training on best practices in virtual learning, technology training and cybersecurity supports, and building module-based courses with multi-modal tasks.

Invitational Priority: Addressing the Impact of COVID-19 on Black or African American Students and Supporting Student Retention and Re-engagement. A contract is in place with WellVia to provide mental health support through telehealth modalities to all students enrolled in a Southwest Tennessee Community College. This software, as well as virtual options for academic and career support, continue beyond COVID-19 to meet the needs of students who are unable to access the services of the office due to conflicting work schedules and students who attend evening, weekend, and online courses only.

# P382A210030 Chicago State University (CSU)

*REsiliency and Capacity Expansion for Student Success in the Health Professions (RECESS-HP)*

Chicago State University (CSU) is a public comprehensive urban university. CSU’s enrollment reflects the demographics of its service area, Chicago’s South Side; it is classified as a Minority Serving Institution (MSI) and specifically as a Predominantly Black Institution (PBI). CSU’s five colleges offer 36 undergraduate degrees and 25 graduate and professional degree-granting programs, and it also offers extension courses, distance learning, and not-for-credit programs to the Chicago community.

**RE**siliency and **C**apacity **E**xpansion for **S**tudent **S**uccess in the **H**ealth **P**rofessions (RECESS-HP) will serve three primary purposes: (1) to strengthen CSU’s success in implementing programs in Health Education (Sciences); (2) to improve educational outcomes of African-American males; and (3) to improve and expand remote and hybrid learning for all students. RECESS-HP will build CSU’s capacity to provide, improve, and expand services that address the needs of the target populations: (1) CSU undergraduates and (2) CSU Black male undergraduates. Components of RECESS-HP specifically target the needs of Black undergraduate students, especially Black men, addressing the PBI-C Absolute Priority of Improving Educational Outcomes of African American Males.

RECESS-HP will establish, expand, and support programs that align with research-based best practices, supported by the What Works Clearinghouse. Recruitment and retention programs will include a Health Science Summer Camp for high school students, an expanded dual enrollment partnership with CPS, and support programs for freshmen (Rise Academy) and sophomores (Hope Academy). Existing high-quality remote and hybrid learning opportunities will be expanded and enhanced, and professional development in remote/hybrid learning will be provided to all faculty. Recruitment and technology programs will especially be directed toward increasing enrollment, retention, and quality of instruction in Health Sciences fields.

# P382A210010 Central Carolina Technical College

*CENTRAL CAROLINA TECHNICAL COLLEGE US DEPT. OF EDUCATION PBI GRANT PROPOSAL*

Central Carolina Technical College (CCTC) is an open door, public two-year institution in South Carolina serving the four-county region of Clarendon, Lee, Kershaw, and Sumter Counties. These counties are among South Carolina’s poorest and most rural, with chronically high unemployment, persistent poverty, and low educational attainment. The College proposes a PBI project to build its capacity to provide, improve, and expand services that address the needs of the large population of its students who are: high need (economically disadvantaged, first-generation, and academically underprepared); in need of STEM- specific support; and have low retention and graduation rates. The proposed project also places emphasis on meeting the educational needs of African American (AA) males.

CCTC’s PBI project, **ACE Success**, is comprised of three components for increasing the enrollment, retention and graduation rates of its high need, AA male, and STEM students:

· **A**cademics for Success: Services that improve student academic success, including tutoring, STEM lab assistants, and remote learning assistants.

· **C**urriculum for Success: Services that improve instructional strategies and curriculum, including in distance learning and STEM courses.

· **E**ngagement for Success: Services that provide targeted support through the establishment of a highly engaged cohort of AA male students, led by the ACE Success Advisor, and STEM Challenges to increase exposure of local high school students to STEM majors and careers.

**ACE**project goals directly support the absolute priority and purpose of the PBI grant program, “to strengthen predominantly Black institutions to carry out programs in the following areas: STEM and improving educational outcomes of African American males.” Project goals also directly support the PBI program’s Competitive Preference Priority 1 of *Building Capacity for Remote Learning*through the implementation of focused project activities to impact remote learning success.

**ACE**Project Goals:

· **Goal 1**: Increase the enrollment of full-time associate degree students including high need, AA male, and STEM students.

· **Goal 2**: Increase the retention rate of first-time, full-time associate degree students including high need, AA male, and STEM students.

· **Goal 3**: Increase the graduation rate of first-time, full-time associate degree students including high need, AA male, and STEM students.

