U.S. DEPARTMENT OF EDUCATION

A Profile of the Veterans 

Upward Bound Program: 2000–2001
Cover Photograph: TRBfoto/Photodisc Red/Getty Images
A Profile of the Veterans

Upward Bound Program: 

2000–2001

Prepared for:

U.S. Department of Education 

Office of Postsecondary Education

Federal TRIO Programs

By:

Research Triangle Institute

Thomas R. Curtin

Margaret W. Cahalan
This report was produced under U.S. Department of Education Contract No. ED–01–CO–0052/0007 with

the Research Triangle Institute. Frances Bergeron and Kathy Fuller provided technical review of the content. Shirley Johnson served as the contracting officer’s representative. The views expressed do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the

U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.

U. S. Department of Education

Margaret Spellings

Secretary

Office of Postsecondary Education

Sally L. Stroup

Assistant Secretary

Federal TRIO Programs

Larry Oxendine

Director

December 2005

This report is in the public domain except for the photograph on the cover. Authorization to reproduce it in

whole or in part is granted. While permission to reprint this publication is not necessary, the citation should

be: U.S. Department of Education, Office of Postsecondary Education, A Profile of the Veterans Upward

Bound Program: 2000–2001, by Thomas R. Curtin and Margaret W. Cahalan, Washington, D.C., 2005.

To obtain additional copies of this report:

write to: ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup,

MD 20794–1398;

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or order online at: http://www.edpubs.org.

This report is also available on the Department’s Web site at:

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On request, this publication is available in alternate formats, such as Braille, large print, or computer diskette.

For more information, please contact the Department’s Alternate Format Center at (202) 260-0852 or 

(202) 260-0818.
iii

CONTENTS

TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

HIGHLIGHTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Grantees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Program Participation and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

Postsecondary Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

CHAPTER 1 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

A. Program Purpose, Origins, and Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

B. Program Funding History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

C. The Changing National Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

D. Purpose and Development of the VUB Performance Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

E. Report Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

CHAPTER 2 CHARACTERISTICS OF GRANTEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

A. Federal Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

B. IPEDS Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

CHAPTER 3 VETERANS UPWARD BOUND PARTICIPANTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

A. Participant Distribution, by Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

1. Context: National Data on Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2. Distribution of VUB Participants, by Eligibility Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

B. Participant Distribution, by Race/Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

1. Context: National Data on Race/Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

2. Distribution of VUB Participants, by Race/Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

C. Participant Distribution, by Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1. Context: National Data on Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2. Distribution of VUB Participants, by Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

D. Participant Distribution, by Need for Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

E. Participant Distribution, by Educational Attainment and Age at Program Entry . . . . . . . . . . . . . . . . 23

1. Distribution of VUB Participants, by Educational Attainment at Program Entry . . . . . . . . . . . . 23

2. Distribution of VUB Participants, by Age at Program Entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
CHAPTER 4 PROGRAM PARTICIPATION AND SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

A. Participation Level and Number Served . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1. Participation Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

2. Length of Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

3. Number Served and Number Funded to Serve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

B. Services Offered and Received. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

1. Percentage of VUB Projects Offering Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

2. Percentage of VUB Participants Receiving Services in Subject Areas . . . . . . . . . . . . . . . . . . . . . . 30

3. Veterans Upward Bound Math-Science Services in 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

CHAPTER 5 POSTSECONDARY ENROLLMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

VUB Performance Report Data on Postsecondary Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

1. Source of Information on Postsecondary Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

2. Type of Postsecondary Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3. Postsecondary Enrollment Status, Financial Aid Sources, and Standing . . . . . . . . . . . . . . . . . . . . 34

4. Postsecondary Grade Level and Degree and Certificate Completion Status . . . . . . . . . . . . . . . . . 35

APPENDIX UPWARD BOUND PERFORMANCE REPORTING: METHODS AND DATA QUALITY 

FOR THE FIRST YEAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

iv
TABLES

1. TRIO funding, number of grants, number of participants, average award, average number served, 

and amount per person served: 2002–03 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2. TRIO funding, by program in current and constant 2002 dollars: 1967–2002. . . . . . . . . . . . . . . . . . . 5

3. Projects and unduplicated counts of current- and prior-year VUB, UB, and UBMS participants

included in the project reports, by type of project and grantee sector: 2000–01. . . . . . . . . . . . . . . . . . 12

4. Number and percentage of Upward Bound projects, by federal region: 2000–01 . . . . . . . . . . . . . . . . 12

5. Number of two- and four-year degree-granting institutions serving undergraduates and the 

number and percentage of these institutions with Upward Bound grants, by type of postsecondary

institution: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

6. Comparison of the distribution of Carnegie-classified postsecondary institutions and 

VUB grantees, by type of degree awarded: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

7. Postsecondary institutions serving undergraduates and institutions with Upward Bound projects, 

by type of institution: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

8. Percentage distribution of VUB participants, by eligibility status and sector of grantee: 2000–01 . . . 19

9. Number and percentage distribution of the U.S. population, by race/ethnicity: Selected years,

1960–2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

10. Percentage distribution of the employment status and disability status for VUB participants, 

by grantee sector: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

11. Percentage distribution of the educational attainment of VUB participants at project entry, 

by sector: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

12. Percentage distribution and mean age at program entry for new, current, and reentry participants 

in VUB projects, by sector of host institution: 1999–2000. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

13. Percentage distribution of participant status (new, continuing and reentry), by type of 

Upward Bound project: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

14. Percentage distribution of months of participation for VUB new, current, and reentry participants, 

by sector of grantee: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

15. Percentage distribution of months of participation of prior-year VUB participants, by sector 

of grantee: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

16. Percentage distribution of the educational status of VUB participants at the end 

of the reporting period, by host grantee sector: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

17. Percentage distribution of VUB projects providing service during the year, and percentage 

of current participants receiving the service: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

18. Percentage distribution of VUB projects with Upward Bound Math-Science Centers 

providing math-science activities, and percentage of new, current, and reentry participants 

receiving the service: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

19. Percentage distribution of source of information on postsecondary activities for VUB participants 

and prior-year participants who had completed high school and for whom postsecondary source

information was reported, by gender: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

20. Percentage distribution of the types of postsecondary institutions first attended by 

VUB participants who were high school graduates, by sector of grantee institution: 2000–01 . . . . . . 33

21. Percentage distribution of postsecondary enrollment status among VUB and UB participants 

who were high school graduates, by gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

22. Percentage distribution of type of financial aid among VUB and UB participants 

who were high school graduates, by gender: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

v
23. Percentage distribution of postsecondary enrollment standing among VUB and 

UB participants who were high school graduates, by gender: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . 35

24. Percentage distribution of postsecondary grade level among VUB and UB participants who were 

high school graduates, by gender: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

25. Percentage distribution of postsecondary degree completion status among VUB and 

UB participants who were high school graduates, by gender: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . 36

A–1. Number of Upward Bound projects funded and number and percentage that submitted participant

performance reports, by program type: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

vi
FIGURES

1. TRIO funding in constant 2002 dollars, by program: 1967–2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2. Percentage of the population 18–24 years old who have dropped out of 

high school (status dropout rate), by race/ethnicity: 1967–2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

3. Percentage of 18–24-year-olds enrolled in postsecondary institutions, by race/ethnicity: 

selected years, 1967–2000. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4. Percentage of high school graduates enrolled in college the October following graduation, 

by family income: 1972–2000. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

5. Percentage of U.S. military veterans who have completed high school, by race/ethnicity: 

selected years, 1970–2001. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

6. Percentage distribution of U.S. military veterans, by level of education and 

selected age group: 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

7. Percentage distribution of VUB projects, by sector of host grantee: 2000–01 . . . . . . . . . . . . . . . . . . . 11

8. Percentage of people 18–64 years of age who were below the poverty level, by race/ethnicity:

1970–2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

9. Percentage of U.S. population aged 18–64 years old in poverty and under 150 percent 

of poverty level, by race/ethnicity: 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

10. Percentage of children 6–18 years of age having a mother with a bachelor’s degree and 

percentage having a father with a bachelor’s degree, by race/ethnicity: 1974–1999 . . . . . . . . . . . . . . . 17

11. Percentage of high school students who were potentially first-generation four-year college 

graduates, by race/ethnicity: 1972, 1980, 1990, and 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

12. Percentage distribution of VUB participants, by eligibility status: 2000–01 . . . . . . . . . . . . . . . . . . . . . 18

13. Percentage distribution of VUB participants, by race/ethnicity: 2000–01. . . . . . . . . . . . . . . . . . . . . . . 20

14. Percentage distribution of VUB participants, by race/ethnicity and by host grantee sector: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

15. Percentage distribution of participants, by race/ethnicity and by type of Upward Bound program:

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

16. Percentage distribution of participants, by gender and by type of Upward Bound project: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

17. Percentage distribution of the educational attainment of VUB participants at program entry: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

18. Percentage distribution of new, current, and reentry VUB participants, by sector of host grantee: 

2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

19. Percentage distribution of months of participation for VUB new, current, 

and reentry participants: 2000–01 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

20. Percentage distribution of months of participation for VUB prior-year participants: 2000–01 . . . . . . 27

21. Number served over the course of the reporting year and number funded to serve, 

among VUB projects submitting performance reports: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

22. Percentage of VUB participants who were high school graduates, were enrolled (or accepted 

for enrollment) in postsecondary education, and first attended the grantee institution, 

by grantee sector: 2000–01. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

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ix

FOREWORD

To help achieve our collective goal that no potential learner will be “left behind,” high-quality educational

opportunities must be available to all students. In keeping with this goal, the Federal TRIO Programs provide outreach and support to help low-income and potentially first-generation college students who have need for academic support to progress through the academic pipeline from middle school to postbaccalaureate programs.

On behalf of the Federal TRIO Programs, I am pleased to present A Profile of the Veterans Upward Bound

Program: 2000–2001. The goal of the Veterans Upward Bound Program is to encourage enrollment in postsecondary education and to develop the skills and motivation necessary for success in that environment among lowincome, first-generation military veterans.

This report is the first in a series that presents a national profile of the Veterans Upward Bound Program. We

have also prepared similar national profile reports on the classic Upward Bound and Upward Bound Math-Science

Programs (published in August and December 2004, respectively). In addition, individual project reports, which

will be provided separately, summarize specific information submitted by each project and provide aggregate

information on other Upward Bound projects in the same geographic area, the same institutional sector, and the

nation. The 2000–01 performance reports, submitted by the Veterans Upward Bound projects, were the primary

data source for this national profile report and each individual project report. The 2000–01 performance reports

from “classic” and math-science Upward Bound projects were similarly the source of data cited for purposes of

comparison at various points in this report.

We are proud to formally begin a process for sharing national statistical information on the Veterans Upward

Bound Program and related national data. It is our hope that the collection and dissemination of this information

will foster communication aimed at assessing our mission and implementing measures of how well we are doing.

We also hope that this profile report will serve as the catalyst for a dialogue on ways to provide program services

to more veterans, improve the effectiveness of program services, and increase postsecondary enrollment and

degree completion for low-income, first-generation college military veterans.

I appreciate the collective effort of the Upward Bound community to help ensure that our veterans will have

access to the opportunities afforded through a quality education.

Larry Oxendine

Director

Federal TRIO Programs
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ACKNOWLEDGMENTS

Publishing this report was a team effort, and we appreciate the support of all who contributed. First we thank

the project staff members of the Veterans Upward Bound projects who reported the data on which this profile

report is based. Frances Bergeron, Team Leader, Program Management and Development, Federal TRIO

Programs, coordinated the data collection and reporting processes, provided feedback as the report developed,

and reviewed the report. Charles Brazil, Loretta Brown, Kathy Fuller, and Teresita Kopka, also of TRIO, provided a careful review of the document in preparation for publication.
xii
xiii

HIGHLIGHTS

This report provides a comprehensive profile of the

Veterans Upward Bound (VUB) Program1 using individual student-level information for VUB participants

served in 1999–2000 and 2000–01. Ninety-six percent

of the VUB projects (45 out of 47 postsecondary institutions and community organizations funded in

2000–01) provided student-level data for this report.

The 45 projects provided information in the performance reports for 8,512 VUB participants. After removing duplicate records (e.g., students who were listed

more than once in a project), some 8,299 VUB project

participants were identified. This included 6,196 new,

continuing, and reentry participants served during the

2000–01 project year (75 percent); 2,087 prior-year

participants (25 percent)—those participants served in

1999–2000 but not in 2000–01; and 16 participants

whose status was unknown (0.2 percent).

The highlights below provide information on the

characteristics of VUB grantees and program participants,

program participation levels, and services. Also provided

are preliminary data on postsecondary enrollment.

Grantees

• During the 2000–01 program year, a total of 

47 Veterans Upward Bound projects were funded. Two of these grantees were Veterans Upward

Bound Math-Science Centers; 45 of the projects

offered classic Veterans Upward Bound services.

Approximately 2 percent of the VUB participants served during the 2000–01 project year

attended math-science projects.

• The largest percentage of VUB grantees was

four-year postsecondary institutions (55 percent

were public four-year and 6 percent were private

four-year institutions). Twenty-eight percent of

the grantees were two-year postsecondary institutions and 11 percent were sponsored by community organizations.

• VUB projects were widely distributed across the

United States, with grantees located in nine of

the 10 federal regions defined by the U.S.

Department of Education. Regions IV, V, and VI

had the largest number of grantees.

Participants

• Overall, 72 percent of VUB participants were

both low-income and potentially first-generation

college students; 21 percent were first-generation only; and 7 percent were low-income only.

• The largest percentage of VUB participants in

2000–01 (44 percent) were white, followed by

black or African-American (36 percent),

Hispanic or Latino (14 percent), and American

Indian or Alaska Native (5 percent). Relatively

small numbers of VUB participants were Asian,

Native Hawaiian or other Pacific Islander, or

more than one race (less than 1 percent each).

• Unlike most other TRIO programs, VUB has a

much higher proportion of males than female

participants (83 percent male). In contrast, 

36 percent of the participants in classic UB projects were male.

1 There are three types of Upward Bound Program projects: 

(1) Veterans projects that assist military veterans to prepare for entry

into postsecondary education programs; (2) regular, or classic, projects that prepare high school students for programs of postsecondary education; and (3) Math-Science Centers that prepare high

school students for postsecondary programs that lead to careers in

math and science. The acronym VUB refers to Veterans Upward

Bound; UB refers to classic Upward Bound; and UBMS refers to

Upward Bound Math-Science.
xiv

• For the 2000–01 reporting period, almost half of

the VUB participants were unemployed (47 percent), 15 percent were employed part-time, and

5 percent were retired. About one-quarter of the

VUB participants (24 percent) had disabilities;

the disability status of another 16 percent was

unknown.

• When they first entered the program, about 

5 percent of VUB participants were high school

dropouts. Another 40 percent of the participants

had both completed high school and had some

postsecondary education; 56 percent of the participants were high school graduates, or had

equivalency credentials, but were without college

experience.

• The mean age of VUB participants at entry into

the project was 40.5 years. Fourteen percent of

these participants were less than 26 years old

when they entered the program. Nine percent of

participants were over 55 at program entry.

Female participants’ mean age of entry was 37.

Program Participation and Services

• In contrast to the other Upward Bound

Programs, VUB is not typically designed to provide long-term services. Of note, 76 percent of

the VUB participants served in the 2000–01 program year were new participants. (For comparison, 38 percent of classic Upward Bound participants were new.)

• About 37 percent of VUB participants received

no more than three months of services before

leaving the program; 65 percent of VUB participants received no more than six months of service. Just 6 percent of the participants were

served for a year or more.

• Among prior participants, the length of time the

participants were served was even less. More

than three-quarters of prior-year VUB participants reported being in VUB for six months or

less (78 percent); 49 percent of the participants

received less than three months of services.

• During 2000–01, 47 VUB grantees were funded

to provide services to 5,530 veterans. This

included funding for 5,440 participants in classic

Veterans projects and 90 participants in Veterans

UBMS projects. On average, classic VUB projects were funded to serve 121 participants each.

(This participant per project average for classic

Veterans projects was larger than classic UB for

traditionally aged high school students, where

the average number of participants the projects

were funded to serve was 71.)

• A total of 6,196 veterans were served by the 

45 projects that returned performance reports

during 2000–01. The number of participants

served was larger than the number for which the

projects were funded to serve by 906 individuals—about 17 percent. (The difference can be

explained by replacements for dropouts, as well

as by program efficiency.)

• Many different types of services were available to

veterans through VUB projects, and most VUB

projects offered instruction in the required areas

of math, science, foreign languages, and English.

