A Profile of the

Student Support 

Services Program

1998–1999 THROUGH 2001–2002

U.S. Department of Education

Office of Postsecondary Education

Federal TRIO Programs

2005

A Profi le of the

Student Support

Services Program

1998–1999 THROUGH 2001–2002

Prepared for

U.S. Department of Education

Offi ce of Postsecondary Education

Federal TRIO Programs

2005

By

Yu Zhang

Tsze Chan

Margaret Hale

Rita Kirshstein

American Institutes for Research®
This report was prepared for the U.S. Department of Education under Contract No. ED-01-CO-0026/0010 by the 

American Institutes for Research®. Frances Bergeron provided technical review of the content. Shirley Johnson 

served as the contracting offi cer’s representative. The views expressed herein are those of the contractor. No offi cial 

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

Offi ce of Postsecondary Education

Sally L. Stroup

Assistant Secretary

Federal TRIO Programs

Larry Oxendine

Director

July 2005

This report is in the public domain. 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, Offi ce of 

Postsecondary Education, A Profi le of the Student Support Services Program: 1998–1999 Through 2001–2002. 

Washington, D.C., 2005.

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Photos by Paul Wood, U.S. Department of Education, and from the archives of the U.S. Department of 

Education.
Student Support Services Program: 1998–1999 Through 2001–2002 iii

Table of Contents

Foreword ..................................................................................................................................................ix

Acknowledgments ....................................................................................................................................xi

Highlights ..............................................................................................................................................xiii

Chapter 1: Introduction ............................................................................................................................1

Background ................................................................................................................................................................... 1

Data issues .................................................................................................................................................................... 4

Chapter 2: Program Activities and Objectives: 2001–02 ............................................................................7

Program services ............................................................................................................................................................ 7

Academic instruction ............................................................................................................................................... 7

Academic support .................................................................................................................................................... 9

Counseling and mentoring services ........................................................................................................................ 12

Cultural and enrichment activities ......................................................................................................................... 15

Program objectives: 2001–02 ...................................................................................................................................... 17

Chapter 3: Program Participants: 1998–99 to 2001–02 ..........................................................................19

Current college grade .................................................................................................................................................. 22

Eligibility status ........................................................................................................................................................... 24

Demographic characteristics ....................................................................................................................................... 26

Gender ................................................................................................................................................................... 26

Race/ethnicity ........................................................................................................................................................ 26

Average age at entry ................................................................................................................................................ 28

Grade level at program entry .................................................................................................................................. 28

Academic need ............................................................................................................................................................ 30

Length of service provision .......................................................................................................................................... 32

Length of time receiving service ............................................................................................................................. 32

Project entry period ................................................................................................................................................ 33
Student Support Services Program: 1998–1999 Through 2001–2002

Table of Contents

iv

Enrollment status ........................................................................................................................................................ 33

Enrollment status during the reporting period ........................................................................................................ 34

Enrollment status at the end of the program year ................................................................................................... 34

Grade point average and academic standing ................................................................................................................ 37

Degree or certifi cate completed ................................................................................................................................... 38

Financial aid ................................................................................................................................................................ 40

Four-year institutions ............................................................................................................................................. 40

Two-year institutions .............................................................................................................................................. 42

Reasons full fi nancial aid not offered or awarded ........................................................................................................ 42

Four-year institutions ............................................................................................................................................. 42

Two-year institutions .............................................................................................................................................. 46

Chapter 4: Program Outcomes and Impacts ............................................................................................49

A note on the data used ............................................................................................................................................... 49

Program outcomes ....................................................................................................................................................... 50

Academic standing ................................................................................................................................................. 50

Grade point average ................................................................................................................................................ 50

Persistence ............................................................................................................................................................. 52

Credentials and degrees earned .............................................................................................................................. 54

The impact of the SSS Program .................................................................................................................................. 56

A comparison of enrollment ................................................................................................................................... 57

A comparison of degrees earned ............................................................................................................................. 60

Chapter 5: Future Plans ..........................................................................................................................63

Appendix A: Response Rates and Data Issues ..........................................................................................65

Appendix B: Risk Factors of 1995–96 BPS Freshmen from Disadvantaged Backgrounds ........................69

Appendix C: Glossary ..............................................................................................................................71

Appendix D: Bibliography ........................................................................................................................75

TABLES

Table 1.01. Total and average annual SSS Program awards and number of students to be served: 

1998–99 to 2001–02 .......................................................................................................................2

Table 1.02. Percentage distribution of awards and students to be served in the SSS Program, by selected 

grantee characteristics: 1998–99 to 2001–02 ..................................................................................3

Table 1.03. Percentage distribution of awards and students to be served in the SSS Program, by region: 