# P382A210015 South Georgia Technical College (SGTC)

*South Georgia Technical College Changing Lives Project Abstract*

South Georgia Technical College (SGTC) in Americus, Georgia, is requesting $3 million for the ***“Changing Lives”***project under the *Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Predominantly Black Institutions Competitive Grant Program Number 84.382A.*This project will assist with improving the educational outcomes of African American males while also strengthening and increasing participation in science, technology, engineering, or mathematics (STEM); health education, and teacher preparation to support at- risk African American males and other underrepresented populations. The project also addresses building capacity for remote learning and addresses the impact of COVID-19 on Black or African American students while supporting student retention and re-engagement.

South Georgia Technical College is a predominately black public postsecondary residential institution that serves a rural, economically disadvantaged region in southwest Georgia. SGTC’s mission is to provide workforce education. The college has a 99% job placement rating for graduates.

The purpose of the ***Changing Lives***project is:

· To improve educational outcomes by promoting “Dual Enrollment” opportunities to African- American males in grades 10 – 12 allowing access to postsecondary programs for free while obtaining a high school diploma;

· Educate qualified students on the Georgia High School Graduation Option B plan that offers qualified students a unique path to high school graduation. Students choose to simultaneously earn a high school diploma and a college Associate Degree, Technical Diploma, or two (2) Technical Certificates of Credit (TCCs) in a specific career pathway;

· Inform and ignite interest in African-American males to encourage enrollment in STEM related programs and expand awareness of career opportunities available;

· Enhance the admissions process by adding a High School Initiative Specialist to serve as a liaison between SGTC and secondary schools. This specialist will assist in facilitating information to middle and high school African American males about financial aid opportunities, admissions procedures and requirements and testing;

· Employ a Financial Aid Specialist to work with African American males on state and federal financial aid assistance;

· Employ two full-time Admissions/Retention Counselors and part-time tutors to provide the at- risk African American male population with advisement on STEM and other programs, counseling and monitoring of academic progress during initial post- secondary enrollment as well as at mid-term and exit points each semester;

· Purchase educational materials for African American males and other low-income students to use to reduce financial roadblocks to college completion;

· Provide existing faculty/staff with specific training in job-embedded professional development to expand capacity for remote learning to at-risk individuals; and

· Hire a new Fatherhood initiative position and assistant to help noncustodial parents achieve self- sufficiency after an unexpected job loss or decrease in income.

# P382A210022 Baptist Health Sciences University

*Blue Healers Succeed*

Baptist Health Sciences University (“BHSU”) is a private, Christian, specialized institution focusing on undergraduate education in the health sciences. Learning takes place not just in the classroom setting, but in some of the finest medical facilities available. The curriculum prepares competent and caring health care professionals. In partnership with Baptist Memorial Health Care, BHSU extends the learning environment beyond the classroom to include experiences found in real world healthcare settings. With a 43% African American undergraduate student body, BHSU attracts a diverse student population from the region.

The Predominantly Black Institutions (PBI) Program will allow BHSU to improve the educational outcomes of African Americans, low-income and first-generation students by strengthening and expanding the University’s academic support programs through its Blue Healer Student Success Center. BHSU will improve academic outcomes for these students by undertaking the following strategies:

The programs proposed by BHSU are widely supported by the university community and are linked to existing programs of academic support. The strategies are supported by national research and have proved successful at peer institutions. BHSU recognizes the critical shortage of African Americans studying and practicing in the health sciences.

The academic support programs and related educational technologies that BHSU requests through the Predominantly Black Institutions program will have positive outcomes that align with the PBI performance indicators. BHSU will assess the effectiveness of this program through higher retention and degree completion rates for all African American students.

**Absolute Priority-Improving Educational Outcomes of African American Males**- BHSU addresses this priority in the application by proposing a number of activities designed to improve African American male retention and graduation rates. These activities include expanded integrated student services, mentoring, and a dedicated program of career preparation.

**Invitational Priority- Addressing the Impact of COVID-19 on Black or African American Students and Supporting Student Retention and Re-engagement –**BHSU addresses this priority with its design of a comprehensive program to provide – an enhanced first year experience, dedicated student academic support, access to wrap around services and educational engagement activities.

**Competitive Preference Priority – Building Capacity for Remote Learning –**BHSU addresses this priority with a program to train faculty and staff to provide academic support services to remote learners.