During 2000–01, most projects offered programs

of instructional support in mathematics (96 percent), composition (96 percent), computer science (93 percent), and literature and reading

(about 90 percent each). About three-quarters of

VUB projects offer foreign language instruction.

• While the VUB projects offered the instruction,

relatively few participants received instruction in

science or a foreign language (20 percent and 

18 percent, respectively). In fact, the most frequently utilized academic offering in VUB projects, mathematics instruction, seems to have

been utilized by 55 percent of the participants.

• The service offered most frequently to participants was academic advising, available to all VUB

participants during the year. Other noninstructional services available to more than 90 percent

of the participants included college survival/

study skills, tutoring, personal counseling, career

awareness, financial aid/VA benefit advising, cultural activities and college admissions assistance.

• Eighty-one percent of VUB participants received

academic advising and about two-thirds received

career awareness and personal counseling.

Between 40 and 55 percent received mathematics,

composition and computer science instruction;

learned college survival/study skills; received

financial aid/VA benefits advice, college admissions assistance, and tutoring; and participated in

cultural activities and informational workshops.

• While 80 percent of VUB projects offered GED

and high school equivalency assistance to participants, only 6 percent of VUB participants

received the service during the year.
xv

• Projects offered a variety of referral services, of

which the most widely used were employment

and academic referrals; each was received by

approximately 22 percent of participants.

• Both of the VUB math-science projects offered

targeted activities for VUB participants with professional mathematicians and scientists or with

math and science majors. All participants utilized

those services.

Postsecondary Enrollment

• Among the VUB participants reported to have

graduated from high school or to have obtained

a high school equivalency certificate by the end

of the 2000–01 reporting period, and for whom

postsecondary source information was available,

51 percent were enrolled in postsecondary education while 33 percent were reported as not

enrolled in postsecondary education. The educational status of another 16 percent was unknown.

• Approximately three-fourths of the postsecondary school codes that grantees provided for

VUB participants enrolled in postsecondary education were successfully matched with institutions in the Integrated Postsecondary Education

Data System (IPEDS) file of the National Center

for Education Statistics. Analysis of these postsecondary schools revealed that 46 percent of

the students involved were enrolled in four-year

institutions, 52 percent in two-year institutions.

Four percent attended other institutions.

• Based on information in the performance

reports, 54 percent of the VUB participants who

enrolled in postsecondary education first attended the grantee institution.

• There was a strong association between VUB

participants’ host institution and the sector of the

postsecondary institution the participants attended. For example, 88 percent of the VUB participants whose host institution was a two-year institution also first enrolled in a two-year institution.

• Among VUB participants who were enrolled in

postsecondary education and whose enrollment

status was reported, just over half were enrolled

full-time (53 percent), 37 percent attended parttime, and 11 percent had varied enrollment status.

• About 32 percent of VUB participants whose

financial aid status was reported had “multiple

federal” or “multiple federal and other sources of

aid,” while 18 percent had a Pell Grant only.

Twenty-seven percent of the veterans attended

postsecondary classes using Veterans benefits or

the Montgomery GI Bill. Nine percent received

other forms of financial aid or combinations of

aid, 13 percent were not awarded aid, and 1 percent of participants were reported not to need

financial assistance.

• Virtually all of the VUB participants (96 percent)

enrolled in postsecondary education and whose

academic standing was reported in 2000–01 were

in good standing at their institutions.

• As might be expected in the first years of annual

performance reporting for the Veterans Upward

Bound Program, the educational attainment for

most VUB participants was limited. About 

68 percent of VUB participants who had completed high school and who had started their

postsecondary education or who had been

accepted into a postsecondary institution were in

the first year of study. Eleven percent were

accepted for study but have not yet started.

• By the end of the reporting period, significant

numbers of VUB participants who were served in

either 1999–2000 or 2000–01 had time to complete only short-term degrees—associate degrees

and certificates or diplomas of less than twoyears’ duration. About 7 percent of the VUB

participants with high school diplomas or GEDs

had completed associate degrees or programs

leading to a certificate or diploma. About 

91 percent of enrolled participants had not yet

completed their programs of study by the end of

the 2000–01.
xvi
The U.S. Department of Education’s Strategic Plan

for 2002–2007 (U.S. Department of Education 2002)

established an objective to “reduce the gaps in college

access and completion among student populations differing by race/ethnicity, socioeconomic status, and disability while increasing the educational attainment of

all.” Upward Bound, which made its first awards in 1965,

has always sought to increase the academic performance

and motivation of low-income individuals and potentially first-generation college students so that these individuals may successfully pursue postsecondary education

programs. By continuing its efforts to meet these goals,

Upward Bound seeks to contribute to achieving this

objective of the Department’s Strategic Plan.

The Profile of the Veterans Upward Bound Program:

2000–2001 is one component in a series of reports that

present a national profile of the Upward Bound programs. We have prepared similar national profile

reports on the other types of Upward Bound programs—classic Upward Bound (UB) and Upward

Bound Math-Science (UBMS) (published in August

and December 2004, respectively). Although each of

the three types of Upward Bound programs has shared

goals and similar performance reports, each has a

unique mission, with different participant characteristics and offered services. Each profile report follows the

same outline and includes some overarching tables that

provide findings across the three program types.

However, detailed information in this report is presented only for the Veterans Upward Bound Program,

the focus of this profile.

In this introductory chapter, we present information on the program’s background, the changing context of Upward Bound, and the purpose and development of the performance reports; we also outline the

report’s structure.

A. Program Purpose, Origins,

and Requirements

Upward Bound was the first TRIO program, and

the classic, or original, Upward Bound Program (UB)

remains the largest of the programs in terms of annual

funding allocations. TRIO began with the Economic

Opportunity Act of 1964, which authorized 18 pilot programs in 1965, and the program was expanded a year

later to 220 projects. The Veterans Upward Bound

Program (VUB), the focus of this report, began in 1972

during the Vietnam War to provide educational and

support services enabling veterans to transition to postsecondary education. The final component of Upward

Bound, the Upward Bound Math-Science Program

(UBMS), began in 1990 as an initiative to help address

national concerns about attracting and retaining students within science and mathematics in the light of

predicted shortfalls in the number of persons entering

these fields.

In 1965, one year after the implementation of the

UB pilot projects in the United States, the Higher

Education Act of 1965 authorized a second program,

Talent Search (TS), to identify and assist youths with

the potential for success in higher education. The term

TRIO was coined in 1968 to encompass the three initial programs: UB, TS, and the newly authorized

Student Support Services (SSS), which provided support services to undergraduate students to assist them

in completing programs of postsecondary education. At

the same time, all three programs were placed under

Title IV of the Higher Education Act of 1965.

Several years later in 1972, the same year that the

Veterans Upward Bound Program was begun, the

Educational Opportunity Centers Program (EOC) to

serve adults was authorized. Fourteen years later, the

Ronald E. McNair Postbaccalaureate Achievement

1

CHAPTER 1 

INTRODUCTION
Program (McNair) was authorized to prepare undergraduates from groups underrepresented in graduate

education for graduate study and the attainment of

Ph.D. degrees. The Training Program for Federal

TRIO Programs, authorized in 1976, supports training

activities to enhance the skills and expertise of project

directors and staff employed in TRIO Programs. The

newest program, the TRIO Dissemination

Partnership, was authorized in 1998 to encourage the

replication of successful practices of TRIO Programs at

institutions and agencies that do not have a federally

funded TRIO project.

The purpose of Upward Bound has always been to

foster, among low-income individuals and potentially

first-generation college students, the skills and motivation necessary to enroll and succeed in education

beyond high school. Consequently, The Code of Federal

Regulations for Upward Bound (34 CFR 645.11–14)

specifies a core academic and support program for participants attending any VUB, UB, or UBMS project.

Each project is required to provide instruction in math,

laboratory science, composition, literature, and foreign

language. Other services include:

• Instruction in reading, writing, study skills, and

other subjects necessary for success in education

beyond high school;

• Academic, financial, or personal counseling;

• Exposure to academic programs and cultural

events;

• Tutorial services;

• Mentoring programs;

• Information on postsecondary education opportunities;

• Assistance in completing college entrance and

financial aid applications;

• Assistance in preparing for college entrance

examinations like the ACT and SAT; and

• Work study positions to expose participants to

careers requiring a postsecondary degree.

In addition to these core elements, VUB projects

have the special mission of helping U.S. military veterans—most of whom have different education and life

experiences than do secondary school-aged Upward

Bound participants—to enter and succeed in postsecondary education. The U.S. military veteran population

is large, with current estimates at more than 25 million,

including 8.2 million Vietnam-era veterans (33 percent), the largest period-of-service component for veterans (U.S. Department of Veterans Affairs 2004a).

While VUB projects are expected to provide the

core academic and support services offered by other

Upward Bound projects, federal regulations also

require a subset of services more specifically targeted to

the needs of veterans. These include:

• Intensive basic skills development in academic

subjects required for successful completion of a

high school equivalency program and admission

to postsecondary programs;

• Short-term remedial or refresher courses for veterans who have graduated from high school but

delayed pursuing postsecondary education;2 and

• Assistance in securing support services from other

available resources such as the U.S. Department

of Veterans Affairs, state veterans agencies, veterans associations, and other state and local agencies

that serve veterans (34 CFR 645.14).

Like the Upward Bound projects available to

school-aged students, in 2000-01 VUB projects were

classified as either classic or math-science projects. Two

of the 47 VUB projects funded during the 2000–01

program year were math-science projects. Each year,

VUB projects are expected to serve a minimum of 

120 eligible participants; the VUBMS projects are

approved to serve fewer than that number. The two

VUBMS projects in 2000 were funded to serve 45 veterans, on average. For comparison, classic UB projects

serve between 50 and 120 students, while UBMS projects serve between 50 and 75.

Federal regulations for the VUB Program do not

have the same age requirements for participants as do

the UB and UBMS Programs, whose participants must

be between the ages of 13 and 19. Otherwise, the core

eligibility requirements for the three Upward Bound

Programs are similar. Participants must be potentially

first-generation college students or low income,3 and

demonstrate a need for academic support. At least two2 A Profile of the Veterans Upward Bound Program: 2000–2001

2 The federal regulations also specify that courses offered for

veterans should not duplicate courses otherwise available to students

at the grantee institutions.

3 “Potentially first-generation college student” means that neither of the veteran’s parents had completed a bachelor’s degree. A

“low-income” individual is defined as one whose family’s taxable

income did not exceed 150 percent of the poverty level established

by the U.S. Department of Commerce. In 2001, the income threshold was approximately $26,475 for a family of four.
thirds of the participants at each project must meet

low-income and potentially first-generation criteria;

the remaining participants must meet either of the two

eligibility criteria.

In addition, VUB Program participants must meet

several military service requirements, as defined by

Upward Bound Program regulations (34 CFR 465.6).

Participants must have served on active duty as a member of the U.S. Armed Forces for a period of more than

180 days, any part of which occurred after Jan. 31,

1955, and have been discharged or released from active

duty under conditions other than dishonorable; or have

served after Jan. 31, 1955, and have been discharged or

released because of a service-connected disability.

VUB projects offer services tailored to the needs of

individual veterans, almost all of whom, upon entry

into the program, have at least a high school diploma

or equivalency credentials. More than 40 percent of

participants are employed at least part time. VUB projects are therefore designed to serve the specific educational needs of their participants in an expeditious 

fashion—assessing the participants’ needs, refreshing

their academic skills, improving their career 

awareness, helping them to apply to postsecondary

institutions and for financial aid, referring them to

other sources of services for veterans, and providing

them counseling. VUB projects offer course work and

tutorial opportunities on a short-term basis and provide program services during the day and/or in the

evenings. The length of a veteran’s participation in the

project depends upon his or her needs.

Upward Bound grants are generally four years in

length, with the top-scoring proposals receiving fiveyear grants. Prior experience points may be earned by

grantees that have conducted an Upward Bound project during the three years prior to the submission of the

new application. Grantees may earn up to 15 prior

experience points based on the following five regulatory criteria reflecting the goals of Upward Bound; each

criterion is worth three points. The criteria for Upward

Bound programs are:

1. Whether the project serves the number of participants agreed to under the approved application;

2. The extent to which project participants have

demonstrated improvement in academic skills

and competencies as measured by standardized

achievement tests and grade point averages;4

3. The extent to which project participants continue to participate in the Upward Bound Program

until they complete their secondary education

program or, in the case of VUB, until they 

complete the educational program offered by

the project;

4. The extent to which participants who complete

the project, or were scheduled to complete the

project, undertake programs of postsecondary

education; and

5. The extent to which participants who complete

the project, or were scheduled to complete the

project, succeed in education beyond high

school, including the extent to which they graduate from postsecondary education programs.

B. Program Funding History

With an annual appropriation of $802.5 million in

Fiscal Year 2002 (FY 2002), the Federal TRIO

Programs are the largest set of discretionary grant programs in the U.S. Department of Education. Table 1

presents a summary of TRIO funding and participant

numbers for FY 2002 (2002–03 academic year).

Upward Bound has historically had—and continues to have—the largest total funding allocation of any

TRIO program ($264.2 million for UB and $31.8 million for UBMS in FY 2002). Information on the number of projects, participants, and funding for VUB

projects is typically discussed, along with the UB and

UBMS projects of which they are a part; VUB does not

have its own separate allocation. UB and UBMS have

among the highest levels of funding per student served

among TRIO programs ($4,648 for UB and $5,215 for

UBMS, exceeded only by the McNair Program).

As table 1 demonstrates, VUB projects on average

have smaller awards and, for VUB projects providing

classic UB instruction and services, serve more participants per project than the Upward Bound projects that

serve traditionally school-aged students. For example,

the average classic Veterans Upward Bound grant was

$279,654 for the 2002–03 program year; the average

number of participants those projects were funded to

serve was 121 individuals. The contrasting figures for

classic UB projects that did not serve veterans were

Chapter I Introduction 3

4 VUB grantees do not provide any data about grade point averages since their participants are not enrolled in secondary education.
$346,856 and 71 persons, respectively. In 2002, VUB

projects, including 43 classic UB and 2 UBMS

grantees, reported serving 5,290 veterans. The average

cost per classic VUB participant was $2,313 and, for

each VUBMS participant, $5,187.

Table 2 gives historical information on funding 

for TRIO programs from 1967 to 2002 in current and

constant 2002 dollars. During the 1990s, the annual

appropriation for TRIO increased substantially in current dollars and constant dollars after a flat period for

much of the 1980s. In 2002, 2,646 grants were made to

serve an estimated 800,000 participants. Figure 1 provides a graphic display of TRIO funding in constant

2002 dollars across the periods in which the projects

were operating.

4 A Profile of the Veterans Upward Bound Program: 2000–2001

Table 1. TRIO funding, number of grants, number of participants, average award, average number served, and

amount per person served: 2002–03

Amount

Program Grant amount Number of Number of Average Average served per

(millions) grants participants* award per project participant

Classic Upward Bound $264.2 770 56,841 $343,103 74 $4,648

Veterans UB 12.0 43 5,200 279,654 121 2,313

UB without veterans 252.2 727 51,641 346,856 71 4,883

Upward Bound Math-Science 31.8 123 6,093 258,312 50 5,215

Veterans UBMS 0.5 2 90 233,419 45 5,187

UBMS without veterans 31.3 121 6,003 258,724 50 5,215

All Veterans Upward Bound (VUB) 12.5 45 5,290 277,599 118 2,361

Talent Search 143.5 475 389,454 302,117 820 368

Educational Opportunity Centers 48.0 139 217,836 345,405 1,567 220

Student Support Services 262.7 937 198,551 280,375 212 1,323

McNair 38.4 156 3,774 245,880 24 10,164

Dissemination 3.4 17 — 200,740 — —

Training 6.8 29 4,164 233,181 144 1,642

— Not applicable.

* Participants in the Federal TRIO Training Program are project directors and other staff employed in TRIO Programs. The participants in all other programs are students.

NOTE: UB = classic Upward Bound; UBMS = Upward Bound Math-Science; VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, administrative and financial records from program files.

Figure 1. TRIO funding in constant 2002 dollars, by

program: 1967–2002

NOTE: UB=classic Upward Bound; TS =Talent Search; SSS= Student

Support Services; EOC= Educational Opportunity Centers; McNair =

Ronald McNair Postbaccalaureate Achievement Program; UBMS =

Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

administrative and financial records from program files; U.S.

Department of Labor, Bureau of Labor Statistics, Consumer Price Index:

1967–2000.