1998–99 to 2001–02 .......................................................................................................................4
Student Support Services Program: 1998–1999 Through 2001–2002 v

Table 2.01. Percentage of grantees offering and percentage of participants receiving SSS-funded academic 

instruction, by subject area and type of institution: 2001–02 ..........................................................8

Table 2.02. Percentage of grantees offering and percentage of participants receiving SSS-funded grantspecifi c “other” academic instruction, by support area and type of institution: 2001–02 .................9

Table 2.03. Percentage of grantees offering and percentage of participants receiving SSS-funded 

academic support services plus average contact hours, by type of institution: 2001–02 ................11

Table 2.04. Percentage of grantees offering and percentage of participants receiving SSS-funded grantspecifi c “other” academic support services plus average contact hours, by type of institution: 

2001–02 ........................................................................................................................................12

Table 2.05. Percentage of grantees offering and percentage of participants receiving SSS-funded 

counseling and mentoring services plus average contact hours, by type of institution: 

2001–02 ........................................................................................................................................14

Table 2.06. Percentage of grantees offering and percentage of participants receiving SSS-funded grantspecifi c “other” counseling and mentoring services plus average contact hours: 2001–02 .............15

Table 2.07. Percentage of grantees offering and percentage of participants taking part in SSS-funded 

cultural and enrichment activities, by type of institution: 2001–02 ...............................................16

Table 2.08. Percentage of grantees offering and percentage of participants taking part in SSS-funded 

grant-specifi c “other” cultural and enrichment activities, by type of institution: 2001–02 .............17

Table 2.09. Percentage of sampled grantees that met SSS-approved program objectives: 2001–02 .................18

Table 3.01. Percentage distribution of active and prior SSS Program participants, by participant status 

and type of institution: 1998–99 to 2001–02 ................................................................................20

Table 3.02. Percentage distribution and number of active SSS Program participants, by participant status 

and type of institution: 1998–99 to 2001–02 ................................................................................21

Table 3.03. Percentage distribution of active SSS Program participants, by college grade level and type of 

institution: 1998–99 to 2001–02 ...................................................................................................23

Table 3.04. Percentage distribution of active SSS Program participants, by eligibility criteria and type of 

institution: 1998–99 to 2001–02 ...................................................................................................25

Table 3.05. Percentage distribution of active SSS Program participants, by gender: 1998–99 to 2001–02 ......26

Table 3.06. Percentage distribution of active SSS Program participants, by race/ethnicity and type of 

institution: 1998–99 to 2001–02 ...................................................................................................28

Table 3.07. Average age at entry of active SSS Program participants, by type of institution: 1998–99 to 

2001–02 ........................................................................................................................................29

Table 3.08. Percentage distribution of active SSS Program participants, by college grade level at entry 

and type of institution: 1998–99 to 2001–02 ................................................................................29

Table 3.09. Percentage distribution of active SSS Program participants, by academic need and institution 

type: 1998–99 to 2001–02 ............................................................................................................30

Table of Contents
Student Support Services Program: 1998–1999 Through 2001–2002

Table of Contents

vi

Table 3.10. Percentage distribution of active SSS Program participants, by years receiving services and 

institution type: 1998–99 to 2001–02 ...........................................................................................32

Table 3.11. Percentage distribution of new SSS Program participants, by entry season and type of 

institution: 1998–99 to 2001–02 ...................................................................................................33

Table 3.12. Percentage distribution of active SSS Program participants, by enrollment status and type of 

institution: 1998–99 to 2001–02 ...................................................................................................35

Table 3.13. Percentage distribution of the end-of-year status of active SSS Program participants, by 

institution type: 1998–99 to 2001–02 ...........................................................................................36

Table 3.14. Average cumulative GPA of active SSS Program participants, by type of institution: 

1998–99 to 2001–02 .....................................................................................................................37

Table 3.15. Percentage of active SSS Program participants in good academic standing, by type of 

institution: 1998–99 to 2001–02 ...................................................................................................38

Table 3.16. Percentage distribution of active SSS Program participants, by degree or certifi cate completed 

and type of institution: 1998–99 to 2001–02 ................................................................................39

Table 3.17. Percentage of active SSS Program participants who applied for and received fi nancial aid, 

and mean aid requested and offered in four-year institutions, by sector: 1998–99 to 2001–02 .....41

Table 3.18. Percentage of active SSS Program participants who applied for and received fi nancial aid, 

and mean aid requested and offered in two-year institutions, by sector: 1998–99 to 2001–02 .....43

Table 3.19. Percentage distribution of active SSS Program aid applicants, by reason of denial of full 

fi nancial aid in four-year institutions and sector: 1998–99 to 2001–02 .........................................44

Table 3.20. Percentage distribution of active SSS Program aid applicants, by reason of denial of full 

fi nancial aid in two-year institutions and sector: 1998–99 to 2001–02 ..........................................46