# P382A210009 Florence-Darlington Technical College’s (FDTC)

*FDTC's Pathways to a Brighter Future PBI Program*

Florence-Darlington Technical College’s (FDTC) Pathways to a Brighter Future (**Pathways**) is focused on strategies and interventions that will help students, particularly Black Males and Other Underserved Populations (OUP), complete in-demand college credentials and attain a job in their field. It will also build FDTC’s capacity to offer these services for more students. The service area is Darlington, Florence and Marion Counties (high rates of poverty, minorities and low educational achievement. **Goal 1**: use new strategies and existing programs that work with high school students to prepare them for the academic rigor of STEM based or health care programs to enlist Black males and OUP in Pathways.

**Objective 1**(Outcomes): Increase the number of high school Black Males and OUP who test into college- level courses in STEM or Healthcare by 2% each year. In 2019 13% of Black males and OUP test into college- level courses. **Goal 2**: provide interventions and services to increase the numbers of students retained in STEM and healthcare, particularly Black Males, at a higher rate than the general population; **Objective 2**(Outcomes): Increase retention rates of Black Male and OUP students. From fall 2019-2020 there was a retention rate of 31% among Black Male and OUP. **Goal 3**: Ensure students complete their credentials in a timely manner and are prepared for jobs through Participation in Work-based Learning opportunities and the attainment of a job which utilizes their credential. **Objective 3**(Outcomes): Increase the numbers of Black Males and OUP who complete a STEM or Healthcare Associate’s Degree within 150% of normal time by 2% per year, 10% participate in WBL Opportunities; and 80% attain a job in their field. From Fall 2019- 2020 13% of Black Male FDTC students attain an Associate’s degree within 150% of normal time. There is no FDTC baseline data for students in WBL nor attaining a job in their field.

**Pathways**addresses all three priorities. The Absolute Priority -- Research on helping Black Males achieve educationally informed the strategies and activities of **Pathways**. Such strategies are an integral part of the entire program. Research demonstrates that Black Males must be integrated into the college, should have counselors to help them with coping skills of past traumas and present micro-aggressions, and do well with an affinity group where they can safely meet to discuss their experiences. The Success Teams in Pathways provide wrap-around services, including tutoring, to help the entire student, particularly Black Males.

Competitive Preference Priority -- FDTC is building capacity in several ways. Distance Learning Equipment has been installed in nine rural high schools (of which most are about 40 minutes away from the main campus in each direction) to allow high school students without transportation to the main campus to take dual enrollment classes with college students (schedules have been synced to facilitate this). On each satellite campus, distance learning technology has also been installed. This will allow students in those remote, rural counties to take a wider variety of courses, as well as enhance the convenience for students who can’t travel large distances to take FDTC courses. Also, FDTC has been sponsoring workshops for instructors on reworking curricula to make courses appropriate for distance learning. FDTC will extend those workshops to include making it more appropriate for Black Males and OUP.

Invitational Priority -- The impact of COVID-19 on Black Males was devastating. In Fall 2017 there were 1,057 Black male students and in Fall 2020 there were 285 enrolled at FDTC. Students will be recruited starting their senior year of high school. There will be services available to keep them out of developmental classes. Extensive services offered through the Pathways Success team (counseling, coaching, mentoring, tutoring, etc) focus on retaining and engaging these students. The Satellite Campuses have more courses available through distance learning so that it is more convenient for students who must work (a majority of our students).

# P382A210016 Clayton State University (CSU)

*Laker Support for Learning Engagement*

This institution-wide collaborative proposal from Clayton State University (CSU) seeks to increase retention rates and 6-year graduation rates for underrepresented Black American students at Clayton State University, especially black males, by providing coordinated academic support. The focus of our efforts will be in those courses that have a historically high DFW rate to increase retention during the critical second and third years. The proposed strategies involve 1) a **Faculty Development for Remote Learning Program**to build capacity for remote learning, 2) creating an **Engagement Ambassador Program**to mentor at-risk students, 3) establishing a **Cross-Content Academic Success Program**to include an expanded tutoring program, expanded Learning Assistant program, and Peer Academic Writing Mentor program, 4) a **Peer Financial Counseling Program**, and 5) **Multicultural Resource Center**. The project design meets each of the grant priorities identified in the call for proposals and includes research- based strategies designed to **improve the educational outcomes of Black or African American males**, **build capacity for remote learning**, and **address the impact of COVID-19 on Black or African American students by providing coordinated academic and co-curricular support services**. Through cooperation between various stakeholders across campus, the **Laker Support for Student Engagement**will be implemented in a coordinated manner across CSU to reverse the declining retention of Black American students in underrepresented degree programs and increase retention and graduation rates for students regardless of degree program. While this proposed effort is significant, we believe it can be accomplished with Institution-wide collaboration.