$0

$50

$100

$150

$200

$250

$300

UB

1965 1970 1975 1980 1985 1990 1995 2000 2005

SSS TS EOC UBMS McNair

Million dollars

3.5

43.5 45.5

264.2

46.4

262.7

48.0

0.0

38.4

4.1

31.8

4.7
C. The Changing National Context

Since 1965, when Congress authorized the first

TRIO programs, significant advances in the educational achievement and attainment of low-income, firstgeneration, and minority students have taken place

within the United States. To provide context for the

program profile for 2000–01, we review national data

on changes in high school dropout rates and postsecondary enrollment over the period since TRIO began.

We also provide educational attainment information on

the U.S. population of military veterans.

Chapter I Introduction 5

Table 2. TRIO funding, by program in current and constant 2002 dollars: 1967–2002

(amounts in millions of dollars)

Educational

Classic Student Support Opportunity Upward Bound

Year Upward Bound* Talent Search Services Centers McNair Math-Science*

Current dollars

1967 $27.0 $2.5 † † † †

1970 29.6 5.0 $10.0 † † †

1975 38.3 6.0 23.0 $3.0 † †

1980 62.5 15.3 60.0 7.7 † †

1985 73.1 20.7 70.2 9.2 † †

1990 102.6 27.0 90.9 11.9 $3.0 $3.4

1992 144.1 65.7 127.1 20.5 9.6 14.6

1995 171.6 78.8 143.5 24.6 19.1 19.0

1999 220.5 98.5 178.9 29.8 32.1 29.3

2000 249.7 100.6 183.3 30.5 34.9 31.3

2002 264.2 143.5 262.7 48.0 38.4 31.8

Constant 2002 dollars (adjusted for inflation)

1967 145.5 13.5 † † † †

1970 137.3 23.2 46.4 † † †

1975 127.9 20.0 76.8 10.0 † †

1980 136.3 33.4 130.8 16.8 † †

1985 122.1 34.6 117.2 15.4 † †

1990 141.6 37.3 125.4 16.4 4.1 4.7

1992 184.4 84.1 162.7 26.2 12.3 18.7

1995 202.5 93.0 169.3 29.0 22.5 22.4

1999 238.1 106.4 193.2 32.2 34.7 31.6

2000 259.7 104.6 190.6 31.7 36.3 32.6

2002 264.2 143.5 262.7 48.0 38.4 31.8

* Veterans Upward Bound projects are included with the totals for classic Upward Bound and Upward Bound Math-Science, as applicable.

† Not applicable, time period prior to program initiation.

NOTE: Amounts of TRIO funding presented in millions of dollars.

SOURCE: U.S. Department of Education, Federal TRIO Programs, administrative and financial records from program files; U.S. Department of Labor,

Bureau of Labor Statistics, Consumer Price Index: 1967–2002.
When Upward Bound and Talent Search began in

the late 1960s, and when Veterans Upward Bound

began in the early 1970s, there was considerable

emphasis on increasing high school graduation rates as

the first step toward increasing college enrollment.

Indeed since that time, secondary school dropout rates

have declined, especially among black or AfricanAmerican youths, for whom dropout rates by 2000

were less than half of what they were at the time 

of TRIO Program implementation in the late 1960s

(fig. 2). However, as the Census data indicate, the percentage of young persons who have dropped out of

high school remains high among all groups, especially

for Hispanic youths who may be children of nonEnglish speaking parents.

Figure 3 presents the postsecondary education

enrollment rates from 1967 to 2000 for 18–24- year-old

individuals, by racial/ethnic group. Overall rates

increased from 26 percent in 1967 to 36 percent in

2000. Black or African-American youths had the largest

increase—more than doubling, from 13 to 30 percent.

The rate of college attendance among Hispanic youths

was 20 percent in 1975, which declined to 16–17 percent in the 1980s, and was 22 percent in 2000.

Figure 4 displays Census figures on the percentage of high school graduates enrolling in postsecondary education immediately after high school graduation (i.e., by the following October). Overall, postsecondary enrollment among high school graduates

went from 49 percent in 1972 to 61 percent in 2000.

Among youths from low-income families, the Census

Bureau estimates were 26 percent and 38 percent,

respectively, in 1972 and 2002.

6 A Profile of the Veterans Upward Bound Program: 2000–2001

Figure 2. Percentage of the population 18–24 years

old who have dropped out of high school

(status dropout rate), by race/ethnicity:

1967–2000

NOTE: The term “status dropout rate” in this figure is based on the 

self reports of 18–24-year-old respondents to the Current Population

Survey (CPS) question on high school graduation status. This figure

reflects cumulative data on dropouts among 18–24-year-olds and is considerably higher than that reported by the Census for the annual dropout

rate of 15–17-year-olds, which is the proportion of students who left

school in the year reported. For example, for 15–17-year-olds the annual

rate was 4.5 percent for the national rate and 6.8 for Hispanics in 2000

(as reported in Census Table A-4. Annual High School Dropout Rates by

Sex, Race, Grade, and Hispanic Origin: October 1967 to 2002.

SOURCE: U.S. Department of Commerce, Bureau of the Census, 

Current Population Surveys, 1967–2002 (table A-5. The Population 

14 to 24 Years Old, by High School Graduate Status, College

Enrollment, Attainment, Sex, Race, and Hispanic Origin: 

October 1967 to 2002) available at

http://www.census.gov/population/www/socdemo/school.html

(accessed July 11, 2005).

0

5

10

15

20

25

30

35

40

45

1965 1970 1975 1980 1985 1990 1995 2000 2005

Hispanic Black White Asian or Pacific Islander

2.2

7.9

5.3

34.5

4.6

40.4

32.3

Percent

Figure 3. Percentage of 18–24-year-olds enrolled in

postsecondary institutions, by race/ethnicity:

selected years, 1967–2000

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current

Population Surveys, 1967–2002 (Table A-5. The Population 14 to 24

Years Old, by High School Graduate Status, College Enrollment,

Attainment, Sex, Race, and Hispanic Origin: October 1967 to 2002)

available at

http://www.census.gov/population/www/socdemo/school.html

(accessed July 11, 2005).

0

5

10

15

20

25

30

35

40

1965 1970 1975 1980 1985 1990 1995 2000 2005

White All students Black Hispanic

35.5

25.5

35.6

26.9

3.0

30.3

20.4 21.7

Percent
As demonstrated in figure 5, the educational attainment of the population of U.S. military veterans has

shown improvements comparable to the results of the

U.S. population overall: The percentage of the veteran

population that has not completed high school has

dropped from 33 percent to 12 percent in the last 

30 years as the result of a number of federal initiatives,

revisions in the requirements for military service, and

changes in the population of veterans overall.5

Despite the improvements over the last three

decades, the number of veterans without high school

degrees remain significant—about 3.0 million veterans

in 2001 (Klein and Stockford 2001; U.S. Department

of Veterans Affairs 2004a). It is important to note, howChapter I Introduction 7

Figure 4. Percentage of high school graduates

enrolled in college the October following

graduation, by family income: 1972–2000

NOTE: Low income from 1972–95 was the lowest 20 percent of family

incomes; high income was the top 20 percent; and middle income was

the 60 percent in between. Percents reported for low income for 1990

and 1995 represent three-year averages due to small yearly sample sizes.

In 2000, the percentage groupings changed somewhat: low income

included the bottom 19 percent, and high income was the upper 

33 percent. Middle was the 48 percent between the two other groups.

SOURCE: U.S Department of Commerce, Bureau of the Census, October

Current Population Surveys, 1972–2002, available at

http://www.census.gov/population/www/socdemo/school.html

(accessed July 11, 2005).

0

10

20

30

40

50

60

70

80

90

1970 1975 1980 1985 1990 1995 2000 2005

High income Total U.S. Middle income Low income

Percent

37.7

26.1

45.2

59.2

63.8

76.7

49.2

61.0

Figure 5. Percentage of U.S. military veterans who

have completed high school, by

race/ethnicity: selected years, 1970–2001

SOURCE U.S. Department of Veterans Affairs, National Survey of

Veterans (NSV), 2001, available at http://www.va.gov/vetdata/

SurveyResults/nsv/final/NSV%20Final%20Report.pdf 

(accessed July 11, 2005).

100

80

60

40

20

0

1965 1970 1975 1980 1985 1990 1995 2000 2005

Percent

White All students Black Hispanic

88.9

67.0

89.2

68.3

85.7

51.3

83.4

41.6

5 The overall population of veterans changes as Vietnam- and

Gulf War-era veterans become proportionally larger relative to

WWII and Korean veterans. For example, 95 percent of Vietnamera veterans had completed high school (Klein and Stockford 2001)

in contrast to 82 percent of Korean War veterans (U.S. Department

of Veterans Affairs 2002).
ever, that the population of veterans is both very large

and complex, and the educational status of the population varies by the age of the veterans—or, in other

terms, by the particular years in which the veterans

completed their military service. Figure 6 presents the

educational attainment for three groups of veterans:

two groups that are most likely to be VUB participants

and another comprehensive group that includes all veterans. As shown in this figure, veterans who completed

their military service since the Korean War are more

likely to hold high school degrees than other veterans.

For example, 95 percent of the veterans who were

40–54 years old in 1999 (i.e., Vietnam-era veterans6)

have completed high school, and the percentage of

post-Vietnam or Gulf War-era veteran is even higher—

reaching almost 98 percent.

8 A Profile of the Veterans Upward Bound Program: 2000–2001

Figure 6. Percentage distribution of U.S. military veterans, by level of education and selected age group: 2001

NOTE: Veterans 40–54 years old correspond roughly to the population of “Vietnam-era veterans.” Persons aged 20–39 represent post-Vietnam- or Gulf

War-era veterans.

SOURCE: Current Population Survey, March 1999, analyzed in Klein, R.E., and Stockford, D.D. (2001). Data on the Socioeconomic Status of Veterans

and on VA Program Usage. Washington, D.C.: Department of Veterans Affairs, available at http://www.va.gov/vetdata/Demographics/Advanced/

sesprogramnet5-31-01.ppt (accessed July 11, 2005).

12.3

35.3

9.3

3.1

5.0

34.5 5.9

4.6

2.6

43.4

0.4

3.6

ess than high school 

raduate

High school graduate Som ostsecondary education

ducation

achelor’ degree 

igher

0-39-year-old veterans

10

20

30

40

50

All veterans

ercent

40-54-year-old veterans

6 Data for the analyses reported by Klein and Stockford (2001)

came from the March 1999 Annual Demographic Supplement to the

Current Population Survey. At that time, the group of 40–54-yearold veterans corresponded roughly to “Vietnam-era veterans.”
D. Purpose and Development of the 

VUB Performance Report

The requirements for performance reports in each

of the Federal TRIO programs were revised in recent

years in response to the Government Performance and

Results Act of 1993 (GPRA) (P.L. 103–62) and the U.S.

Department of Education’s strategic plan (U.S.

Department of Education 2002). In addition to providing statistical information on the TRIO programs, the

new performance reports are designed to provide tools

for measuring program outcomes and progress toward

meeting program goals. To date, national profile

reports have been published for the UB, UBMS, SSS,

McNair, TS, and EOC programs using recent performance report data and other relevant data sources.

This is the first national profile of the VUB Program to

use data from the new performance report.

The Upward Bound programs were the last of the

TRIO programs to implement a revised performance

reporting form following GPRA. The report was carefully developed after several working groups considered

draft forms and after substantial comment by Upward

Bound projects. The VUB performance report was

developed in conjunction with the forms for UB and

UBMS, with special adaptations to fit the special program characteristics of VUB. The new form includes

individual participant records and incorporates measures of the types of services received by program participants. VUB projects are expected to track eligible participants7 for four years after program completion.

For the 2000–01 data collection (the first using the

new report requirements), VUB projects were asked to

include all project participants served by the projects

during the 1999–2000 and 2000–01 program years.

Since cohort data on project participants are not available before the 1999–2000 year, some program outcomes (e.g., postsecondary enrollment and completion

rates) cannot be reported until additional trend information is collected. The performance report was

designed to provide a rich source of information concerning participants’ selections, entering characteristics, services/participation, and outcomes. The fact that

participants’ characteristics and outcomes are reported

on individual students can potentially allow for analyses of the relationship among these factors. The potential also exists to use the information with other sources

of national data such as the Federal Aid Files maintained by the Office of Postsecondary Education in the

U.S. Department of Education.

E. Report Structure

This descriptive report endeavors to provide a summary of the results of the first year’s performance

reporting for VUB, for which 96 percent of funded

projects submitted individual participant-based performance reports (see appendix, table A–1). In organizing this report, we largely follow the performance

report structure itself. We begin by presenting demographic profiles of the grantees and participants, then

focus on program participation and services. Finally, we

look at the information reported on postsecondary outcomes, although the 2000–01 performance reports

include only a two-year span of information, thus limiting the scope of the postsecondary outcome measures.

Specifically, the report is presented in five chapters

and one appendix. Chapter 2 focuses on the characteristics of the VUB grantees and is informed by matching

the information from the VUB performance reports

with the Integrated Postsecondary Education Data

System (IPEDS) for the 2000–01 academic year (U.S

Department of Education, National Center for

Education Statistics [NCES] 2001b). IPEDS is a core

postsecondary education data collection program for

NCES and includes all U.S. institutions and educational organizations with the primary mission of providing

postsecondary education. Chapter 3 provides a demographic profile of the veterans who participate in VUB.

Chapter 4 focuses on project participation, number

served, length of participation in the program, and

services provided. Chapter 5 focuses on postsecondary

outcomes. The appendix includes methodological and

summary information on performance report response

rates and data quality, and also describes plans for

future reports. In addition, a glossary of important

terms used in the report has been included.

Throughout the report, we look at selected data by

the sector of the host or sponsoring institution. The

institutional sectors include: (1) public four-year postsecondary institutions; (2) private four-year postsecondary institutions; (3) two-year postsecondary institutions; and (4) secondary schools, nonprofit agencies,

and other community organizations. This presentation

Chapter I Introduction 9

7 While the Upward Bound regulations include length-ofservice requirements to define participants for UB and UBMS, the

regulations do not include such requirements for VUB participants.

Therefore, each VUB project determines project participation within eligibility guidelines.
by the sector of VUB institutions will simplify comparisons with the recent profile reports for classic UB and

UBMS (Cahalan and Curtin 2004; Curtin and Cahalan

2004). However, the reader should be sensitive to the

relatively small numbers of VUB host institutions in

some of these groups (e.g., only three private four-year

institutions sponsored VUB projects in 2000-01).

10 A Profile of the Veterans Upward Bound Program: 2000–2001
Veterans Upward Bound projects may be hosted by

postsecondary institutions and public/private agencies

or both. In exceptional cases, secondary schools may

also sponsor VUB projects. About 62 percent of VUB

grantees were four-year institutions, 28 percent were

two-year institutions, and 11 percent were community

organizations (fig. 7).

Table 3 provides the distribution of all three

Upward Bound programs and participants by sector

of the host grantee organization.8 VUB grantees were

less likely to be private four-year institutions and

more likely to be community organizations than the

other two types of Upward Bound projects. The distribution of VUB participants by sector of grantees

largely mirrors the distribution of VUB projects by

sector (table 3).

A. Federal Region

Among the 10 federal regions listed in table 4, the

regions with the smallest number of VUB projects

were Region X with no projects, and Region I with

one project. The regions with the largest number of

VUB projects were Region IV with nine projects, and

Regions V and VI, each with eight projects. These

were also the regions with the largest number of classic UB projects.

B. IPEDS Comparison

To understand the distribution of VUB grantees relative to the entire group of postsecondary undergraduate

degree-granting institutions in the United States, we

merged the TRIO data with the institutional characteris11

CHAPTER 2 

CHARACTERISTICS OF GRANTEES

Figure 7. Percentage distribution of VUB projects, by

sector of host grantee: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

Community 

organizations

10.6%

Two-year 

institutions

27.7%

Private four-year 

institutions

6.4%

Public four-year

institutions

55.3%

8 The participant numbers represent an unduplicated count of

individuals within projects. Overall, duplicate records for 213 VUB,

808 UB, and 104 UBMS participants were removed.
12 A Profile of the Veterans Upward Bound Program: 2000–2001

Table 3. Projects and unduplicated counts of current- and prior-year VUB, UB, and UBMS participants included

in the project reports, by type of project and grantee sector: 2000–01

Number and percentage Current- and prior-year participants included in 

distribution of projects 2000–01 in the individual project reports1

Sector VUB UB UBMS VUB UB UBMS

All 47 100% 727 100% 121 100% 8,299 100% 68,628 100% 8,684 100%

Public four-year 

institutions 26 55.3 302 41.5 69 57.2 4,287 51.7 30,856 45.0 5,019 57.8

Private four-year 

institutions 3 6.4 155 21.3 29 24.0 749 9.0 15,828 23.1 2,173 25.0

Two–year 

institutions 13 27.7 231 31.8 17 14.1 2,3482 28.3 18,832 27.4 1,146 13.2

Community 

organizations 5 10.6 39 5.4 6 5.0 9152 11.0 3,112 4.5 346 4.0

1The count of current- and prior-year participants excludes the duplicate records of participants with valid Social Security numbers within projects.