Table 4.01. Percentage distribution of the academic standing of four SSS freshman cohorts, by type of 

institution: 1998–99 to 2001–02 ...................................................................................................51

Table 4.02. Average cumulative GPA of four SSS freshman cohorts over years, by type of institution: 

1998–99 to 2001–02 .....................................................................................................................52

Table 4.03. Percentage of SSS freshmen enrolled at the original two-year institution and at other 

institutions in the second and third years: 1998–99 to 2000–01 ...................................................53

Table 4.04. Percentage of SSS freshmen who remained enrolled at the original four-year institution or any 

other postsecondary institution in the second, third and fourth years: 1998–99 to 2000–01 ........53

Table 4.05. Percentage of SSS freshmen at two-year institutions who received certifi cates or associate 

degrees at the end of the fi rst, second and third years: 1998–99 to 2000–01 ................................55

Table 4.06. Percentage of SSS freshmen at four-year institutions who received bachelor’s degrees at the 

end of the second, third and fourth years: 1998–99 to 2000–01 ...................................................55

Table 4.07. Comparison of enrollment rates in the second and third years in two-year institutions between 

the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from disadvantaged backgrounds ...57
Student Support Services Program: 1998–1999 Through 2001–2002 vii

Table 4.08. Comparison of enrollment rates in the second and third years in two-year institutions between 

the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from various backgrounds ..............58

Table 4.09. Comparison of enrollment rates in the second and third years in four-year institutions 

between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from disadvantaged 

backgrounds ..................................................................................................................................58

Table 4.10. Comparison of enrollment rates during the second and third years in two-year institutions 

between the 1998–99 full-time SSS freshmen and the 1995–96 BPS full-time freshmen 

from disadvantaged backgrounds ...................................................................................................59

Table 4.11. Comparison of enrollment rates during the second and third years in four-year institutions 

between the 1998–99 full-time SSS freshmen and the 1995–96 BPS full-time freshmen 

from disadvantaged backgrounds ...................................................................................................59

Table 4.12. Comparison of percentage of credentials earned in two-year institutions at the end of the 

fi rst and second years between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen 

from disadvantaged backgrounds ...................................................................................................60

Table 4.13. Comparison of percentage of associate degrees earned in two-year institutions at the end of 

the second year between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from 

different disadvantaged backgrounds .............................................................................................60

Table 4.14. Comparison of percentage of bachelor’s degrees earned in four-year institutions at the end of 

the fourth year between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from 

disadvantaged backgrounds ...........................................................................................................61

Table A-1. Percentage of SSS projects submitting aggregate performance reports (“Agg.”) and individual 

participant records (“Ind.”), by sector: 1998–99 to 2001–02 .........................................................65

Table A-2. Percentage of SSS projects submitting aggregate performance reports (“Agg.”) and individual 

participant records (“Ind.”), by region: 1998–99 to 2001–02 .........................................................66

Table A-3. States and territories in each region ...............................................................................................66

Table A-4. Percentage of student records with missing or out-of-range values, all sectors: 

1998–99 to 2001–02 .....................................................................................................................67

Table A-5. Percentage of student records with missing or out-of-range values, four-year sector: 

1998–99 to 2001–02 .....................................................................................................................68

Table A-6. Percentage of student records with missing or out-of-range values, two-year sector: 

1998–99 to 2001–02 .....................................................................................................................68

Table B-1. Percentage distribution of risk factors of 1995–96 BPS freshmen, by type of institution .............69

Table B-2. Comparison of enrollment rates during the second and third year in four-year institutions 

between the 1998–99 SSS freshmen and the 1995-96 BPS freshmen from disadvantaged 

backgrounds with at least one risk factor .......................................................................................70

Table B-3. Comparison of percentage of bachelor’s degrees earned at the end of the fourth year in fouryear institutions between the 1998–99 SSS freshmen and the 1995-96 BPS freshmen from 

disadvantaged backgrounds with at least one risk factor ................................................................70

Table of Contents
Student Support Services Program: 1998–1999 Through 2001–2002

Table of Contents

viii

FIGURES

Figure 1.01. Number of grantee institutions, by institutional sector: 1998–99 to 2001–02 ................................3

Figure 3.01. Percentage of active SSS Program participants who are fi rst- or second-year students: 

1998–99 to 2001–02 .....................................................................................................................22

Figure 3.02. Percentage of active SSS Program participants, by program eligibility and type of institution: 

2001–02 ........................................................................................................................................24

Figure 3.03. Percentage distribution of active SSS Program participants, by race/ethnicity: 2001–02 ..............27

Figure 3.04. Percentage of active SSS Program participants, by race/ethnicity and type of institution: 

2001–02 ........................................................................................................................................27

Figure 3.05. Average amount of fi nancial aid requested by active SSS Program participants in four-year 

and two-year institutions: 1998–99 to 2001–02 ............................................................................40
Student Support Services Program: 1998–1999 Through 2001–2002 ix

Foreword

To ensure the success of President Bush’s education initiative “No Child Left Behind,” high-quality 

postsecondary 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 fi rst-generation college 

students who need academic support progress through the academic pipeline from middle school to 

postbaccalaureate programs.