# P382A210006	Community College of Philadelphia (the College)

*Community College of Philadelphia Center for Male Engagement*

Community College of Philadelphia (the College) is an open-admission, associate degree- granting institution that provides access to higher education for all who may benefit. Founded in 1964, the College is the second-largest institution of higher education in Philadelphia and is the largest single point of higher education for minorities in Pennsylvania.

Absolute Priority: Established in 2009, the College’s Center for Male Engagement (CME) is designed to increase Black male students' retention and graduation rates at the College through comprehensive, intentional, and culturally responsive programming. This program has served more than 1,500 Black male students with consistent data demonstrating that CME students have higher retention and graduation rates than non-program participants. With a $600,000/year, five- year Predominately Black Institutions grant, CME at the College will continue to focus on improving the educational outcomes of Black male students.

CME operates under a theory of change which states that Black males are more likely to persist and graduate if: services are coordinated, holistic and strength-based; students have actionable academic, financial and career plans; students enter a community of support early in the college transition process; students are actively and civically engaged in the college community; students are exposed to experiential and educational learning experiences that reinforce the connection between school and career; and culturally relevant and differentiated instruction and high-impact practices that affirm students’ academic abilities and sense of belonging are offered.

Through this grant, CME will support up to 400 students per year and provide them with support coaches, counseling, academic support, career and leadership development, life skills workshops, mentoring, personal wellness strategies, cultural enrichment activities, and financial assistance as needed. The goals of the program are:

· Goal 1: Increase the ability of first-time students to succeed in their first year of College through targeted recruitment and a strong orientation into the College.

· Goal 2: Increase the academic performance, persistence, and graduation rates in College among Black male participants of the CME by focusing on academic, career, financial planning, and student engagement.

· Goal 3: Add to the body of evidence demonstrating best practices to improve Black male students' retention and completion rates at community colleges.

The key measure of success for this program is an increase in the persistence and graduation rates of Black males. An external evaluation will assist with measuring these outcomes and provide a formative and summative evaluation of the success of the entire program. The College will disseminate key outcomes of the program that contributed to the success of Black male students at the College (conferences, articles and presentations to College faculty and staff).

Competitive Preference Priority: Remote Learning - The College will implement a peer- to-peer professional development initiative in which faculty in English and Foundational Math departments, with demonstrated expertise in remote learning, will become “train-the-trainers” within their respective academic departments and lead six professional development sessions. The primary goal of this initiative is to improve faculty effectiveness, enhance instruction and pedagogy, and provide strategies for helping students prepare for remote learning.

# P382A210025 Central Georgia Technical College

*Project CAFE (CGTC Action for Equity)*

**Applicant Institution:**Central Georgia Technical College, Warner Robins, GA (Main Campus)

**Project Director:**Jeremiah Johnson

**Project Title:**Project CAFE (CGTC Action for Equity)

**Project Budget:**CGTC requests $2,998,185 in funding to support the project.

**Summary:**The strategies employed by the College will lead to measurable outcomes related to enrollment, persistence, and completion rates of African American male students within STEM and Health programs. Outcome measures will also focus on professional development designed to enhance learning outcomes for remote learners as well as creating equitable, inclusive learning environments for diverse student populations. These strategies support the College’s focused response to the remote learning challenges presented by COVID-19 and will scale successful strategies targeting underserved student to address the needs of minority students participating in a comprehensive range of STEM and Health programs offered by the College.

# P382A210007 Southwest Mississippi Community College (SMCC)

*Building the Capacity for Success*

Southwest Mississippi Community College (SMCC), a public Predominantly Black Institution in Summit, Mississippi, serves four remote, impoverished counties where the poverty rate is four times the national average and only 9% of the Black male residents have completed a bachelor’s degree or higher, compared with the national completion rate of 27% (Census, 2019).

SMCC will address the **Absolute Priority**by building its capacity to improve educational outcomes for Black male students through the three components described below, while also addressing the **Competitive Priority**by building SMCC’s capacity to improve remote learning in Component #2. The proposal also addresses the **Invitational Priority**by strengthening advisement for Black male students, improving remote learning, and developing an Electrical Lineworker program to expand access to STEM programs for underrepresented students.

These priorities are critical at SMCC, which offers one of the area’s few, affordable pathways to a college education. At the same time, the majority of students are high risk students and Black male students are at highest risk, based on internal data. In 2020, only 31% of the Black male students at SMCC had completed an Associate Degree in 3 years, compared with a 47% average for all other students, and less than one-third of the first-time Black male students enrolled in a STEM program in Fall 2017 had completed a STEM-related degree 3 years later. With a recent study showing that 49 of the top “hottest jobs” in a 10-county region that includes SMCC were STEM-related jobs, this pattern effectively closes the door to Black students seeking jobs in these higher-paying fields.