Overall, duplicate records for 213 VUB, 808 UB, and 104 UBMS participants were removed. For this first reporting cycle, projects were instructed to

include in the individual record file anyone served in either 1999–2000 or 2000–01.

2 Two VUB projects (i.e., a two-year postsecondary institution and a nonprofit organization) did not provide participant-level performance reports.

NOTE: The counts of current- and prior-year participants are based on reporting projects only. VUB = Veterans Upward Bound; UB = classic Upward

Bound; UBMS = Upward Bound Math-Science. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 4. Number and percentage of Upward Bound projects, by federal region: 2000–01

Federal region

(states/outlying areas in region) VUB UB UBMS

All 47 100% 727 100% 121 100%

Region I

(CT, ME, MA, NH, RI, VT) 1 2.1 32 4.4 4 3.3

Region II

(NJ, PR, VI, NY)* 2 4.3 53 7.3 9 7.4

Region III

(DE, DC, MD, PA, VA, WV) 6 12.8 67 9.2 11 9.1

Region IV

(AL, FL, GA, KY, MS, NC, SC, TN) 9 19.2 153 21.1 21 17.4

Region V

(IL, IN, MI, MN, OH, WI) 8 17.0 117 16.1 18 14.9

Region VI

(AR, LA, NM, OK, TX) 8 17.0 112 15.4 18 14.9

Region VII

(IA, KS, MO, NE) 2 4.3 45 6.2 12 9.9

Region VIII

(CO, MT, ND, SD, UT, WY) 5 10.6 31 4.3 6 5.0

Region IX

(AZ, CA, HI, NV, AS, GU, MP)* 6 12.8 94 12.9 20 16.5

Region X

(AK, ID, OR, WA) 0 0 23 3.2 2 1.7

* Key to abbreviations for states and outlying areas is included in glossary.

NOTE: VUB = Veterans Upward Bound; UB = classic UB; and UBMS = Upward Bound Math-Science. This table includes projects that did not respond to

the Upward Bound individual performance reports (two VUB, 19 UB, and three UBMS projects). Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
tics file for the Integrated Postsecondary Education Data

System (IPEDS).9 Overall, roughly 25 percent of the

two- and four-year degree granting Title IV-eligible institutions10 serving undergraduates have Upward Bound

grants of some type, and 1 percent have VUB grants

(table 5). VUB is more prevalent among four-year public

institutions (4 percent have VUB grants) than among private four-year institutions (0.2 percent have VUB grants).

The Carnegie Classification System is a systematic

classification of institutions of higher education developed by the Carnegie Foundation for the Advancement

of Teaching that uses variables such as degrees offered,

size, and commitment to research. Table 6 compares

the distribution of the total Carnegie-classified institutions with that of the VUB grantees. The largest numbers of VUB projects were located in postsecondary

programs offering master’s degrees (13 of the 47 UB

projects funded in 2000–01). About one-quarter of

VUB Program grantees were located in postsecondary

institutions that offered primarily two-year degrees or

less. Notably, these associate-degree-granting institutions were less numerous as a proportion of the total

VUB grantees (26 percent) than they were among all

degree-granting postsecondary institutions described

in IPEDS. Overall, 45 percent of Carnegie-classified

postsecondary institutions offered primarily associate

degrees (table 6).

Table 7 gives the number and percentages of

Historically Black Colleges and Universities (HBCUs),

Hispanic-Serving Institutions (HSIs), and Tribal

Colleges and Universities (TCUs) among degreegranting institutions found in IPEDS. Among the total

degree-granting institutions serving undergraduates in

the United States, about 3 percent (99 institutions)

were HBCUs, 6 percent were HSIs (215 institutions),

and 1 percent were TCUs (29 institutions).

Representation of VUB projects at minority institutions exceeded the institutions’ representation within

IPEDS for HBCUs and TCUs (9 percent and 2 percent of VUB projects, respectively, were at these

minority institutions).

Chapter 2 Characteristics of Grantees 13

Table 5. Number of two- and four-year degree-granting institutions serving undergraduates and the number

and percentage of these institutions with Upward Bound grants, by type of postsecondary institution:

2000–01

All Number with Upward Bound Percentage with Upward Bound

Type institutions VUB UB UBMS All UB VUB UB UBMS All UB

All 3,455 42 688 115 845 1.2% 19.9% 3.3% 24.5%

All four-year 1,955 29 457 98 584 1.5 23.4 5.0 29.9

Public four-year 614 26 302 69 397 4.2 49.2 11.2 64.7

Private four-year 1,341 3 155 29 187 0.2 11.6 2.2 13.9

All two-year 1,500 13 231 17 261 0.9 15.4 1.1 17.4

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound; and UBMS = Upward Bound Math-Science. Upward Bound grantees that were secondary schools and nonprofit agencies (five VUB, 39 UB, and six UBMS projects) are not included in the total number of projects listed in the table in

row one; because they are not postsecondary institutions, they are not included in the analysis of the percentages in the Integrated Postsecondary

Education Data System (IPEDS). IPEDS for 2000–01 contains a total of 9,905 postsecondary institutions. Of these, 3,455 were two- or four-year public

or private not-for-profit degree-granting Title IV-eligible institutions that served undergraduates.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and U.S. Department of Education,

National Center for Education Statistics, Integrated Postsecondary Education Data System Institutional Characteristics (IPEDS-IC), 2000–01.

9 The IPEDS Institutional Characteristics file for 2000–01 contains 9,905 institutions (U.S. Department of Education, National

Center for Education Statistics 2001b). For our analyses, we used

postsecondary institutions awarding at least two-year degrees and

excluded private for-profit institutions, institutions not serving

undergraduates, and non-Title IV participants (about 6,700 postsecondary schools were Title IV-participating). The resulting comparison file had 3,455 IPEDS institutions.

10 Title IV-eligible institutions are those determined eligible to

participate in federal aid for postsecondary education, including the

Federal Pell Grants, the Federal Supplemental Educational

Opportunity Grants (FSEOG), the Federal Work-Study Program

(FWS), the Federal Stafford Loans (subsidized and unsubsidized),

the Federal PLUS Loan Program (Parent Loan for Undergraduate

Students), the Federal Perkins Loan Program, and the William D.

Ford Direct Loan Program.
14 A Profile of the Veterans Upward Bound Program: 2000–2001

Table 7. Postsecondary institutions serving undergraduates and institutions with Upward Bound projects, by

type of institution: 2000–01

Degree-granting 

institutions serving Institutions with Upward Bound projects

Institution type undergraduates1 VUB UB UBMS

All 3,4552 100% 47 100% 727 100% 121 100%

Historically Black Colleges and 

Universities3 (HBCUs) 99 2.9 4 8.5 75 10.3 16 13.2

Hispanic-Serving Institutions3 (HSIs) 215 6.2 2 4.3 87 12.0 12 9.9

Tribal Colleges and Universities3 (TCUs) 29 0.8 1 2.1 6 0.8 0 0

Other postsecondary institutions 3,114 90.1 35 74.5 520 71.5 87 71.9

Community organizations — — 5 10.6 39 5.4 6 5.0

— Not applicable.

1 The Integrated Postsecondary Education Data System institutional characteristics file (IPEDS-IC) for 2000–01 contains 9,905 postsecondary institutions. Of these institutions, 3,455 were two- or four-year public or private not-for-profit, degree-granting institutions that served undergraduates.

HBCUs and Tribal Institutions are identified on IPEDS.

2 The lists of Historically Black, Tribal, and Hispanic-Serving institutions were not mutually exclusive.

3 HBCUs are historically black postsecondary institutions established before 1964 to educate black Americans. HSIs are defined as institutions of higher

education with 25 percent or more Hispanic undergraduate enrollment. TCUs are postsecondary schools created to address the higher education

needs of American Indians in isolated areas with little access to postsecondary education. The report glossary includes additional information about

these schools.

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound; UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and U.S. Department of Education,

National Center for Education Statistics, Integrated Postsecondary Education Data System Institutional Characteristics (IPEDS-IC), 2000–01.

Table 6. Comparison of the distribution of Carnegie-classified postsecondary institutions and VUB grantees,

by type of degree awarded: 2000–01

Postsecondary institutions 

Carnegie classification with Carnegie classification VUB projects

Total 3,608* 100% 47 100%

Doctoral/Research 255 7.1 9 19.1

Master’s 610 16.9 13 27.7

Baccalaureate 603 16.7 3 6.4

Associate 1,636 45.3 12 25.5

Other 504 14.0 1 2.1

VUB postsecondary institutions 

not assigned Carnegie classification — — 4 8.5

VUB community organizations — — 5 10.6

* Number reflects the total number of institutions on Integrated Postsecondary Education Data System (IPEDS) file that had a Carnegie classification

assigned.

— Not applicable.

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and U.S. Department of Education,

National Center for Education Statistics, Integrated Postsecondary Education Data System Institutional Characteristics (IPEDS-IC), 2000–01.
15

This chapter presents information on the demographic characteristics of VUB participants, including

information on their eligibility status, race/ethnicity,

gender, need for program services, and age at entry

into the program. To provide context for the demographic statistics on VUB participants, we also include

related information from the Department of Veterans

Affairs (VA), the Census Bureau, and the National

Center for Education Statistics (NCES). As we note

below, the population of U.S. military veterans is

large—over 25 million in 2003 (U.S. Department of

Veterans Affairs 2004a). The population is also quite

complex, and the reader should be aware of this complexity in considering the contextual discussions of the

population of U.S. military veterans that follow. The

largest period-of-service group is Vietnam-era veterans (8.2 million, or about one-third of the population

of veterans), and slightly less than one-half of U.S. veterans (48 percent) are either Gulf War- or Vietnamera veterans. These two groups, as well as the veterans

who served in peacetime between these periods, constitute the great majority of those served by Veterans

Upward Bound. Other significant portions of the veteran population are older. For example, 31 percent

are World War II or Korean War veterans; another 

25 percent served during peacetime.11 Where possible, we discuss these age differences and how they

impacted the findings in the following discussion.

A. Participant Distribution, by Eligibility

1. Context: National Data On Poverty

Upward Bound was first initiated as part of the

“War on Poverty” in the 1960s, manifesting the concept that higher education was a cornerstone for helping to reduce poverty within the U.S. population. Since

1981, Upward Bound eligibility requirements have

stipulated that two-thirds of participants must be lowincome and potentially first-generation college students.12 The other one-third must be either lowincome or potentially first-generation college students.

“Low income” is defined as having a family taxable

income that does not exceed 150 percent of the poverty level at the time of entry into the project. The U.S.

Department of Commerce, Bureau of the Census, sets

guidelines to determine the definition of the poverty

level. To provide context related to these eligibility criteria, Census Bureau statistics on poverty rates are provided below. We also include NCES data on the percentage of high school students who were potentially

first-generation college students at four points in time:

1972, 1980, 1990, and 2002. These statistics are useful

in understanding the population of U.S. students who

have been eligible for the Upward Bound program historically and more recently.

In 2001, out of a total U.S. population of 281 million, about 33 million persons lived in poverty, and 

59 million lived at less than 150 percent of the poverty level (U.S. Department of Commerce, Bureau of the

Census 2001). At that time, approximately 6 percent of

veterans were living in poverty—approximately 

1.4 million veterans (Klein and Stockford 2001).

Poverty rates in the United States for all persons

aged 18–64 years have remained remarkably stable

between 1975 and 2001, fluctuating between a low of 

9 percent in 1970 and a high of 11 percent in 1995

CHAPTER 3 

VETERANS UPWARD BOUND

PARTICIPANTS

11 These percentages sum to more than 100 percent. More than

1 million veterans served in more than one war period.

12 Requirements prior to 1981 were that participants be “disadvantaged” and have need of services; however, the TRIO legislation

did not define a specific income or parent educational level until 1981.
16 A Profile of the Veterans Upward Bound Program: 2000–2001

(fig. 8). As shown in this figure, there were also consistent differences among racial and ethnic groups, with

white, non-Hispanic individuals less likely to be living

in poverty than the other groups.

Figure 9 gives the percentage of adults aged 

18–64 years who were living in poverty and under 

150 percent of the poverty level (the eligibility

requirement used in Upward Bound) in 2001. In that

year, 17 percent of U.S. adults met the Upward Bound

150 percent of poverty level criterion. This percentage

was slightly less than one-third among Hispanic and

black adults.

The second TRIO eligibility requirement relates

to potential first-generation-college status. This is

defined as not having a parent or guardian who has

received a bachelor’s degree. Census figures on parent

education reflect the increase in educational attainment

occurring since the initiation of the TRIO programs.

At the time of the initiation of TRIO, substantial proportions of parents had not completed high school, and

most had not entered a college. In the 1970s, during

the first decade of TRIO, over a quarter of white mothers and fathers and well over half of black and Hispanic

parents of school-age children had not completed high

school. Census figures discussed in the Condition of

Figure 9. Percentage of U.S. population aged 18–64 years old in poverty and under 150 percent of poverty

level, by race/ethnicity: 2001

NOTE: Estimates reported for “White” in this figure are for all whites and include those of Hispanic origin. A total of 7.8 percent of “White, not

Hispanic” persons were under the poverty line in 2001; 14.9 percent were under 150 percent of the poverty line.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Surveys, Families as of March of the following year, 

table 2. Age, Sex, Household Relationship, Race, and Hispanic Origin - Ratio of Income to Poverty Level: 2001, available at

http://ferret.bls.census.gov/macro/032002/pov/new02_000.htm (accessed July 11, 2005).

5.4

2.1

9.7

6.

7.4

.7

7.

8.7

.7

10.1

0 5 10 15 20 25 30 35

White

Hispanic

lack

Asian/Pacific Islander

All

ercent At or below poverty level Under 150 percent of poverty level

Figure 8. Percentage of people 18–64 years of age

who were below the poverty level, by

race/ethnicity: 1970–2001

SOURCE: U.S. Department of Commerce, Bureau of the Census, Current

Population Surveys, Historical Poverty Tables, Table 3. Poverty Status

of People, by Age, Race, and Hispanic Origin: 1959-2003, available at

http://www.census.gov/hhes/poverty/histpov/hstpov3.html (accessed

July 11, 2005).

1965 1970 1975 1980 1985 1990 1995 2000 2005

Percent

30

25

20

5

10

5

0

0.1

7.7

8.7

7.2

9.0

20.2

23.1

6.8

9.6 9.7

All

Hispanic (of any race)

Black

White non-Hispanic

Asian
Chapter 3 Veterans Upward Bound Participants 17

Education 2001 (U.S. Department of Education,

National Center for Education Statistics 2001a, see

supplemental table 4–1) document changes in educational attainment since the 1970s to more recent years.

For example, between 1974 and 1999, the percentage of children of black mothers who had less than a

high school diploma went from 58 percent in 1974 to

20 percent in 1999, and the percentage of children of

black fathers without a high school diploma went from

61 percent to 15 percent in the same period. Among

Hispanic parents, change was less pronounced. For

example, the percentage of children of Hispanic mothers without a high school diploma went from 62 percent to 49 percent between 1974 and 1999. Among

Hispanic fathers, the percentage without a high school

diploma was 58 percent in 1974 and 49 percent in

1999 (U.S. Department of Education, National Center

for Education Statistics 2001a).

In a parallel development, since 1974—the first

year for which national data are available—the percentage of parents who had a bachelor’s degree has

increased substantially. For example, the percentage of

black children whose mothers and fathers had bachelor’s degrees increased fourfold, from 4 percent each to

14 percent for mothers and 17 percent for fathers

from 1974 to 1999 (fig. 10). In the same period, the

percentage of Hispanic mothers with a bachelor’s

degree went from 4 percent to 7 percent, and the percentage of Hispanic fathers with a bachelor’s degree

increased slightly from 8 to 10 percent.