On behalf of the Federal TRIO Programs, I am pleased to present this report, A Profi le of the Student 

Support Services Program: 1998–1999 Through 2001–2002. This TRIO program is designed to increase 

college retention and graduation rates for eligible students, increase the transfer rates of eligible students 

from two-year to four-year institutions, and foster an institutional climate supportive of the success of 

low-income and fi rst-generation college students and individuals with disabilities.

This report is the third in a series of reports that present a national profi le of the Student Support 

Services (SSS) Program (see Appendix D: Bibliography for last two titles). It presents grantee data from 

2000–01 and 2001–02 for the fi rst time and includes data from earlier years for comparison purposes. 

Individual project reports, published separately, summarize specifi c information submitted by each SSS 

project and provide aggregate information on other SSS projects in the same federal region, the same 

institutional sector, and the nation. The performance report, submitted annually by SSS projects, was 

the primary data source for both the individual project reports and the national profi le.

We are proud to continue our process for sharing national statistical information on the Student 

Support Services Program. It is our hope that the collection and dissemination of this information will 

foster communication aimed at assessing our mission and implementing measures to see how well we 

are doing. We look forward to continuing to work together to improve program services and increase the 

number of students who earn college degrees.

Larry Oxendine

Director

Federal TRIO Programs
x Student Support Services Program: 1998–1999 Through 2001–2002
Student Support Services Program: 1998–1999 Through 2001–2002 xi

Acknowledgments

This report is the end result of dedicated team effort. We thank the Student Support Services (SSS) 

projects that reported the data in the 1998–99 to 2001–02 reporting years; Computer Business Methods 

Inc. (CBMI) that collected the data; and Elise Brand of CBMI, who merged the annual performance 

report (APR) data with the Title IV Financial Aid data. Special thanks are given to Frances Bergeron, 

Linda Byrd-Johnson, Teresita Kopka, and all other team members of the Federal TRIO Programs for 

reviewing the various drafts, ensuring the accuracy of the fi gures reported, and enriching the report with 

the context and history of the program. We would also like to thank Paula Knepper of the National Center 

for Education Statistics for clarifying aspects of the Beginning Postsecondary Students Longitudinal Study. 

Finally, we also express gratitude to Mary Seburn, Amy Dingle, Julie Dugdale, and Amanda Huskey 

who assisted in reviewing the report; Brian Hardwick and Andrew Cullen who set up the Web page for 

collecting edited reports for 2001–02 annual performance reports; and Stephnie Blaine, Leesa Spencer 

and Elina Hartwell for their help in preparing the report for publication.
xii Student Support Services Program: 1998–1999 Through 2001–2002
Student Support Services Program: 1998–1999 Through 2001–2002 xiii

Highlights

This report describes the annual performance report (APR) data provided by Student Support Services 

(SSS) grantees for program years 1998–99 to 2001–02, and compares selected program outcomes with 

those from a national representative sample. Program year 2001–02 was the beginning of a new fouryear funding cycle. The response rate of participant-level data improved from 96 percent in 1998–99 to 

98 percent in 2001–02. The rate of missing data for key program measures such as “degree completion” 

declined from 47 percent in 1998–99 to 16 percent in 2001–02.

Grantees

• In 2001–02, the SSS Program supported 944 grantees, a 19 percent increase over the number of 

grantees supported in 2000–01, the fi nal year of the previous funding cycle.

• Approximately 51 percent of the SSS grantees in 2001–02 were four-year institutions, a 3 percentage 

point reduction from the previous funding cycle.

• Approximately 35 percent of the SSS grantees in 2001–02 were four-year public institutions and 

another 47 percent were two-year public institutions.

• More than 20 percent of the grantees in 2001–02 were minority-serving institutions.

Services

• Among the 935 grantee institutions that submitted APRs in 2001–02, approximately 30 percent 

provided at least one type of academic instruction, 81 percent provided at least one type of academic 

support, 98 percent provided at least one type of counseling and advising, and 91 percent provided 

at least one type of cultural or enrichment activity.

• The most popular service was academic advising; 78 percent of participants received this service 

in program year 2001–02.

• The percentages of grantee institutions meeting program objectives on persistence, good academic 

standing, and graduation in program year 2001–02 were 94, 92 and 83 percent respectively.