To reverse the pattern of low success rates among Black male students, SMCC proposes a 3- component program, aimed at increasing the retention of Black male students from Fall-to-Fall and increasing their degree completions and access to STEM programs.

In component #1, SMCC will develop and pilot a comprehensive Academic Coaching program that will provide Black male students with the assistance needed to stay the course. This assistance will include frequent interaction with the student’s assigned Coach, help with career exploration and planning, participation in forums with staff and local business leaders who have similar backgrounds, and most important, help in building the confidence to succeed in college.

In component #2, SMCC will strengthen its remote learning program, where students, particularly Black male students, are failing at disturbing rates. Drawing on research and contacts with other colleges, SMCC will implement a comprehensive professional development program for faculty in online instruction, based on active learning strategies, the use of supporting technologies, and an emphasis on the learning styles of Black students and other underrepresented groups. Faculty will then be encouraged to incorporate these strategies into their courses, collaborating with PBI staff, who will also track results in the “treated” courses.

In component #3, SMCC will improve student access to STEM-related programs by developing and piloting a new Electrical Lineworker Technology program, an occupation in a high demand field in our region and one that pays excellent salaries. Centered on hands-on learning and training related directly to workplace skills, this program has the potential to open new doors to Black students and the region’s many low-income residents.

Our overall goals are to (1) To reduce attrition and increase degree completions among Black Male students by strengthening advisement services; (2) To increase success rates in remote learning and improve online instruction for Black students and other underrepresented students through stronger professional development for faculty, and (3) To increase the access of Black students and low-income students to a STEM program that can lead to well-paying, high demand jobs by developing a new Electrical Lineworker Technology program.

# P382A210005 Oconee Fall Line Technical College

*OFTC PBI Competitive 2021*

Oconee Fall Line Technical College, OFTC, proposes a project to increase enrollment of black males in Construction Management and Associate Degree in Nursing. These are two very different careers but they both offer high employment opportunities across the OFTC service area and the state of Georgia. OFTC is located in rural central Georgia. The service area covers eleven counties and is one of the hardest hit areas in Georgia by COVID-19.

This plan will increase the number of black males at OFTC. This plan will also increase the number of black males in two programs at OFTC that offer incredible job opportunities in our service area and across the state of Georgia. Black males are underrepresented. We believe this plan will fulfill the Predominately Black Institution Absolute Priority, Competitive Preference Priority, and the Invitational Priority. This plan will enable OFTC to make changes to recruitment, retention, and instruction that will change all of OFTC. The changes will be instilled across the college in order to better serve all students and improve OFTC as a whole.

There are additional attachments for the Competitive Priority and Invitational Priorities. OFTC will offer many courses for the Construction and Nursing program via remote learning. The impact of COVID-19 on our area cannot be ignored as we have had a higher number of confirmed cases and deaths per 100K compared to the State of Georgia.

The Goals and Objectives include increasing the graduation rate of black males and increasing education opportunities for black males that lead to job placement. These are attainable through the PBI project and the emphasis on Construction and Nursing.

# P382A210032 Medgar Evers College

*Medgar Evers College Predominantly Black Institution Initiative*

Medgar Evers College (MEC), one of the ten senior colleges of the City University of New York (CUNY), is a vibrant, vital, and transformative Predominately African American Institution (PBI) that embraces the enduring legacy of slain civil rights leader who bears its name through education, self- actualization, and community service. The College is located in the Crown Heights section of Central Brooklyn—one of the largest, most densely populated, and ethnically varied sections of the borough— and an area generally characterized by high unemployment and a large number of low-income families. Our students come from all boroughs of New York City (NYC), mostly from Brooklyn. The College’s educational philosophy is to provide an affordable, first-rate college education for Central Brooklyn and NYC residents who might otherwise have no access to college and are primarily first-generation college- goers.

MEC proposes building upon the successes of its current PBI initiative to significantly bolster outcomes for its substantial African American male student body (addressing the **Absolute Priority**). As of fall 2020, 889 African American male students were matriculated at MEC. Among these, most students attended college full-time (80%), with 64% pursuing a Bachelor’s degree and 35% an Associate’s degree. In addition, nearly all African American male students resided in Brooklyn (79%) or another NYC borough (18%). Among the 256 foreign-born African American male students in fall 2020, they mostly came from Haiti, followed by Jamaica, Guyana, Nigeria, and other African countries.