It should be noted that, while figure 10 shows

trends in parents’ educational attainment, the figure

does not precisely reflect the Upward Bound Program’s

criterion for participants’ “first-generation” status,

since it provides separate data on children who had

mothers and fathers with bachelor’s degrees. Instead,

the Upward Bound Program requires that neither parent have bachelor’s degree if a student is to be considered potentially first-generation. Figure 11, on the

other hand, accurately reflects the program’s “firstgeneration” criterion. Using data from four NCES

nationally representative longitudinal studies of high

school students: NLS-72, HS&B, NELS:88, and

ELS:2002 (U.S. Department of Education, National

Figure 10. Percentage of children 6–18 years of age

having a mother with a bachelor’s degree

and percentage having a father with a

bachelor’s degree, by race/ethnicity:

1974–99

SOURCE: U.S. Department of Education, National Center for Education

Statistics, Condition of Education (table 4–1), 2001.

26.4

33.6

13.9

16.5

7.4

9.3

19.9

3.6 4.0

3.5

10.1

8.4

0

5

10

15

20

25

30

35

40

1970 1975 1980 1985 1990 1995 2000 2005

White mothers

White fathers Black mothers

Hispanic mothers

Hispanic fathers

Black fathers

Percent

Figure 11. Percentage of high school students who

were potentially first-generation four-year

college graduates, by race/ethnicity:

1972, 1980, 1990, and 2002

NOTE: “High school students who were potentially first-generation

four-year college graduates” are defined as having neither mother nor

father, nor guardian with a bachelor’s degree. Information is from high

school sophomores in 1980, 1990, and 2002. NLS-72 began with high

school seniors; information is thus from seniors. “More than one race

reported” was a possible response only in ELS:2002.

SOURCE: Special tabulations using U.S. Department of Education,

National Center for Education Statistics, National Longitudinal Study 

of the High School Class of 1972 (NLS–72/73); High School and Beyond

(HS&B, 1980) sophomore cohort base-year survey; National Education

Longitudinal Study of 1988 first follow-up study (NELS:88/90); 

and Education Longitudinal Study of 2002 base-year student 

survey (ELS:2002).

57.1

78.7

48.0

62.7

77.0

92.9 91.6

69.0

77.9

88.8

71.0

62.3

79.1

40

50

60

70

80

90

100

1970 1975 1980 1985 1990 1995 2000 2005

More than one race reported

White

Hispanic or Latino

Black or African American Asian

American Indian or Alaska Native

All

Percent
18 A Profile of the Veterans Upward Bound Program: 2000–2001

Center for Education Statistics 1994, 1995, 2002,

n.d.),13 figure 11 displays the percentage of potentially first-generation four-year college graduates among

high school students in 1972, 1980, 1990, and 2002, by

race/ethnicity. Overall, the percentage of potentially

first-generation college students was 79 percent in

1972 and 62 percent in 2002. Among black and

Hispanic students, the percentages of potentially firstgeneration college students were 92 and 93 percent,

respectively, in 1972. By 2002, these percentages had

declined to 69 and 79 percent, respectively.

2. Distribution of VUB Participants,

by Eligibility Status

As discussed earlier, in addition to meeting the definition of a veteran found in section 645.6 of the program regulations, VUB participants must also meet the

general Upward Bound eligibility requirements. Figure

12 gives the distribution by eligibility status for VUB

2000–01 participants, and table 8 presents this information by host sector. Overall, 72 percent of VUB

participants were both low-income and first-generation; 21 percent were first-generation only, and 7 percent were low-income only (table 8, fig. 12). Projects

hosted by community organizations had the largest

proportion of participants meeting both low-income

and potentially first-generation college requirements

(80 percent). There were some differences by sector of

host with two-year institutions having the highest percentage of participants who were first-generation only

(25 percent) and fewer who were both low-income and

first-generation (table 8).

B. Participant Distribution, by

Race/Ethnicity

1. Context: National Data on Race/Ethnicity

Upward Bound Programs are not targeted to specific racial and ethnic groups. Rather, they have a mission to serve low-income and first-generation college

students. However, the VUB and other TRIO programs have historically played an important role in

serving minority groups underrepresented in postsecondary education. Since the initiation of the TRIO

programs, shifts have occurred in the distribution of

the total U.S. population by race/ethnicity.

Table 9 gives Census data on the distribution of the

U.S. population from 1960 to 2001, by racial and ethnic characteristics. Developed from Decennial Census

information (see Gibson and Jung 2002), this table provides a realistic representation of the U.S. population

during the decades in which TRIO programs were

implemented and expanded. These data document the

growth in minority populations, especially the

Hispanic and Asian or Pacific Islander populations,

over the period. In addition, the 2000 Office of

Management and Budget (OMB) requirement that

government surveys allow for the choice of more than

one race is also reflected in this table. There are now

seven major categories for race/ethnicity.

13 The full names of the studies were the National Longitudinal

Study of the High School Class of 1972 (NLS-72); the High School

and Beyond (HS&B 1980) sophomore cohort base year survey; the

National Education Longitudinal Study of 1988 first follow-up

study (NELS:88/90); and the Education Longitudinal Study of 2002

base-year student survey (ELS:2002).

Figure 12. Percentage distribution of VUB

participants, by eligibility status: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

First-generation

only

20.7%

Low-income only

7.4%

Low-income and

first-generation

71.9%
Chapter 3 Veterans Upward Bound Participants 19

Table 8. Percentage distribution of VUB participants, by eligibility status and sector of grantee: 2000–01

Public Private Community

Eligibility status All projects four-year four-year Two-year organization

Low-income and first-generation 71.9% 71.1% 77.0% 67.7% 80.0%

Low-income only 7.4 8.0 5.8 7.1 6.7

First-generation only 20.7 20.9 17.2 25.3 13.3

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 9. Number and percentage distribution of the U.S. population, by race/ethnicity: Selected years,

1960–2002

Year

Race/Ethnicity 1960 1970 1980 1990 2002

U.S. population (in thousands) 178,464 203,212 226,546 248,710 288,369

American Indian or Alaska Native 0.3% 0.4% 0.6% 0.8% 1.0%

Asian or Pacific Islander 0.3 0.8 1.5 2.9 4.0

Native Hawaiian/Other Pacific Islander † † † † 0.2

Black 10.6 11.1 11.7 12.1 12.7

Hispanic (may be any race) † † 6.4 9.0 13.4

White 88.8 87.5 † † †

White, non-Hispanic † † 79.6 75.6 68.3

Two or more races † † † † 1.4

Other races # 0.3 3.0 3.9 †

† Information not collected.

# Rounds to 0.

NOTE: The categories used to collect national racial/ethnic data in the Decennial Census and other government surveys have changed over time. In

1970, three racial categories were used (white, black, and “other” races); prior to 2000, whites included white Hispanics and other races not separately categorized. Since 2000, federal guidance has allowed the reporting of multiple races and additional racial categories. The numbers presented in this

table reflect re-analyses of previously released U.S. Decennial Census data using generally consistent definitions (see Gibson and Jung 2002, for additional explanation), available at http://www.census.gov/hhes/poverty/histpov/hstpov3.html (accessed July 11, 2005).

SOURCE: U.S. Department of Commerce, Census Bureau, Decennial Census, 1960, 1970, 1980, 1990; Statistical Abstract of United States, 2003 

(Table 14. Resident Population By Race, Hispanic Origin, and Single Years of Age: 2002).
20 A Profile of the Veterans Upward Bound Program: 2000–2001

2. Distribution of VUB Participants, by Race/Ethnicity

The largest percentage of VUB participants in

2000–01 (44 percent) were white (fig. 13), followed by

black or African-American (36 percent), Hispanic or

Latino (14 percent), and American Indian and Alaska

Native (5 percent). Asians, Native Hawaiians or Other

Pacific Islanders, and those of more than one race each

represented less than 1 percent of the VUB participants. Figure 14 describes the race/ethnicity of VUB

participants by the institutional sector of the host

grantees. VUB projects offered by community organizations had the highest proportion of Hispanic or

Latino participants. Project grantees housed in private

four-year institutions had the highest proportion of

black or African-American participants. About 63 percent of the participants in these VUB projects were

black or African-American.

Figure 15 compares the distribution of Upward

Bound participants in VUB, UB, and UBMS projects.

VUB participants were more likely to be white and

somewhat more likely to be American Indian or Alaska

Native than were participants from UBMS or UB; and

they were somewhat less likely to be Hispanic or

Latino, or Asian. UB and UBMS participants differed

little in distribution by race/ethnicity.

C. Participant Distribution, by Gender

1. Context: National Data on Gender

The final report for the 2001 National Survey of

Veterans (U.S. Department of Veterans Affairs 2003,

section 3) notes that, although veterans comprise a

“richly diverse group,” most U.S. military veterans in

2001 were male—in fact, 94 percent of U.S. veterans

in 2001. Despite this preponderance, however, veterans’ gender is important to consider in these analyses.

First, the proportion of female veterans is slowly and

consistently growing as the number and duties of

women in the military have expanded. For example, the

percentage of female veterans has almost doubled in

the last 30 years, from 3.5 percent of the total veteran

population in 1971 to 5.9 percent in 2001 (U.S.

Department of Veterans Affairs 2003, 2004b). In addiFigure 13. Percentage distribution of VUB

participants, by race/ethnicity: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

White

44.0%

Hispanic

or Latino

13.6%

Black or

African-American

36.2%

American Indian or More than one 

A aska Native race reported

4 8% 0.7%

Asian

0.5%

Native Hawaiian or

Other Pacific

Islander

0.2%

Figure 14. Percentage distribution of VUB

participants, by race/ethnicity and by host

grantee sector: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

0.6 1.3 1.0 0.1 0.7

54.0

32.8

47.1

11.2

44.0

37.2 38.4 36.2

4.9 0.4 3.7 4.8

0.2 0.3 0.2

13.6

8.9

2.6

10.4

40.5

62.6

0.8 0.5 0.2 0.4 0.5 9.0

30.7

0

10

20

30

40

50

60

70

80

90

00

Public

four-yea

institution 

Private

four-yea

institution 

Two-year

institution 

Community

organizations

All projects

More than one race reported

Native Hawaiian or Other Pacific Islander

White

Hispanic or Latino

Black or African-American

Asian

American Indian or Alaska Native

Percent
Chapter 3 Veterans Upward Bound Participants 21

tion, it is important to consider the gender of veterans

because, as the report on the 2001 National Survey of

Veterans later mentions, the demographic characteristics of female veterans are markedly different from

their male counterparts. The female veterans are

younger, have higher levels of educational attainment,

and are more likely to be members of minority racial

and ethnic groups (U.S. Department of Veterans

Affairs 2003).

2. Distribution of VUB Participants, by Gender

Unlike most other TRIO programs, VUB had a

much higher proportion of males (83 percent) than

females (18 percent). This distribution is not surprising given the distribution of veterans in the United

States noted above: 6 percent of all U.S. military veterans were female in 2001. Females are thus represented at higher proportions in VUB than in the general

Figure 15. Percentage distribution of participants, by race/ethnicity and by type of Upward Bound program:

2000–01

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound; UBMS= Upward Bound Math-Science. The percentages of VUB participants in this

figure differ slightly from the numbers reported in the 2000–01 UB and UBMS profile reports. The differences result from how duplicate records were

handled.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

.2

.4

4.8

9.8

0.7

.4

.7

.7

4.6

18.7

44.9

.7

.9

.7

.2

44.0

13.6

6.2

.5

.8

0 5 10 15 20 25 30 35 40 45 50

American Indian

Alaska Native

Asian

Black or 

African-American

Hispanic or Latino

White

Native Hawaiian or

Other Pacific Islander

More than one

race reported

VUB UB UBMS ercent
22 A Profile of the Veterans Upward Bound Program: 2000–2001

population of veterans (fig. 16). (Classic UB and

UBMS both have over 60 percent female participants.)

D. Participant Distribution, by Need 

for Services

The VUB performance reports collect information

on the employment and disability status of participants

as an indicator of the need for services. For the 2000–01

reporting period, almost half of the veterans assisted

were unemployed (47 percent); 15 percent were

employed part-time; and 5 percent were retired (table

10). About one-quarter of the VUB participants had disabilities (24 percent); however, the disability status of 

16 percent of the program participants was unknown.

The employment status of the VUB participants contrasts greatly with the overall U.S. military veteran population. Based on the results of the 2001 National Survey

of Veterans, over half of the U.S. veterans in 2001 were

employed (55 percent); 32 percent were retired, and 

7 percent had disabilities. Nationally, less than 1 percent of the veteran population reported being in school

(U.S. Department of Veterans Affairs 2003).

Figure 16. Percentage distribution of participants, by

gender and by type of Upward Bound

project: 2000–01

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound;

UBMS = Upward Bound Math-Science. The percentages of VUB 

participants in this figure differ slightly from the numbers reported in

the 2000–01 UB and UBMS profile reports. The differences result from

how duplicate records were handled.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

82.5

35.8 38.3

7.5

64.2 61.7

0

10

20

30

40

50

60

70

80

90

100

VUB UB UBMS

Female Male

Percent

Table 10. Percentage distribution of the employment status and disability status for VUB participants, by

grantee sector: 2000–01

Public Private Community

Employment/Disability Status Total four-year four-year Two-year organization

Employment Status

Unemployed 47.2% 42.1% 61.8% 53.1% 45.1%

Employed part time 14.6 14.8 13.7 13.6 16.3

Employed full time 27.7 28.8 19.5 27.9 27.9

Retired 4.8 4.3 2.6 3.4 10.5

Unknown 5.7 10.0 2.4 2.0 0.2

Disability Status

Has a disability 23.5 28.1 22.1 22.8 10.4

Does not have a disability 60.3 64.2 28.8 48.5 87.0

Unknown 16.2 7.8 49.1 28.7 2.6

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Chapter 3 Veterans Upward Bound Participants 23

E. Participant Distribution, by Educational

Attainment and Age at Program Entry

1. Distribution of VUB Participants, by Educational

Attainment at Program Entry

Figure 17 and table 11 summarize the educational

attainment of VUB participants when they first entered

the program. About 40 percent of the VUB participants had completed high school and had postsecondary education experience—37 percent of the participants with postsecondary experience held high

school diplomas and another 3 percent held GEDs or

other high school equivalency certificates (fig. 17).

Overall, 56 percent of the participants had completed

high school with a diploma or GED but did not have

college experience. Only 5 percent of participants

entered the program as high school dropouts.

2. Distribution of VUB Participants, by Age at

Program Entry

The mean age of VUB participants at entry into

the project was 40.5 years (table 12), and the age at the

start of the 1999–2000 program year was about the

same, 40.1 years (number not in the table). Fourteen

percent of the VUB participants were less than 26 years

Figure 17. Percentage distribution of the educational

attainment of VUB participants at program

entry: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

High school

diploma/some

college

36.5%

High school

diploma

44.9%

High school

equivalency/GED

11.0%

High school

dropout High school 4.6% equivalency/

some college

3.1%

Table 11. Percentage distribution of the educational attainment of VUB participants at project entry, by sector:

2000–01

Public Private Community

Educational attainment Total four-year four-year Two-year organization

High school dropout 4.6% 4.8% 4.5% 3.8% 5.4%

High school diploma 44.9 42.0 38.4 49.1 49.4

High school equivalency/GED 11.0 10.3 14.2 12.2 9.3

High school diploma/some college 36.5 39.4 38.8 33.3 31.9

High school equivalency/some college 3.1 3.5 4.1 1.6 4.0

NOTE: VUB = Veterans Upward Bound. Because of rounding, details may not sum to totals.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
24 A Profile of the Veterans Upward Bound Program: 2000–2001

old, and 35 percent were 35 and under at entry into

the program. Nine percent of participants were over 

55 at program entry (table 12).

Female participants’ mean age of entry into VUB

differed from that of male participants. Female veterans

were considerably younger than their male counterparts

when first entering the program. For example, the mean

age for female participants first entering VUB was 36.8,

almost five years younger than the age at which male

participants began (number not in the table).

While VUB participants were among the oldest of

TRIO participants, overall, they were considerably

younger than the average veteran in the United States.

The median age for U.S. military veterans in 2001 was

58, and veterans under age 45 constituted only 21 percent of the total population (U.S. Department of

Veterans Affairs 2003). (About 61 percent of the VUB

participants were aged 20–45 years.)