Participants

• SSS Program grantees were funded to serve 199,956 postsecondary students in program year 

2001–02, a 13 percent increase over the number of students to be served in 2000–01.

• The average per-student award increased over $300 in four years, from $965 in 1998–99 to $1,275 

in 2001–02.
Highlights

xiv Student Support Services Program: 1998–1999 Through 2001–2002

• The average number of students served by each grantee decreased slightly from 224 students in 

1998–99 to 212 students in 2001–02.

• Approximately 42 percent of students served in 1998–99 were new participants. This percentage 

increased to 46 percent in 2001–02, owing mostly to the increase among participants in two-year 

institutions.

• About 73 percent of the participants served in 2001–02 were either low-income and fi rstgeneration college students, low-income college students with disabilities, or college students with 

disabilities only.

• About two-thirds of students served in each program year were female.

• Across years, between 37 and 40 percent of all students served were freshmen and another onethird were sophomores.

• Between 43 and 45 percent of students served during the four program years were white, between 

28 and 29 percent were African American, and between 17 and 18 percent were Hispanic.

• In each program year, between 79 and 81 percent of students served entered the program in their 

fi rst year of postsecondary education.

• Over one-third of students served between 1998–99 and 2000–01 had multiple academic needs.

• About two-thirds of the students served each program year were enrolled as full-time, with a higher 

percentage of full-time participants in four-year institutions than in two-year institutions.

• Every year, between 70 and 79 percent of the SSS participants applied for fi nancial aid and between 

96 and 98 percent of those who applied received some form of fi nancial aid, even though the 

proportion receiving full aid decreased between 1998–99 and 2001–02.

Program outcomes

• The average cumulative grade point average (GPA) of the 1998–99 cohort in four-year institutions 

improved from 2.3 in their freshman year to 2.6 in their senior year.

• The percentage of the 1998–99 cohort in good academic standing increased from 77 percent in 

their freshman year to 88 percent in their senior year in four-year institutions.

• The graduation rate of students served in two-year institutions has increased, with about 7 percent 

of the 2000–01 freshman cohort in two-year institutions completing associate degrees after two 

years of study versus 5 percent of the 1998–99 freshman cohort.

• The SSS 1998–99 freshman cohort in two-year institutions persisted at a higher rate and graduated at 

a similar rate when compared with a national sample of all postsecondary students with comparable 

disadvantaged backgrounds.

• The SSS 1998–99 freshman cohort in four-year institutions persisted at a higher rate in the 

second year when compared with a national sample of all postsecondary students with comparable 

disadvantaged backgrounds.
Student Support Services Program: 1998–1999 Through 2001–2002 1

1

 The Federal TRIO Programs have grown from three to eight since they were fi rst authorized in the 1960s and now include 

Upward Bound (1964), Talent Search (1965), Student Support Services (1968), Educational Opportunity Centers (1972), 

Training Program for Federal TRIO Programs (1976), Ronald E. McNair Postbaccalaureate Achievement (1986), Upward 

Bound Math-Science (1990), and TRIO Dissemination Partnership (1998).

Chapter 1 

Introduction

This report is the third in a series of profi les describing the U.S. Department of Education’s Student 

Support Services (SSS) Program, one of the Federal TRIO Programs that provide educational support 

and opportunities for students from disadvantaged backgrounds to assist them in preparing for, enrolling 

in, and completing postsecondary education programs.

Since the 1995–96 funding year, the U.S. Department of Education has required each SSS grantee 

to submit an annual performance report (APR) that includes individual participant data on all students 

served during the reporting year and prior year participants still enrolled at the grantee institution. This 

reporting format permits the Department of Education to track the educational progress of participants 

over multiple years to assess the extent to which program goals and objectives are achieved. The APRs 

also include project-level information on services and activities provided and a summary of project goals 

and objectives.

The series of SSS profi les is based on the analyses of the APR data. This report is different from the 

previous profi les in three ways:

• This report presents four years of APR data (1998–99 through 2001–02) to show trends in grantee 

and participant characteristics. The 2000–01 and 2001–02 APR data have not been reported 

previously.

• Beginning with the 1998–99 cohort of college freshmen served by the SSS Program, this report 

presents program outcomes related to academic standing, grade point average, persistence, and 

credentials and degrees earned.

• This report also uses data from the U.S. Department of Education’s Beginning Postsecondary 

Students Longitudinal Study (BPS) to provide a context for the SSS Program’s persistence and 

graduation rates.