The proposed PBI project will help MEC build capacity to meet the diverse needs of its African American male student body and address the College’s persistent challenges with academic performance, retention, and graduation rates among these students. The PBI model will allow MEC to deliver a sustained, scaffolded, and differentiated set of services to the participating African American male students while building community and a system of mutual support among both students and faculty. The **goals**for the 2021-2026 PBI grant are as follows: (1) Increase the enrollment of African American male full-time, degree-seeking undergraduate students at MEC; (2) Increase the engagement and retention of African American male degree-seeking undergraduate students at MEC; and (3) Increase the six-year graduation rate among the College’s African American males who are first-time, full-time, degree-seeking undergraduate students.

Key **activities**include: academic support options (Gateway courses, Learning Pods, Accelerated Studies Program, and virtual tutoring); advisement, coaching, and mentoring (InsideTrack© coaching and Safety Net Early Alert system); wraparound support services (financial aid literacy workshops, services provided by the MEC Male Development and Empowerment Center, Transition Academy, and the SEEK program); and student leadership skill building for student ambassadors and virtual tutors). A critical component of the PBI initiative is to pilot and expand the use of InsideTrack©— an evidence-based tool, personalized coaching program and academic advisement and coaching that has been shown to have potentially positive effects on credit accumulation and persistence (addressing the **Invitational Priority**).

To address the **Competitive Preference Priority**for Building Capacity for Remote Learning, MEC will offer professional development programs to up to 20 faculty serving PBI participants to provide them with evidence-based techniques for online teaching.

# P382A210008 University of West Alabama (UWA)

*More in Four*

# MORE IN FOUR Program Abstract

“I don’t want to be another statistic,” Kim, a first-generation African American student at the University of West Alabama (UWA), answered when asked what motivated her to attend college. Kim continues, “Beating the odds and not being in a box this society tries to put people in is definitely a motivator for me.” The desire to “not be another statistic” is echoed by the voices of many of UWA’s students; however, tragically, many drop out before they have a chance to “beat the odds” in the Black Belt region served by UWA.

As a regional university, UWA has a long tradition of serving students like Kim by meeting the region’s educational needs. Currently, UWA holds the distinction of being designated a Predominantly Black Institution (PBI), serving minority and African American students from the poorest counties in Alabama; however, for many years, the retention and graduation rates of students from this region have remained relatively low, fostering a downward cycle of low educational achievement. To address this issue, UWA proposes an innovative project, More in Four, that will target students who have stopped out as well as those most likely to drop out to provide wraparound support services and intervention strategies to assist them in overcoming barriers to degree completion. More in Four’s ultimate goal is to increase the retention and graduation rates of all students, but specifically for African American males, by providing an environment conducive to academic success and increasing engagement.

UWA strives to make a positive impact in the Black Belt by developing successful citizens and future leaders who understand the value of higher education. To ensure the development of these citizens and leaders, innovative programs and services are needed. More in Four will provide students with access to high-impact retention strategies, such as appreciative advising; mentoring; educational workshops; free tutoring (in-person and virtually); access to technology; leadership camps; and other necessary strategies, to assist them in overcoming barriers in completing a degree so they may be better situated to compete in today’s ever- changing workforce. In striving to improve the educational outcomes of the high-need students from the targeted region, More in Four encourages students to Take More (credit hours), Save More (save time and money), Do More (career development), and Earn More (higher wages and better employment options). The program aims to meet the following objectives: (1) increase the retention rates of African American students, particularly those of African American males by 15%, and graduation rates by 8% in five years; (2) build the capacity for remote learning; (3) provide access to wraparound services to address the impact of COVID-19 on black or African American students to support retention and re- engagement; (4) improve leadership skills of African American males; and (5) increase cultural awareness and strengthen diversity, equity, and inclusion across the campus. In addition, by re-engaging students who have stopped out before completing degrees, the program will also help the State achieve its ambitious goal of increasing the number of credentialed and degreed workers to 500,000 by 2025.

Following the mission of the PBI program, More in Four will strengthen UWA’s capacity to address the educational needs of African American males to improve retention and graduation rates within this specific population.