Table 12. Percentage distribution and mean age at program entry for new, current, and reentry participants in

VUB projects, by sector of host institution: 1999–2000

Program entry age in years

Sector 20–25 26–35 36–45 46–55 56–70 Mean age

All projects 13.8% 20.7% 30.5% 26.1% 8.9% 40.5

Public four-year 16.2 22.3 29.4 23.8 8.3 39.5

Private four-year 7.4 20.8 39.4 28.9 3.6 40.8

Two-year 13.9 21.5 29.9 27.8 7.0 40.1

Community organizations 8.4 13.9 30.7 29.8 17.2 44.3

NOTE: VUB = Veterans Upward Bound. Analyses were subset to participants with an age at entry between 20 and 70 years.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
25

This chapter focuses on project participation in

VUB and discusses: the number of participants served

in 2000–01; the level and length of participation; the

services offered; and the percentage of participants

receiving those services. Specifically, this chapter considers the percentage of projects in which any participant received instruction in specified subject areas and

the percentage of VUB participants in those projects

who received the instruction in 2000–01. Both indicators provide measures of the level of services both available to and provided to VUB participants. In subsequent reports, as data become available on a complete

cohort of participants who entered VUB in 1999–2000

and continued on to postsecondary education, we plan

to include information on additional services provided

by projects.

In much of the following discussions, we compare

findings for VUB participants to similar outcomes for

classic UB participants discussed earlier in the profile

report for the Upward Bound Program (Cahalan and

Curtin 2004). There are striking differences between the

populations of VUB and classic UB—the most notable

being participant age: the mean age of veterans is 

40.9 while UB participants are traditionally high

school-aged. Despite these differences, the comparison

of service and program outcomes between VUB and UB

participants should aid understanding of the findings.

A. Participation Level and Number Served

1. Participation Level

In contrast to the other Upward Bound Programs,

VUB targets an adult rather than a school-aged population and is not designed to serve participants over long

periods of time. Rather, the program helps participants

to make short-term preparation for postsecondary education. This aspect of the program is reflected in the

statistic that 76 percent of the VUB participants served

during 2000–01 were classified as new participants

(table 13). For comparison, about half of the participants in UBMS were new (53 percent), while 38 percent of the classic UB participants were new.

CHAPTER 4 

PROGRAM PARTICIPATION 

AND SERVICES

Table 13. Percentage distribution of participant status (new, continuing and reentry), by type of Upward Bound

project: 2000–01

Participant status VUB UB UBMS

New 76.4* 38.3 52.5

Continuing 20.3* 61.4 47.1

Reentry 3.3 0.4 0.4

* The percentage of new and continuing participants served by VUB projects differs slightly from the numbers reported in the 2000–01 UB and UBMS

profile reports (Cahalan and Curtin 2004; Curtin and Cahalan 2004). The differences (new = 75.6 percent and continuing = 21.0 percent in those

reports) result from differences in how duplicate records were handled.

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound; UBMS = Upward Bound Math-Science.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
26 A Profile of the Veterans Upward Bound Program: 2000–2001

Figure 18 gives the percentage distribution of new,

continuing, and reentry participants in VUB projects

for 2000–01 by the institutional sector of the project

grantees. Among the projects sponsored by community organizations, 95 percent of participants were classified as new participants in the service year. The percentage of continuing participants was greatest in the

VUB grantees located in private four-year institutions

(38 percent). It should be remembered, however, that

only five community organizations and three private

four-year institutions were grantees; these observations

should therefore be interpreted with caution.

2. Length of Participation

The level of participation among the persons

enrolled in VUB programs is also indicated by the

number of months that the participants received services from the program. Thirty-seven percent of VUB

participants received no more than three months of

services; 65 percent of the participants received services for half of the program year or less (fig. 19). About

half of the participants at host institutions in private

four-year schools and community organizations were

served for three months or less (table 14).

Figure 18. Percentage distribution of new, current,

and reentry VUB participants, by sector of

host grantee: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

76.8

59.0

70.7

95.0

76.4

37.8 26.3 19.1 20.3 3.6 4.1 3.2 3.0 .4 3.3

0

20

40

60

80

100

Public

four-yea

Private

four-yea

Two-year Community

organizations

All projects

New participants

Continuing participants

Reentry participants

Percent

Figure 19. Percentage distribution of months of

participation for VUB new, current, and

reentry participants: 2000–01

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

4 to 6 months

27.9%

7 to 9 

months

6.5%

3 months or less

36.9% 10 to 12 

months

4.2%

More than 

12 months

6.1%

Still participating

18.4%

Table 14. Percentage distribution of months of participation for VUB new, current, and reentry participants, by

sector of grantee: 2000–01

Months of participation

Still

Sector 0–3 4–6 7–9 10–12 > 12 participating

All projects 36.9% 27.9% 6.5% 4.2% 6.1% 18.4%

Public four-year 40.3 22.1 6.7 5.6 6.7 18.6

Private four-year 50.6 14.0 6.9 2.4 5.2 21.0

Two-year 18.2 36.3 7.6 3.7 8.0 26.3

Community

organizations 55.8 37.4 3.2 1.8 1.1 0.8

NOTE: VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Veterans Upward Bound performance reports, 2000–01.
Chapter 4 Program Participation and Services 27

If we confine the analysis to include only those

veterans who were reported to be prior-year participants, we see that 78 percent had been in the program

for six months or less, and almost half (49 percent)

received services for less than four months (table 15

and fig. 20). About 5 percent participated for more

than one year.14

Table 15. Percentage distribution of months of participation of prior-year VUB participants, by sector of

grantee: 2000–01

Months of participation

Sector 0–3 4–6 7–9 10–12 > 12

All projects 49.0% 29.0% 9.9% 6.9% 5.2%

Public four-year 48.9 30.9 9.1 7.1 4.0

Private four-year 67.4 21.0 6.0 1.5 4.1

Two-year 39.2 28.3 14.3 9.2 9.0

Community organizations # # # # #

# Too few cases for reliable estimate.

NOTE: VUB = Veterans Upward Bound. A total of 77 prior-year participants who were reported as “still participating” were excluded from these analyses.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Veterans Upward Bound performance reports, 2000–01.

Figure 20. Percentage distribution of months of

participation for VUB prior-year

participants: 2000–01

NOTE: VUB = Veterans Upward Bound. Because of rounding, detail may

not sum to total.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

4 to 6 months

29.0%

3 months or less

49.0%

7 to 9 

months

9.9%

0 to 12

months

6.9%

More than 12 months

5.2%

14 Our analyses exclude 77 prior-year participants reported as

“still participating” in the performance reports. Since prior-year

participants were defined in the APR instructions as former participants not receiving services on a continual basis during the current reporting period, these cases appear to be data errors. Most

were from one VUB grantee and almost half (44 percent) were

prior-year participants who began their postsecondary study in the

host institution.
28 A Profile of the Veterans Upward Bound Program: 2000–2001

The performance reports ask projects to report the

end-of-year status for VUB participants (table 16). Of

all of the VUB participants described in the performance reports, 28 percent did not complete the project;

slightly less than half (47 percent) were currently

enrolled in postsecondary programs or had been

accepted for postsecondary program education. Sixteen

percent of the new, current, and reentry participants

were reported to have completed the VUB project but

had not enrolled in postsecondary education.

3. Number Served and Number Funded to Serve

As in other TRIO programs, VUB grants are made

with an explicit expectation that the project will serve a

specified number of participants throughout the 

program year. During 2000–01, the 47 postsecondary

institutions and community organizations that received

VUB grants were funded to provide services to 

5,530 participants. The 45 Veterans projects that provided classic UB services were funded to serve 

5,440 participants and the two Veterans math-science

centers were funded to serve 90 participants. On average, classic VUB projects served 121 participants each.

(This participant-per-project average for classic Veterans

projects was larger than classic UB, where the average

number of participants funded per project was 71.)

For the 45 projects submitting performance

reports for the year, the number of students served by

the projects exceeded the number the projects were

funded to serve by 906 participants—by about 17 percent (fig. 21). The number of veterans served by VUB

projects beyond the number the projects were funded to

serve may represent improved program procedures and

other cost-effective measures taken by the projects.

This is difficult to interpret, however, because the numTable 16. Percentage distribution of the educational status of VUB participants at the end of the reporting

period, by host grantee sector: 2000–01

Public Private Community

Educational status All four-year four-year Two-year organizations

High school dropout 0.4% 0.7% # 0.3% #

High school graduate 3.7 5.6 # 2.2 1.9

High school equivalency degree 1.0 1.6 # 0.2 1.3

High school equivalency, accepted for postsecondary 0.5 0.5 # 0.2 1.2

Accepted for enrollment postsecondary 12.4 4.7 7.2 16.7 34.8

High school equivalency, enrolled in postsecondary 0.2 0.2 # 0.2 #

Enrolled in postsecondary education 33.9 30.3 33.1 40.6 32.8

Completed project, not enrolled in postsecondary 15.9 16.7 14.2 10.0 26.1

Did not complete project 28.1 32.9 50.0 28.1 1.4

Unknown 4.0 6.9 0.6 1.6 0.7

NOTE: VUB = Veterans Upward Bound. Because of rounding, detail may not sum to 100 percent. Analyses in this table restricted to new, continuing,

and reentry participants.

# Too few cases for reliable estimate.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Veterans Upward Bound performance reports, 2000–01.

Figure 21. Number served over the course of the

reporting year and number funded to

serve, among VUB projects submitting

performance reports: 2000–01

NOTE: This figure is based on the 45 projects that returned performance reports. All 47 VUB grantees were funded to serve 5,530 participants in 2000–01. VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01.

5,290

6,196

4,500 5,000 5,500 6,000 6,500

Funded

to serve

Served over

course of year

Number of participants
ber of veterans actually served by projects may be overstated. For example, the number of participants actually served by the VUB projects may reflect replacements

for participants who drop out of the projects.

B. Services Offered and Received

Upward Bound regulations specify academic areas

for which projects are required to provide instruction,

in the form of either courses or tutoring. The regulations also identify other services that may be offered by

projects. These academic areas and services are reflected in the performance reports and are listed in tables 17

and 18. The glossary provides definitions of these services as defined in the instructions to the Upward Bound

performance report. The two major statistics reported

in tables 17 and 18 are the percentage of projects having at least one participant receiving the service for

2000–01 (used as indicator of offering/providing the

service) and the percentage of participants who are

reported to have received the service in the reporting

year. For example, if none of the participants whose

records were submitted by the project was reported to

have received “foreign language instruction,” then the

project would be classified as not offering the service. If

Chapter 4 Program Participation and Services 29

Table 17. Percentage distribution of VUB projects providing service during the year, and percentage of current

participants receiving the service: 2000–01

Projects offering Participants receiving

Service course/tutorial the service

Mathematics instruction 95.6% 55.2%

Science instruction 71.1 20.2

Foreign language instruction 75.6 17.9

Composition instruction 95.6 46.2

Literature instruction 88.9 38.7

Reading instruction 91.1 39.9

Computer science instruction 93.3 52.3

College survival/study skills 95.6 46.0

Tutoring 93.3 41.0

GED/High school equivalency assistance 80.0 5.9

Personal counseling 93.3 63.8

Academic advising 100.0 80.8

Career awareness 95.6 65.9

Financial aid/VA benefits 95.6 55.3

Cultural activities 91.1 41.6

Campus visitation 80.0 32.3

College admissions assistance 95.6 46.9

College entrance exam preparation 75.6 34.3

Informational workshops 84.4 41.6

Referral services—basic needs 68.9 7.0

Referral services— mental health 51.1 2.6

Referral services—substance abuse 40.0 3.3

Referral services—physical health 57.8 3.8

Referral services—vocational rehab 75.6 9.3

Referral services—legal 46.7 7.1

Referral services—employment 77.8 22.5

Referral services—academic 75.6 21.9

Referral services—other TRIO programs 77.8 9.4

Referral services—other 71.1 18.9

NOTE: Analyses for this table were restricted to new, continuing, and reentry participants. VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Veterans Upward Bound performance reports, 2000–01.
30 A Profile of the Veterans Upward Bound Program: 2000–2001

the project had at least one participant receive instruction in the area, then the project did offer the service.

We then calculated the percentage of all VUB participants nationally who received the service.

1. Percentage of VUB Projects Offering Services

Academic advising was the service most frequently

offered, with all of the VUB projects that returned performance reports indicating that some of their participants received the service in 2000–01 (table 17). Services

offered by more than 90 percent of projects included

instructional services in several areas: mathematics, composition, reading, computer science, and college survival/study skills. Other services offered by more than 

90 percent of the projects included tutoring, personal

counseling, career awareness activities, financial aid/VA

benefit advising, cultural activities, and college admissions assistance. Four types of referral services were

available from more than three-fourths of projects.

2. Percentage of VUB Participants Receiving Services

in Subject Areas

Table 17 also shows the percentage of VUB program participants who received these services during the

program year. The performance reports indicated that

81 percent of participants received academic advising

and about two-thirds were provided career awareness

and personal counseling. Between 40 and 55 percent of

the VUB participants received mathematics instruction,

composition instruction, computer science instruction,

college survival/study skills, tutoring, financial aid/VA

benefits advice, cultural activities, college admissions

assistance, tutoring, and informational workshops.

Fewer participants were reported as having

received referrals to other services; however, about 

22 percent each received employment and academic

referrals. Relatively few VUB participants received

instruction in science or foreign language (20 percent

and 18 percent, respectively). While 80 percent of

VUB projects offered participants instruction leading

to a GED or other high school equivalency certificate,

only 6 percent of VUB participants overall were

reported to be receiving this instructional support.15

3. Veterans Upward Bound Math-Science Services 

in 2000–01

Two of the 47 VUB projects funded in FY 2000

were Upward Bound Math-Science Centers. These

projects were funded to serve 90 participants during the

year—about 2 percent of the total number of VUB participants served. Table 18 provides information on mathscience related activities received by these 90 VUB participants. The VUB performance reports collected three

items separately for math-science participants, with the

items relating to special services available to persons

entering the field. As noted in the table, these services

were available to all of the VUB math-science participants. All of the participants received the services within

the summer program, and a small number (around 

2 percent) also received them during the academic year.

15 Since less than 5 percent of participants entered VUB as high

school dropouts (fig. 17), the relatively small number of VUB participants receiving this service seems appropriate.

Table 18. Percentage distribution of VUB projects with Upward Bound Math-Science Centers providing mathscience activities, and percentage of new, current, and reentry participants receiving the service:

2000–01

Summer and academic year Summer

Projects Participants Projects Participants

Math-science activity offering service receiving service offering service receiving service

Activities with professional 

mathematicians and scientists 50.0% 2.2% 100% 100%

Activities with math and science majors 50.0 2.2 100 100

Research activities 50.0 2.2 100 100

NOTE: In this table, “participants” refers to the new, continuing, and reentry participants. VUB = Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound Performance Reports, 2000–2001.
31

Information on postsecondary outcomes (enrollment and degree completion) for Upward Bound participants represents the primary performance indicator

for the program. With this in mind, the performance

report includes a number of items on postsecondary

education. These items include:

• Source of enrollment information;

• Postsecondary institution first attended and

enrolled in at the end of the reporting period;

• Date of first postsecondary enrollment;16

• Postsecondary enrollment status (e.g., full- or

part-time enrollment);

• Financial aid sources;

• Postsecondary grade level;

• Postsecondary standing; and

• Degree or certificate awarded.

Projects were instructed to report postsecondary

status for all current- and prior-year project participants who had graduated from high school or completed a high school equivalency program. The report

instructions stated that VUB projects should include

the records for project participants enrolled in and

served by VUB projects during the 1999–2000 and

2000–01 program years.

The instructions further specified that applicable

prior-year participants should be followed annually for

four years after completing the VUB program to determine their academic progress. Since follow-up data on

a full cohort of participants are not yet available, we are

able to include only limited information on the key statistic of interest—the percentage of those served by

VUB who enter and persist in postsecondary education. Therefore, in this report we summarize information reported from the first year of data, with a focus on

issues of reporting and interpreting the data, while

stopping short of estimating the percentage of VUB

participants who enrolled in postsecondary education.

VUB Performance Report Data on

Postsecondary Enrollment

1. Source of Information on Postsecondary

Enrollment

The first item in the postsecondary outcomes section of the VUB performance report form asks projects

to report on the source of follow-up information

included in the reports. A total of 8,067 VUB participants (or 98 percent of all current- and prior-year participants) were reported to have completed high school

at the end of 2000–01—either with a high school diploma or GED or other equivalency certificate. Projects

provided data on the source of postsecondary information for 6,559 of these students. Of the 6,559 participants, the projects reported having institutional enrollment data for about 32 percent (8 percent from official transcripts, 22 percent from other institutional

data, and 2 percent from self-reported information

with transcripts), while they had “self reports only” for

another 19 percent (table 19). One-third of the participants were not enrolled in postsecondary education

and the postsecondary status of another 16 percent

was unknown.