Background

Authorized in 1968, the SSS Program is one of the three original TRIO programs.1 The goal of the 

SSS Program is to increase the postsecondary persistence and graduation rates of low-income, fi rstgeneration college students and students with disabilities and to facilitate these students’ transition 
Chapter 1: Introduction

2 Student Support Services Program: 1998–1999 Through 2001–2002

from one level of higher education to the next. Activities and services offered by SSS projects include, 

but are not limited to, instruction in basic skills, tutoring, academic advising, fi nancial aid and career 

counseling, transfer and graduate school counseling, and mentoring. SSS projects may also provide 

special services to eligible students with limited English profi ciency. Beginning in 2001–02, they may 

use up to 20 percent of the project funds for grant aid to participants.

The 2001–02 program year (fi scal year [FY] 2001) was the beginning of a new four-year funding 

cycle. In that year, the Department of Education allocated $254.9 million under the SSS Program to 

944 grantees to serve a targeted total of 199,956 college students (Table 1.01). In comparison to the 

2000–01 program year of the previous funding cycle (FY 2000), this represents a 39 percent increase in 

program funding (from $183.3 million to $254.9 million), a 19 percent growth in the number of funded 

projects (from 795 to 944), and a 13 percent increase in the estimated numbers of students to be served 

(from 176,614 to 199,956). The large increase in funding for the SSS Program in 2001–02 includes 

$23.5 million in supplemental funding for SSS projects to use to provide grant aid to eligible SSS 

participants. The average cost per student increased by $237 (from $1,038 to $1,275) between those 

same years, and the average number of students to be served by each project decreased by 10 students 

(from 222 to 212).

Table 1.01. Total and average annual SSS Program awards and number of students to be served: 

1998–99 to 2001–02

 Number of Average Average Average number of

 Number of students to be award per award per students to be

Fiscal year Appropriation awards served grantee student served per award

1998 $171,893,687 796 178,099 $215,947 $965 224

1999 178,916,836 796 178,099 224,770 1,005 224

2000 183,298,415 795 176,614 230,564 1,038 222

2001 254,892,170 944 199,956 270,013 1,275 212

NOTE: The number of students to be served is the sum of participants proposed by projects each year.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs.

As Table 1.02 and Figure 1.01 show, public two-year institutions received the largest share of the 

awards, and this share increased from 44 percent in 2000–01 to 47 percent in 2001–02. Almost 100 

more two-year institutions were funded in the new funding cycle. At the same time, because more 

awards were made in 2001–02, the actual number of awards made to other sectors did not decrease. 

Awards to minority-serving institutions remained stable between 1998–99 and 2001–02, as did those 

to non-minority-serving institutions.
Student Support Services Program: 1998–1999 Through 2001–2002 3

Table 1.02. Percentage distribution of awards and students to be served in the SSS Program, by 

selected grantee characteristics: 1998–99 to 2001–02

 Awards Students Awards Students Awards Students Awards Students

 Number1

 796 178,099 796 175,573 795 174,088 944 199,956

 Percent 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Selected grantee 

 characteristics

Sector

 Public four-year 37.1 41.5 37.1 41.5 37.1 41.7 35.3 39.7

 Private four-year 17.0 15.6 17.0 15.6 17.0 15.6 15.4 14.6

 Public two-year 44.0 41.5 43.8 41.4 43.8 41.2 47.2 44.1

 Private two-year 2.0 1.4 2.1 1.5 2.1 1.5 2.1 1.6

Minority-serving 

 institutions

 Historically black 

 colleges and universities 7.5 7.3 7.5 7.3 7.5 7.4 7.2 7.2

 Hispanic-serving 

 institutions 9.5 11.8 9.7 11.9 9.7 12.0 10.5 12.3

 Tribal institutions 

 or agencies 2.0 1.3 2.0 1.3 2.0 1.4 2.5 1.9

 Not identifi ed as 

 minority-specifi c 80.9 79.6 80.8 79.5 80.8 79.3 79.8 78.7

1Total number of projects funded and estimated (projected) numbers of students to be served.

NOTE: Percentages in each column may not sum to 100% due to rounding.

SOURCE: Data from programs fi les of the U.S. Department of Education, Federal TRIO Programs.

1998–99 1999–00 2000–01 2001–02

Chapter 1: Introduction

1998–99 1999–00 2000–01 2001–02

0

100

200

300

400

500

Institutions

Reporting Year

295

135

350

16

295

135

349

17

295

135

348

17

333

145

446

20

Public 4-year Private 4-year Public 2-year Private 2-year

Figure 1.01. Number of grantee institutions, by institutional sector: 1998–99 to 2001–02

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs.
Chapter 1: Introduction

4 Student Support Services Program: 1998–1999 Through 2001–2002

Table 1.03. Percentage distribution of awards and students to be served in the SSS Program, by region: 