# P382A210002 Albany Technical College (ATC)

*Teaching Empowering African American Males to Succeed (TEAAMS)*

Albany Technical College (ATC) is a public postsecondary institution located in southwest Georgia, one of the most economically disadvantaged region in the state. A college within the Technical College System of Georgia, ATC provides technical education and training support for 1,213 full-time and 1,968 part-time students through 38 associate degree programs, 48 diplomas, and 124 certificates. Currently, 77% of ATC’s student population is African- American. In academic year 2019, the number of students who received financial aid through Pell grants was 2,663. The main campus is located in Albany with adult learning centers present in all seven of ATC’s service delivery counties: Baker, Calhoun, Clay, Dougherty, Lee, Randolph, and Terrell. When viewed as a whole and compared to the rest of the state and nation, the service area is populated by primarily African-American with a significant percentage of its citizens affected by higher rates of unemployment, poverty, and lower attainment levels in education.

ATC is seeking PBI funding to Improve the Educational Outcomes of African American Males through implementation of an innovative program entitled, “**Teaching Empowering African American Males to Succeed” (TEAAMS).**The goal of the project is to Improve educational outcomes leading to increased enrollment, pass rates and graduation rates for African American Males- a population that has been misrepresented by society as being lazy, uneducated, criminals and non-contributing citizens. The project design of the TEAAMS program addresses the needs of the target population of African American male students who are enrolled as either a regular student, high school dual enrolled or Adult Education/GED. It is designed to increase the enrollment and pass rate African American males by establishing a sense of belonging. Through five components 1.) Connections, 2.) Mentorships, 3.) Collaborative Learning 4.) Mental Health Awareness, and 5.) External Collaboration Partnerships. The program aims to improve educational outcomes, recidivism, exposure that will enhance experiences with positive African American male role models within the community and foster an environment of civic engagement through Peer-to Peer Mentoring as well as mentoring to youth. The TEAAMS project will focus on the development, formulation and achievement of the following outcomes: 1. Increase African American males’ enrollment and completion of the program; 2. Increase the pass rates of African American Males benefiting from the program; 3. Increase the retention rate for African American males enrolled in the program; 4. Increase the number graduation rates of African American Males; 5. Increase the number of African American male GED students transitioning to postsecondary; 6. Increase mental health awareness for Black or African Americans.

ATC’s project is fully aligned with the purposes of the PBI program to improve educational outcomes of African American males and addresses the Departments Absolute Priority. In addition, ATC’s project meets the Invitational Priority by increasing awareness and providing counseling support for African American Males who are experiencing mental health concerns. Also, ensuring each of the project activities allow program participants to be fully engaged and equipping faculty with the necessary resources to provide personalized connections that will promote student learning and achievement addresses the Competitive Preference Priority of Building Capacity for Remote Learning.

# P382A210034 SOUTHERN CRESCENT TECHNICAL COLLEGE 1

*Southern Crescent Technical College Keen on Being Excellent (KOBE) program*

This proposed Predominantly Black Institution (PBI) initiative seeks to serve African American men who are considered “low-performers” or “at-risk” in higher education (Brooms & Davis, 2017; Harper et al., 2018; Wood & Palmer, 2016). Research also suggested that Black men develop mental health-related issues (e.g., anxiety, depression, heightened stress levels) resulting from unwarranted campus experiences (Barry et al., 2018; Tolliver & Miller, 2020). Committed to its mission of delivering the best academic experiences for all students, SCTC plans to implement a Black Male Initiative (BMI) in the academic community beginning Fall 2021. Data collected from the college’s AY21 enrollment report and through the Red-Carpet system used to verify and track students’ identities at college-related events (e.g., SCTC’s graduation workshop held semesterly) supported the need for SCTC’s Keen On Being Excellent (KOBE) student organization. Federal funds obtained through the PBI grant will assist in the college’s effort to increase African American men overall academic performance – GPA, retention, and graduation, as well as social engagement through the KOBE initiative. This program will not only provide African American men enriching academic, cultural, and networking opportunities, but it is also designed to help shrink the performance gap between the referenced population and their peers. Expected outcomes include 1) increase African American male enrollment at Southern Crescent from 8% AY21 to 13% by AY26 (i.e., 5%), 2) increase the overall GPA to .03% for African American male students (i.e., from 2.17 currently to 2.5 by 2024), 3). increase African American male engagement rate on campus and virtually from 6% (AY 2021) to 11%. (AY 2026).

# P382A210004 Faulkner University

*Eagles Soar at Faulkner University*

Faulkner University is a private, Christian liberal arts university based in Montgomery, Alabama, with a mission to provide an education anchored by not only intellect but also character and service. Faulkner has a total student body of approximately 3,000 students including a population of 1,313 African American undergraduates and 375 African American graduate students (2018-2019 unduplicated).