The data in this table also imply that, of all students reported as having completed secondary school,

about half of the VUB participants were reported as

enrolled in postsecondary education (51 percent). If we

look only at the prior participants included in the dataCHAPTER 5 

POSTSECONDARY ENROLLMENT

16 Since the 2000–01 performance reports include postsecondary

education information for a relatively small subset of VUB participants, analyses presented in this first VUB profile report do not consider postsecondary enrollment dates. These results will be included

as more years of data become available.
32 A Profile of the Veterans Upward Bound Program: 2000–2001

base—those served in 1999–2000 and not in 2000–01

who had completed secondary school (shown in the

bottom half of table 19), we see that the percentage of

individuals for whom there was enrollment information changes little for VUB participants.

2. Type of Postsecondary Enrollment

Projects were instructed to report the U.S.

Department of Education Student Financial Aid code

for the first postsecondary institution in which the participant enrolled after finishing secondary education

and to also report the institution in which the student

was enrolled at the end of the reporting period. We

merged these codes with IPEDS to obtain information

on the types of institutions attended by VUB participants. This approach permits the examination of several interesting questions, including whether the type of

VUB host institution is related to the type of institution

ultimately attended by VUB participants and to what

extent participants enroll in the grantee institutions.

Of the 3,360 performance report records for VUB

participants who had completed high school and 

presented evidence of postsecondary enrollment, 

2,522 records matched successfully with postsecondary

institutions on the IPEDS file (75 percent). These data

indicate that about 46 percent of VUB participants

with postsecondary codes associated with them were

enrolled in a four-year institution (table 20). Forty-one

percent were enrolled in public institutions, and 5 percent in private institutions. Half of the VUB participants who were enrolled in postsecondary education

attended public two-year institutions, and about two

percent each of the VUB participants attended private

two-year institutions and other postsecondary institutions such as less-than-two-year schools. For comparison, 74 percent of classic UB participants were

enrolled in four-year postsecondary institutions.

Table 19. Percentage distribution of source of information on postsecondary activities for VUB participants and

prior-year participants who had completed high school and for whom postsecondary source

information was reported, by gender: 2000–01

Source of postsecondary information All Male Female

All who completed secondary school by end of reporting period1

Reported from official transcript 7.9% 8.0% 7.3%

Institutional data, but not official transcript 21.8 21.2 24.5

Self reported by participant 19.3 19.4 19.0

Self reported and transcript 2.2 2.1 2.9

Not enrolled 32.6 34.0 26.3

Unknown 16.2 15.3 20.0

Percent reported to have completed secondary school

and with evidence of postsecondary enrollment 51.2 50.7 53.7

Prior-year participants only2

Reported from official transcript 10.3 10.6 8.5

Institutional data, but not official transcript 24.7 23.4 31.0

Self reported by participant 8.6 8.2 10.5

Self reported and transcript 2.2 1.9 3.5

Not enrolled 30.3 31.6 24.0

Unknown 24.0 24.3 22.5

Percent reported to have completed secondary school

and with evidence of postsecondary enrollment 45.8 44.1 53.5

1 By the end of the reporting period, 8,067 VUB participants had completed secondary school. Of these, 6,559 cases included data on the source of

postsecondary information; 3,360 showed evidence of postsecondary enrollment.

2 Prior participants were individuals who were served in 1999–2000 but not in 2000–01. A total of 2,036 prior-year participants had completed high

school, and 1,489 cases included postsecondary enrollment information.

NOTE: Analyses are based on the 2000–01 performance reports that include an incomplete cohort of VUB participants who had completed high school

with a diploma/GED equivalency certificate and enrolled in postsecondary education. Therefore, estimates in this table should be used with caution.

VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Chapter 5 Postsecondary Enrollment 33

In general, there was an association between the

sector of the host institution and the type of institution

attended by the participants. Overall, 50 percent of

VUB participants who had completed high school and

had evidence of postsecondary enrollment attended

public two-year institutions; however, among participants coming from projects hosted by two-year institutions, 88 percent of the individuals first attended twoyear institutions (table 20). Almost 68 percent of the

VUB participants who attended VUB projects hosted

by public four-year institutions first enrolled in colleges and universities within the same institutional sector. In contrast, only 21 percent of the VUB participants from projects in private four-year institutions

first enrolled in schools of that type.

Overall, about 54 percent of the VUB participants

enrolled in postsecondary education first attended the

same institution as the grantee host institution (fig. 22).

This percentage was highest among VUB projects

hosted by two-year institutions (74 percent), and lowest in private four-year institutions (17 percent).

Notably, these figures may overrepresent the degree to

which participants who were enrolled in postsecondary

education were attending the host institution. We

expected that projects would be somewhat more likely

to know the participant’s institution for those enrolled

in their own—rather than another—institution.

Among VUB participants, the percentage attending the

grantee institution was greater than among classic UB

participants: 35 percent of UB participants enrolled in

postsecondary institutions first attended the host institution, with the percentage highest (46 percent)

among projects hosted by two-year institutions (data

not shown in the table).

Table 20. Percentage distribution of the types of postsecondary institutions first attended by VUB participants

who were high school graduates, by sector of grantee institution: 2000–01

Type of first postsecondary institution attended

Sector of VUB Four-year Two-year Other

grantee institution Public Private Public Private postsecondary

All 41.2% 4.6% 50.4% 1.8% 2.0%

Four-year public 68.2 2.5 26.2 2.1 1.0

Four-year private 38.3 21.1 26.7 8.3 5.6

Two-year 8.0 3.1 87.8 0.4 0.7

Community organization 16.1 6.6 70.3 0 7.0

NOTE: These analyses are based on VUB participants who completed secondary school with either a high school diploma or a GED equivalency certificate. VUB = Veterans Upward Bound. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01, and National Center for Education

Statistics (IPEDS-IC), 2000–01.

Figure 22. Percentage of VUB participants who were

high school graduates, were enrolled (or

accepted for enrollment) in postsecondary

education, and first attended the grantee

institution, by grantee sector: 2000–01

NOTE: These analyses are based on VUB participants who completed

secondary school with either a high school diploma or a GED. This comparison is not applicable for participants from projects hosted by community organizations. VUB = Veterans Upward Bound.

SOURCE: U.S. Department of Education, Federal TRIO Programs,

Upward Bound performance reports, 2000–01, and National Center for

Education Statistics (IPEDS-IC), 2000–01.

60.8

73.7

54.2

39.2

83.3

26.3

45.8

6.7

0

10

20

30

40

50

60

70

80

90

00

Public

four-yea

Private

four-yea

Two-year All

Attending grantee institution Not attending grantee institution

Percent
34 A Profile of the Veterans Upward Bound Program: 2000–2001

3. Postsecondary Enrollment Status, Financial Aid

Sources, and Standing

For VUB participants, 53 percent of high school

graduates with postsecondary enrollment were reported to be attending school full time (table 21). The

remaining participants attended less than full time

throughout the period (37 percent attended less than

full time) or with “varied enrollment” (11 percent)—in

other words, their status changed or was both full time

and part time during the terms included in the reporting period. While female VUB participants were more

likely to enroll full time in postsecondary education 

(57 percent), they were much less likely to enroll full

time than all UB participants, over 90 percent of

whom were enrolled full time.

Table 22 provides a description of the types of

financial aid awarded to Upward Bound participants

enrolled in postsecondary education in 2000–01. About

32 percent of the VUB participants whose financial aid

status was reported had “multiple federal” or “multiple

Table 21. Percentage distribution of postsecondary enrollment status among VUB and UB participants who

were high school graduates, by gender: 2000–01

VUB UB

Enrollment status All Male Female All Male Female

Full-time 52.9% 50.8% 57.3% 92.3% 91.2% 92.9%

Less than full-time 37.1 38.9 29.4 4.6 5.4 4.2

Varied enrollment 10.9 10.4 13.3 3.0 3.4 2.9

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound. The analyses were explicitly subset to VUB participants who completed secondary

school with either a high school diploma or a GED and who had information on postsecondary enrollment status. The UB participants were subset to

individuals with enrollment status reported. The number of VUB participants who were high school graduates was 8,067. Of these individuals, enrollment status was reported for 2,773 records; status was reported for 12,629 UB participants. Because of rounding, detail may not sum to 100 percent.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 22. Percentage distribution of type of financial aid among VUB and UB participants who were high

school graduates, by gender: 2000–01

VUB UB

Type of financial aid All Male Female All Male Female

Pell Grant only 18.4% 21.2% 7.7% 9.9% 9.6% 10.0%

FFEL Loan 0.5 0.4 0.9 0.6 0.7 0.6

Direct Loan only 0.3 0.4 < 0.1 1.5 1.6 1.5

College work study only < 0.1 < 0.1 < 0.1 0.2 0.4 0.1

Institutional aid only 0.7 0.6 1.0 3.2 3.3 3.2

State grant only 3.3 3.6 2.1 0.9 0.8 0.9

Pell Grant and FFEL 0.9 1.0 0.2 1.4 1.3 1.5

Pell Grant and Direct Loan 3.4 2.8 5.8 3.5 3.4 3.5

Multiple federal aid 11.5 10.8 14.0 20.0 19.8 20.1

Multiple federal and other aid 20.3 20.8 18.3 52.7 52.2 52.9

Montgomery GI Bill support 9.6 8.4 14.4 — — —

Veterans benefits 17.1 17.7 14.7 — — —

No aid awarded 12.9 10.9 20.7 2.7 3.0 2.6

No aid needed 1.2 1.4 0.2 1.5 2.1 1.2

— Not applicable; response option used with veterans only.

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound. The analyses were explicitly subset to VUB participants who completed secondary

school with either a high school diploma or a GED and who had information on the type of financial aid. The UB participants were subset to individuals with the type of financial aid reported. The number of VUB participants who were high school graduates was 8,067. Of these individuals, the type

of financial aid was reported for 2,896 records; financial aid type was reported for 11,831 UB participants.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
Chapter 5 Postsecondary Enrollment 35

federal and other sources of aid.” About 18 percent

had a Pell Grant only. Not surprisingly, about onequarter of the VUB participants (27 percent) used

financial aid resources available only to veterans 

(17 percent attended using veterans benefits and 

10 percent with support from the Montgomery GI

Bill). Nine percent received other forms of financial aid

and combinations of aid. Overall, 1 percent of VUB

participants were reported not to require financial aid,

but 13 percent received no awards.

Virtually all VUB participants enrolled in postsecondary education during the 2000–01 program year

were in good standing.17 Overall, a small proportion of

the participants (about 5 percent) were not in good

standing, a figure (4 percent) similar to that among UB

participants (table 23).

4. Postsecondary Grade Level and Degree and

Certificate Completion Status

The distributions of grade level and degree or certificate status for VUB participants who have completed secondary education are displayed in tables 24 and

25. Analyses for table 24 were subset to participants for

whom grantees reported a postsecondary grade level.

Table 23. Percentage distribution of postsecondary enrollment standing among VUB and UB participants who

were high school graduates, by gender: 2000–01

VUB UB

Postsecondary standing All Male Female All Male Female

Good standing 95.5% 95.1% 97.0% 87.5% 85.6% 88.4%

Not in good standing 4.5 4.9 3.0 3.6 4.7 3.0

Not enrolled yet — — — 8.9 9.7 8.5

— The “not enrolled” response option was not available to veterans.

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound. The analyses were explicitly subset to VUB participants who completed secondary

school with either a high school diploma or a GED equivalency certificate and who had information on postsecondary standing. The UB participants

were subset to individuals with postsecondary standing reported. The number of VUB participants who were high school graduates was 8,067. Of

these individuals, postsecondary enrollment standing was reported for 2,711 records; enrollment standing was reported for 12,561 UB participants.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

Table 24. Percentage distribution of postsecondary grade level among VUB and UB participants who were high

school graduates, by gender: 2000–01

VUB UB

Postsecondary grade level All Male Female All Male Female

Accepted into postsecondary 10.6% 11.7% 6.1% 13.8% 15.1% 13.1%

1st year, never attended postsecondary 41.8 43.0 37.0 48.0 47.2 48.4

1st year, attended before 25.9 24.6 31.0 14.3 14.5 14.1

2nd year/sophomore 13.6 13.5 14.1 24.0 23.2 24.5

3rd year/junior 5.3 4.4 9.1 — — —

4th year/senior 2.2 2.2 2.0 — — —

5th year/other 0.6 0.6 0.6 — — —

— Not applicable.

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound. These analyses are based on VUB participants who completed secondary school

with either a high school diploma or a GED. The analyses were also explicitly subset to participants with postsecondary grade level reported. The number of VUB participants who were high school graduates was 8,067. Of these individuals, the postsecondary grade level was reported for 6,235

records. VUB = Veterans Upward Bound; UB = classic Upward Bound. A total of 223 VUB and 407 UB records were removed from the analyses due to

inapplicable data.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.

17 Guidance for the performance reports instructed staff to employ

the definition of “good academic standing” used by the institution

where the participant was enrolled. Definitions may vary considerably.
36 A Profile of the Veterans Upward Bound Program: 2000–2001

While the performance report data on which table 24

is based are not likely to be entirely current or complete with respect to the VUB participants’ high school

and postsecondary statuses, 68 percent of the group are

in the first year of postsecondary study, 14 percent are

in the second year, and another 11 percent was accepted for postsecondary education, but had not yet begun.

About 8 percent were enrolled in more advanced years

of study (e.g., junior year or higher).

Table 25 shows the distribution of degrees and certificates for VUB and UB participants reported to have

completed secondary education; analyses were subset to

participants for whom grantees reported postsecondary

degree status. Since most of the students had just started

postsecondary education, very few had earned degrees or

certificates. Approximately 7 percent of the VUB participants had completed programs of study of two-years’

duration (4 percent earned an occupational or educational certificate or diploma; 2 percent had completed

an associate degree). Most of VUB participants (91 percent) had not earned postsecondary degrees or certificates by the end of the reporting year.

Table 25. Percentage distribution of postsecondary degree completion status among VUB and UB participants

who were high school graduates, by gender: 2000–01

VUB UB

Postsecondary degree status All Male Female All Male Female

Certificate/diploma 

(occupation/education program < 2 years) 3.1% 3.4% 1.3% 0.5% 0.5% 0.5%

Certificate/diploma (occupation/education 

program at least 2 years) 1.1 1.2 0.8 0.1 0.2 0.1

Associate degree (2-year program) 2.4 2.2 3.0 0.7 1.0 0.5

First bachelor’s degree 2.1 1.9 2.8 — — —

Second bachelor’s degree 0 0 0 ———

Teaching credential program < 0.1 < 0.1 0.2 — — —

Graduate or first professional degree 0.3 0.3 0.6 — — —

Did not yet complete program of study 91.0 90.9 91.3 98.7 98.4 98.9

— Not applicable.

NOTE: VUB = Veterans Upward Bound; UB = classic Upward Bound. These analyses are based on VUB participants who completed secondary school with

either a high school diploma or a GED. The analyses were also explicitly subset to participants with postsecondary degree status reported. The number 

of VUB participants who were high school graduates was 8,067. Of these individuals, the postsecondary degree status was reported for 6,420 records;

the degree status was reported for 32,287 UB participants. A total of 302 UB records were removed from the analyses due to inapplicable data.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
37

During the 2000–01 program year, a total of 47

Veterans Upward Bound (VUB) projects were funded

through Upward Bound grants (table A–1). Computer

Business Methods, Inc. (CBMI) processed the files of

each of the projects submitting reports and performed

a variety of data quality and error checks. CBMI combined the submissions of each project into the national

database. Of these funded grantees, 45 projects 

(96 percent of the total) submitted performance

reports containing individual participant records for

8,512 VUB participants.18 Analyses of individual

records using Social Security numbers and other information identified 213 duplicate records (2.5 percent).

These duplicate records were removed from the counts

of numbers served that are presented in this report.

In the first reporting period, projects were

instructed to include in the data file individual participant data for all students served in 1999–2000 and

2000–01. Further, projects were instructed to provide

only one record for each participant and provide or

update the information for each participant to reflect

each student’s participation and academic status for the

2000–01 project year. Service information was to be

provided for 2000–01 participants only.

The unique records represented 8,299 individual

VUB participants. Approximately three-quarters of

these participants (6,196 new, continuing, and reentry

participants) received VUB services during the

2000–01 program year. Another 25 percent of the

VUB participants (2,087) were prior-year participants

APPENDIX

UPWARD BOUND PERFORMANCE

REPORTING: METHODS AND DATA

QUALITY FOR THE FIRST YEAR

18 Two projects did not provide participant-level performance

reports. The nonresponding two-year postsecondary institution and

nonprofit organization were funded to serve 120 participants each.