1998–99 to 2001–02

 Awards Students Awards Students Awards Students Awards Students

Number 796 178,099 796 175,573 795 174,088 944 199,956

Percent 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

 Region I 5.2 5.2 5.2 5.2 5.2 5.2 5.0 5.1

 Region II 9.7 11.6 9.7 11.6 9.7 11.6 9.0 10.8

 Region III 8.4 7.9 8.4 7.9 8.3 7.8 7.5 7.3

 Region IV 20.7 16.8 20.7 16.8 20.8 17.0 19.8 16.8

 Region V 16.5 17.3 16.5 17.3 16.5 17.0 15.5 16.1

 Region VI 12.2 13.7 12.2 13.7 12.2 13.8 14.1 15.0

 Region VII 7.4 7.1 7.4 7.1 7.4 7.2 7.8 7.5

 Region VIII 6.5 6.0 6.5 6.0 6.5 6.0 6.6 6.1

 Region IX 9.5 10.8 9.5 10.8 9.6 10.7 10.3 11.1

 Region X 3.9 3.4 3.9 3.4 3.9 3.6 4.4 4.0

Please refer to Appendix A for a list of states within each region.

NOTE: Percentages in each column may not sum to 100% due to rounding.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs.

1998–99 1999–00 2000–01 2001–02

Federal regions IV, V and VI received a larger share of the SSS Program funds than other regions 

(Table 1.03). Together, projects in these three regions received about half the total awards made and 

proposed to serve about half of the students in each of the four years.

2

 Among the data quality concerns with the 1996–97 and 1997–98 data are (1) missing data from 20 percent of grantees in 

1996–97 and 14 percent in 1997–98 and (2) student Social Security numbers not collected in 1996–97 and 1997–98, resulting 

in lower match rates with subsequent data fi les and with the Title IV fi nancial aid records.

Data issues

The APR requirements in each of the Federal TRIO Programs were revised in recent years in response 

to the Government Performance and Results Act (GPRA) of 1993 and the U.S. Department of Education’s 

strategic plan. In addition to providing statistical information on the TRIO programs, the new APRs 

measure program outcomes and progress toward meeting program goals. The SSS Program was the fi rst 

of the TRIO Programs to implement a revised performance reporting form following GPRA. This report is 

the fi rst to examine program outcomes by using the multiple years of SSS data that are now available.

The APR consists of two data sets—project-aggregate data on services and activities and student-level 

information. Previously published profi le reports have presented data from the 1996–97 to 1998–99 

APRs, and because of low response rates and other data quality issues, the 1995–96 data have not been 

reported. Because reliable student identifi cation is not available for participants served from 1996–97 

through 1997–98, we have eliminated those cohorts from this report. The remaining data (from 1998–99 

through 2001–02 reporting years) allow the tracking of students who started as freshmen in 1998–99 

through four years of postsecondary enrollment.2
Student Support Services Program: 1998–1999 Through 2001–2002 5

The grantee response rates have increased annually over the four-year period covered in this report 

(see Appendix A). As noted above, a complete APR consists of two data sets—project-aggregate data 

and student-level information. A few grantees submitted aggregate data but did not provide individual 

student data. Appendix A provides detailed information about response rates, missing data, and other 

data issues. In this report, project-aggregate data is reported in chapter 2 and student-level information 

is reported in chapters 3 and 4.

The student numbers provided in Tables 1.01, 1.02 and 1.03 are the estimated (projected) number of 

students to be served by SSS projects with the funds provided, not the actual number of students served 

during the funding year. The student numbers provided in chapters 2, 3 and 4 are the actual numbers 

of students served as reported by the grantees on the APRs. The number of SSS participants receiving 

services in 2001–02 cited in chapter 2 (201,695) is derived from the project-level data reported by the 

grantees, whereas the number of active SSS participants (new and continuing) for 2001–02 reported in 

chapter 3 (207,198) is derived from the individual participant records. For some grantees, the two numbers 

differ. One possible explanation for the difference in the two numbers is that a few grantees may have 

reported some prior-year participants as continuing participants on the individual participant data fi le, 

even though these individuals did not receive project services during the project year being reported.

Another data issue concerns estimating persistence and graduation rates. Data from the national study 

of the SSS Program show that many SSS participants (over 25 percent by the third year) attend more 

than one postsecondary institution as undergraduates.3

 Because the APRs require grantees to report the 

educational progress of participants only for as long as they are enrolled at the grantee institution, the 

postsecondary persistence and graduation rates of SSS participants will be underreported.