The Predominantly Black Institutions (PBI) Program will allow Faulkner University to improve the educational outcomes of African American students by strengthening and expanding the University’s integrated student support services (“wrap-around services”) program and increasing the number of African American students in STEM disciplines. This PBI program has two major goals, each with specific activities to carry out the goals:

1. 1) Improve retention and graduation rates of African American students, especially males, by providing an integrated student support system from their first day on campus through graduation. This effort will include three main academic support activities: academic coaching, providing a program of supplemental instruction in all high demand courses throughout the undergraduate experience and supporting each student with peer-to-peer tutoring through the University’s Academic Center for Excellence. In addition, Faulkner will expand access to mental health and counseling services.

2. 2) Institute a series of university-wide special initiatives to increase the numbers of African American students prepared for and seeking majors and careers in the STEM disciplines.

Both of these goals build on existing, successful initiatives at Faulkner University. Each goal is supported by research and reflects best practices from similar institutions. PBI funding will expand one existing student support services and thus create more opportunities for African American students, especially males. These students will receive dedicated academic coaches, mentors and tutors and will benefit from faculty and staff professional development through the Academic Life Coaching program.

**Absolute Priority-Improving Educational Outcomes of African American Males**- Faulkner addresses this priority in the application by proposing a number of activities designed to improve African American male retention and graduation rates. These activities include expanded integrated student services, peer mentoring, and a dedicated program of internships and STEM major exposure.

**Invitational Priority- Addressing the Impact of COVID-19 on Black or African American Students and Supporting Student Retention and Re-engagement –**Faulkner addresses this priority in the application with its design of a comprehensive program to provide holistic services to students – enhanced first year experience, dedicated student academic support, access to wrap around services and educational engagement activities.

**Competitive Preference Priority – Building Capacity for Remote Learning –**Faulkner addresses this priority with a program to train faculty and staff to provide academic support services to remote learners.

# P382A210027 Atlanta Technical College

*Atlanta Technical College Retention Academic Persistent Program (ATC-RAPP)*

# OVERVIEW

**Lead Applicant Organization Name**: Atlanta Technical College

**Project Title/Name**: Atlanta Technical College Retention Academic Persistence Program

**Total Funding Requested**: $544,800.00 (Year One); $2,884,200 (Five Total)

**Geographic Area Served:**City of Atlanta, Fulton County, Georgia south of the Chattahoochee River and Clayton County, Georgia

**Census Tract Number(s) in the service area designated as a Qualified Opportunity Zone**: Fulton County -13121007603 and the other for Clayton County13063040306

# PROJECT INFORMATION

Brief Summary of Proposed Services - The Atlanta Technical College Retention Academic and Persistence Program (ATC-RAPP) will offer and deliver an evidence-based, evidence-informed response to the unrelenting challenges required to transform the negative influences affecting and impacting the educational outcomes of African American males. The ATC-RAPP is supported by a researched-based rationale that supports the Logic Model deployed under this project. The Logic Model expresses this rationale and demonstrates the critical areas for inputs, activities, outputs, and outcomes for sustained institutional improvements at ATC.

The central underpinning for the quality of ATC's project design is student success. When students are successful, enrollment increases, student retention gains are evidenced, graduation rates increase, and collaborative partnerships are formed across the College and the communities we serve. To significantly impact this problem from a position of strength, ATC will bring forward a collaborative design strategic platform of deeply invested partnerships that will address improving the future outcomes of African American Males regarding the concerns and issues facing these young men. In keeping with the purpose of the Predominantly Black Institutions Programs, ATC-RAPP will serve low and middle-income African American males. ATC will target and recruit new males from traditionally considered low and middle- income populations to include high school dropouts, unemployed or under-employed, previously incarcerated individuals or general population individuals, and joint enrollment candidates from area high schools. ATC-RAPP Projected Measurable Outcomes:

1. Increase African American Male enrollment at ATC by 10% annually.

2. Increase African American Male enrollment in an associate degree program at ATC by 20% annually.

3. Increase African American Male retention rate at ATC by 3% annually.

4. Increase African American Male graduation rate at ATC by 15% annually.

5. Increase African American Male graduation rate from associate degree programs at ATC by 20% annually.

Absolute Priority - This funding opportunity will be used to expand higher education opportunities to African American males through increased recruitment efforts and encouraging student enrollment to a post- secondary institution among secondary student participants. ATC-RAPP will increase enrollment, improve student retention/persistence strategies, and focus more on academic support for African American Male students through graduation. In addition, the project will strengthen the financial ability of the College to serve the educational needs of these students through increased social services, economic and community support of ATC-RAPP strategic partners.

Competitive and Invitational Priorities – The ATC-RAPP proposal does not address these priorities.