Table A–1. Number of Upward Bound projects funded and number and percentage that submitted participant

performance reports, by program type: 2000–01

Program type Total funded Reporting Not reporting

All 895 871 97.3% 24 2.7%

Veterans Upward Bound (VUB) 47 45 95.7 2 4.3

UB Veterans 45 43 95.6 2* 4.4

UBMS Veterans 2 2 100 0 0

Classic Upward Bound (UB) 727 708 97.4 19 2.6

Upward Bound Math-Science (UBMS) 121 118 97.5 3 2.5

* Two funded VUB projects did not return performance reports in 2000–01. The nonrespondents included one public two-year postsecondary institution

and one nonprofit organization in federal regions II and III, respectively. Each was funded to serve 120 veterans.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Upward Bound performance reports, 2000–01.
38 A Profile of the Veterans Upward Bound Program: 2000–2001

who had received services during the 1999–2000 program year.19

This report covers the first year of reporting using

participant-level data for VUB. The wealth of data

contained in this report testifies to the strong effort

that projects have made to carefully report the data

requested for each Upward Bound participant. VUB

projects are to be commended on the quality of the data

provided for the first year’s reports. Although the percentage of missing data is not large overall, items such

as postsecondary enrollment information had the highest percentage of unknown data reported. The percentage of records with data reported or legitimately

inapplicable ranged from 62 percent for items such as

the participant’s date of first enrollment in the project

to 100 percent for items such as program type. Most

items have over 95 percent reported, and the average

for 60 data elements in the file was 91 percent reported or inapplicable. However, the extent of missing data

is masked somewhat by the fact that some items are

only applicable to portions of the individuals in the file

and that the inapplicable code is a legitimate response.

Although the reports maintained a high level of

internal consistency for most items, responses to some

items indicated that a portion of projects may not have

understood how to report the item or that selected

response codes were used inappropriately in this first

year of reporting. We note some of these problem

areas below.

• Duplicate records. In the first year of reporting,

as noted above, over 2 percent of participant

records were duplicates within projects. These

were typically the records of individuals reported

as both current- and prior-year participants. The

reporting structure allows for only one record

per participant per reporting period.

• Date reporting in the format specified. This was

a problem for some projects. Accurate reporting

of dates in the form specified is very important as

it is the means by which several key statistics, such

as length of time in the project, are calculated.

• Including valid Social Security numbers (SSNs)

only in the field for SSNs. In a small number of

projects, if the SSN was missing, some other

form of identification was included. Mixing other

identification schemes with SSN leads to difficulty in processing. SSN is very important as it

allows the Department of Education to match

with the federal student aid files for purposes of

tracking participant postsecondary outcomes.

• Length of program participation. According to

performance report records, a significant number of prior-year participants (77 records or

about 4 percent of cases overall) were “still

participating [receiving services] at the end of the

reporting period.” Since prior-year participants

were defined in the APR instructions as former

participants not receiving services on a continual

basis during the current reporting period, these

cases appear to be data errors. In fact, over 70

percent of these 77 cases were individuals from a

single VUB grantee, and almost half (44 percent)

were prior-year participants who began their

postsecondary enrollment in the host institution.

The reasons for services offered to the other

prior-year participants were less clear.

• Missing Office of Postsecondary Education

codes. The Office of Postsecondary Education

codes for postsecondary institutions first attended and attended at the end of the reporting period were also missing for a portion of applicable

cases. Because no names are collected, the codes

are the only way to identify the institutions.

• Unknown information. For many items, the

extent of unknown data was low; however, for

some key items, such as postsecondary enrollment status and receipt of financial aid, the percentage of unknown information is problematic—especially when analyzing subsets of the

respondent population. For example, analyses of

VUB participants who have completed high

school may have substantial amounts of unknown

or missing information. The postsecondary grade

level of 20 percent of VUB participants who have

completed high school is unknown. The financial

aid status is unknown in almost one quarter of the

records for high school graduates (24 percent).

As the report displays, for the most part, VUB projects provided complete and accurate information on

participants for the period reported. However, with

each reporting year, we anticipate that the number of

unknown statuses will increase, as it may become more

difficult to track the postsecondary progress of prioryear participants several years after leaving the program. 19 The participation status of an additional 16 veterans (0.2 percent) was unknown.
Appendix A 39

We also anticipate that there will be a larger proportion

of participants with unknown postsecondary enrollment

status among those who attend but do not complete the

educational program offered by VUB projects.

For this reason, we are working with the U.S.

Department of Education to match Upward Bound

participant records annually with the Federal Financial

Aid Application and Recipient files to gain additional

information on postsecondary enrollment and persistence of federal-aid students who participated in VUB.

We plan to include the results of this matching in

future reports. In order for these data matches to be

successful, SSNs must be correctly reported. Also, as

additional years of data become available, we look forward to examining the interrelationships among participant characteristics, length of project participation,

types of services received, and the educational progress

of participants.
40 A Profile of the Veterans Upward Bound Program: 2000–2001
This glossary contains a listing of the terms used in

this report. Some of them are specific to the TRIO

program and do not necessarily apply to other

Department of Education programs or grants.

Carnegie Classification System. A systematic classification

of institutions of higher education in the United States

according to such variables as degrees offered, size, and

commitment to research. The Carnegie Foundation

for the Advancement of Teaching in Menlo Park,

Calif., offers a free online version of A Classification of

Institutions of Higher Education (2000) at

http://www.carnegiefoundation.org/Classification/

(accessed July 11, 2005). The Carnegie Classification

was originally published in 1973, and subsequently

updated in 1976, 1987, 1994, and 2000.

Core curriculum for Upward Bound. This curriculum

includes the following: instruction in mathematics

through precalculus, laboratory science, foreign language, composition, and literature.

Current Population Survey (CPS). This telephone interview, conducted by the U.S. Bureau of the Census and

the U.S. Bureau of Labor Statistics, surveys about

50,000 households each month. The CPS is the primary source of information on the labor force characteristics of the U.S. population and provides estimates

of employment, unemployment, and earnings. A yearly

supplement to the CPS, the Annual Social and

Economic Supplement, takes place each March to collect information on school enrollment, educational

attainment, previous work experience, health, and

other demographic measures.

Federal regions, as defined by the U.S. Department of

Education with two-letter abbreviations provided for

each, are as follows:

Region I: Connecticut (CT), Maine (ME),

Massachusetts (MA), New Hampshire

(NH), Rhode Island (RI), and

Vermont (VT)

Region II: New Jersey (NJ), Puerto Rico (PR),

United States Virgin Islands (VI), and

New York (NY)

Region III: Delaware (DE), the District of

Columbia (DC), Maryland (MD),

Pennsylvania (PA), Virginia (VA), and

West Virginia (WV)

Region IV: Alabama (AL), Florida (FL), Georgia

(GA), Kentucky (KY), Mississippi

(MS), North Carolina (NC), South

Carolina (SC), and Tennessee (TN)

Region V: Illinois (IL), Indiana (IN), Michigan

(MI), Minnesota (MN), Ohio (OH),

and Wisconsin (WI)

Region VI: Arkansas (AR), Louisiana (LA), New

Mexico (NM), Oklahoma (OK), and

Texas (TX)

Region VII: Iowa (IA), Kansas (KS), Missouri

(MO), and Nebraska (NE)

Region VIII: Colorado (CO), Montana (MT),

North Dakota (ND), South Dakota

(SD), Utah (UT), and Wyoming (WY)

Region IX: Arizona (AZ), California (CA), Hawaii

(HI), Nevada (NV), American Samoa

(AS), Guam (GU), and the Northern

Mariana Islands (MP)

Region X: Alaska (AK), Idaho (ID), Oregon

(OR), and Washington. (WA)

Hispanic-Serving Institutions (HSIs). Institutions of higher education that have a full-time equivalent undergraduate enrollment that is at least 25 percent

Hispanic and where not less than one-half of the institution’s Hispanic students are low-income individuals

as defined by 150 percent of the poverty level (Higher

Education Act of 1965, 20 USC Section 1101a).

41

GLOSSARY
42 A Profile of the Veterans Upward Bound Program: 2000–2001

Historically Black Colleges and Universities (HBCUs).

“Any historically black college or university that was

established prior to 1964, whose principal mission was,

and is, the education of black Americans” (Higher

Education Act of 1965, as amended). These 105 institutions provide instruction to approximately 16 percent

of all African-American postsecondary students.

Integrated Postsecondary Education Data System (IPEDS).

The core postsecondary education data collection program for the National Center for Education Statistics

(NCES), U.S. Department of Education. IPEDS is a

comprehensive system of surveys designed to collect

data from all institutions and organizations whose primary purpose is to provide postsecondary education, as

defined by Title IV of the Higher Education Act of 1965,

as amended. The system is built around a series of

interrelated surveys to collect institution-level data in

such areas as enrollment, program completions, faculty, staff, and finances. The IPEDS for 2000–01 contains a total of 9,905 postsecondary institutions. Of

these, 3,455 were two- or four-year public or private

not-for-profit degree-granting, Title IV-eligible institutions that served undergraduates. (See

http://nces.ed.gov/ipeds/ for additional information on

IPEDS.)

Low-Income Individual. Defined in the Upward Bound

regulations as a person whose family 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 U.S. Department of Commerce, Bureau of

the Census, sets guidelines to determine the definition

of the poverty level. For example, the poverty threshold in 2000 for a four-person family with two children

less than 18 years of age was $17,463 (Poverty

Thresholds by Size of Family and Number of

Children: 1980–2003, U.S. Census Bureau, Current

Population Survey, January 30, 2004, available at

http://www.census.gov/hhes/poverty/threshld.html

(accessed Aug. 7, 2005). For this family, 150 percent of

the poverty threshold would be $26,195.

Participant Status for Performance. Can be one of the following: new, continuing, reentry, or prior participants.

• A new participant is an individual who participated in the VUB project for the first time during

the current reporting period and who meets the

definition of participant in the Upward Bound

program regulations (34 CFR 645.6).

• A continuing participant is an individual who participated in the project in both the current

reporting period and the reporting period immediately proceeding.

• A reentry participant is an individual who attended but did not complete the educational program

offered by the project in a previous reporting

year and who has reentered the program during

the current reporting year.

• A prior-year participant is an individual who participated in the Veterans Upward Bound program in a previous reporting period but who has

not received services on a continual basis during

the current reporting period.

Potentially first-generation college status. Defined in the

Upward Bound regulations as the following:

(1) An individual neither of whose natural or

adoptive parents received a baccalaureate

degree; or

(2) A student who, prior to the age of 18, regularly resided with and received support from only

one natural or adoptive parent and whose supporting parent did not received a baccalaureate degree.

School Code for Postsecondary Institutions. The U.S.

Department of Education, Office of Postsecondary

Education, assigns a Federal School Code to each postsecondary institution that is qualified to disburse federal financial aid. (These institutions are described as

Title IV-eligible under the Higher Education Act of

1965, as amended.) A Federal School Code is always six

characters, beginning with 0 (zero), G, B, or E and

ending with a five-digit number. This six-digit number

serves to uniquely identify postsecondary institutions

and is required on all federal financial aid documents.

Additional information on postsecondary school codes

is available at http://www.ed.gov/offices/OSFAP/

Students/apply/search.html (accessed Aug. 7, 2005).

Services. Definitions applicable to “services” include the

following:

• College survival/study skills means workshops,

tutoring, or individualized assistance specifically

designed to help students develop the skills necessary to succeed in academic programs.

• Tutoring means individual or small group informal academic assistance provided by professional

staff or students who are either part-time paid,

volunteer, or internship-for-credit students.
Glossary 43

• GED/high school equivalency assistance means

workshops, individualized assistance, or tutoring

needed to obtain the knowledge and skills necessary to pass the high school equivalency exam.

• Personal counseling means crisis intervention and

assistance with personal problems and decisions.

• Academic advising means assisting students in

making educational plans, selecting appropriate

courses, meeting academic requirements, and

planning for further education.

• Career awareness means project-sponsored activities, such as field trips, special lectures, and workshops to increase students’ knowledge of the various career opportunities available.

• Financial aid/VA benefits means workshops or

individualized assistance to help participants

complete various financial aid applications,

including veterans’ military benefits, scholarship

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

applications for financial aid

• Cultural activities means any project-sponsored

activities, such as field trips, special lectures, and

symposiums, that have as their purpose the

improvement of the project participants’ academic progress and personal development.

• Campus visitations means project-sponsored trips

to postsecondary institutions for the purpose of

acquainting students with institutions that the

project participants may wish to attend.

• College admissions assistance means workshops or

individualized assistance to help participants

complete college entrance applications or other

documents for the college admissions process.

• College entrance exams preparation means workshops, tutoring, or individualized assistance

specifically designed to help students meet scoring requirements on national or state standardized tests given to students for admission into a

postsecondary educational institution.

• Information workshops include a variety of short

workshops or seminars (usually a half day or less)

on topics that may range from stress management and test-taking to drug and alcohol abuse.

Target area. A discrete local or regional geographic area

designated by the applicant as the area to be served by

an Upward Bound project.

Veteran. Defined by Upward Bound regulations as a

person who served on active duty as a member of the

Armed Forces of the United States: (1) for a period of

more than 180 days, any part of which occurred after

Jan. 31, 1955, and who was discharged or released from

active duty under conditions other than dishonorable;

or (2) after Jan. 31, 1955, and who was discharged or

released from active duty because of a service-connected disability.
44 A Profile of the Veterans Upward Bound Program: 2000–2001
Cahalan, M.W., and Curtin, T.R. (2004). A Profile of the

Upward Bound Program: 2000–2001. Washington,

D.C.: U.S. Department of Education, Office of

Federal TRIO Programs.

Curtin, T.R., and Cahalan, M.W. (2004). A Profile of the

Upward Bound Math-Science Program: 2000–2001.

Washington, D.C.: U.S. Department of Education,

Office of Federal TRIO Programs.

Gibson, C., and Jung, K. (2002). Historical Census

Statistics on Population Totals By Race, 1790 to

1990, and By Hispanic Origin, 1790 to 1990, For the

United States, Regions, Divisions, and States

(Working Paper Series No. 56). Washington, D.C.:

U.S. Department of Commerce, Census Bureau,

Population Division, available at http://www.census.gov/population/www/documentation/twps0056.

html (accessed July 11, 2005).

Klein, R.E., and Stockford, D.D. (2001). Data on the

Socioeconomic Status of Veterans and on VA Program

Usage. Washington, D.C.: U.S. Department of

Veterans Affairs, available at http://www.va.gov/vetdata/Demographics/Advanced/sesprogramnet5-31-

01.ppt (accessed July 11, 2005).

Mortenson, T.G. (Ed). (2001). Postsecondary Education

Opportunity. Oskaloosa, IA: Postsecondary Education

Opportunity.

U.S. Department of Commerce, Bureau of the Census.

(2001). Current Population Survey: Age, Sex,

Household Relationship, Race and Hispanic Origin by

Ratio of Income to Poverty Level: 2001. Washington,

D.C.: U.S. Department of Commerce, available at

http://ferret.bls.census.gov/macro/032002/pov/new

02_001.htm (accessed July 11, 2005).

U.S. Department of Commerce, Bureau of the Census.

(2003). Statistical Abstract of United States, 2003.

Washington, D.C.: U.S. Department of Commerce,

available at http://www.census.gov/prod/2004pubs/

03statab/pop.pdf (accessed July 11, 2005).

U.S. Department of Education. (2002). Strategic Plan

2002–2007, Washington, D.C.: U.S. Department of

Education.

U.S. Department of Education, National Center for

Education Statistics. (1994). CD-ROM: National

Longitudinal Study of the High School Class of

1972 (NCES 94–487). Washington, D.C.: U.S.

Department of Education.

U.S. Department of Education, National Center for

Education Statistics. (2000). CD-ROM: High School

& Beyond: 1992 (Restricted) Data File (NCES

95–361). Washington, D.C.: U.S. Department of

Education.

U.S. Department of Education, National Center for

Education Statistics. (2001a). The Condition of

Education 2001 (NCES 2001–072). Washington,

D.C.: U.S. Government Printing Office, available at

http://nces.ed.gov/pubs2001/2001072.pdf (accessed

July 11, 2005).

U.S. Department of Education, National Center for

Education Statistics. (2001b). Integrated Postsecondary Education Data System (IPEDS).

Institutional Characteristics File for 2000–01.

Washington, D.C.: U.S. Department of Education,

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