To improve these estimates, the SSS APR data were merged with the national Title IV fi nancial aid 

records of 1998–99 to 2000–01 to capture enrollment information for participants who left the grantee 

institutions but continued at another postsecondary institution.4

 Because most students served by 

the SSS Program apply for fi nancial aid, this merge with fi nancial aid data has supplemented critical 

enrollment information for participants who transferred to another postsecondary institution. In addition, 

SSS grantees were asked to verify or update enrollment information on participants missing from the 

2001–02 data fi le who, according to their enrollment status at the end of 2000–01, should have been 

enrolled in 2001–02. As discussed in chapter 4, these efforts to fi nd missing data resulted in increasing 

the reported postsecondary persistence rates of SSS participants by about 10 to 11 percentage points 

for the 1998–99 cohort in the 1999–2000 reporting year.

3

 Chaney, B., Muraskin, L.D., Cahalan, M.W., and Goodwin, D. (1998). Helping the Progress of Disadvantaged Students 

in Higher Education: The Federal Student Support Services Program. Educational Evaluation and Policy Analysis, 20(3), 

197–215.

4

 Title IV fi nancial aid data for 2001–02 were not available at the time of the analysis.

Chapter 1: Introduction
6 Student Support Services Program: 1998–1999 Through 2001–2002
Student Support Services Program: 1998–1999 Through 2001–2002 7

5

 Figures in this chapter are aggregated from Section III of the APR that reports grant-level data, not individual level data as in 

the next chapter.

Chapter 2 

Program Activities and Objectives: 2001–02

The Student Support Services (SSS) Program grantees provide a variety of services to their students. 

This chapter describes the distribution of services among SSS grantee institutions and indicates the 

percentages of participants involved in each service. This chapter also reports on the extent to which 

grantee institutions meet fi ve program objectives (persistence, good academic standing, graduation, 

transfer, and administration).

In the reporting year 2001–02, nine of the 944 institutions receiving awards did not submit APRs. 

Accordingly, this chapter is based on 935 grantees.5

 In each section of this chapter, tables report data 

for three populations—all grantees, four-year institutions, and two-year institutions. This chapter reports 

only on the 2001–02 reporting year, because early analyses indicated that program services and objectives 

did not vary signifi cantly from year to year. The data from a single reporting year—the last reporting 

year—mirror program services and objectives provided from 1998–99 through 2001–02.

Program services

SSS grantees provide four types of services: (1) academic instruction, (2) academic support, (3) 

counseling and mentoring, and (4) cultural and enrichment activities. Grantees report the total number 

of participants served in each of these activities and the contact hours provided. Grantees may also 

report on allowable services in the predetermined category “other.” The services reported in “other” are 

not specifi ed in the APR; accordingly they are grant-specifi c and vary across grantees.

Academic instruction

SSS grantees offered formal academic instruction in both for-credit and not-for-credit formats in the 

following areas: reading, writing, mathematics, English, and English for students of limited profi ciency. 

Table 2.01 reports the percentage of grantee institutions that provided each type of academic instruction 

and the percentage of students who received that instruction, divided into those who received credit for 

that instruction and those who did not.

Mathematics was the most popular type of academic instruction offered by grantees, followed by 

writing and reading. Overall, more than 30 percent of grantees provided mathematics instruction. The 

percentage of grantees offering academic instruction in mathematics differed by type of institution: more 
Chapter 2: Program Activities and Objectives: 2001–02

8 Student Support Services Program: 1998–1999 Through 2001–2002

Table 2.01. Percentage of grantees offering and percentage of participants receiving SSS-funded 

academic instruction, by subject area and type of institution: 2001–02

 Percentage of grantees

 offering service Credit Noncredit

All institutions N = 9351

 N = 201,6952

 Reading 23.2 3.7 2.9

 Writing 24.8 3.0 4.5

 Mathematics 30.9 6.9 6.5

 English 19.7 5.3 9.9

 English for students of limited profi ciency 8.1 0.4 1.1

Four-year institutions N = 4711

 N = 108,7182

 Reading 26.2 4.5 3.9

 Writing 30.3 3.1 6.2

 Mathematics 36.0 8.7 6.9

 English 21.1 7.2 3.9

 English for students of limited profi ciency 8.8 0.3 1.5

Two-year institutions N = 4641

 N = 92,9772

 Reading 20.2 2.7 1.7

 Writing 19.1 2.8 2.6

 Mathematics 25.8 4.8 6.1

 English 18.2 3.1 16.9

 English for students of limited profi ciency 7.3 0.5 0.7

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Percentage of participants 

receiving service

four-year institutions (36 percent) than two-year institutions (26 percent) offered academic instruction 

in mathematics. Generally, more four-year institutions than two-year institutions provided services in 

each academic instruction area.

At the student level, more than 16 percent of students from two-year institutions received noncredit 

academic instruction in English, the largest among all categories of academic instruction. Fewer than 

10 percent of the students received any other specifi c type of academic instruction. Aside from noncredit 

instruction in English in two-year colleges, more participants in four-year than two-year institutions 

received academic instructions in every other area.

The grant-specifi c services reported in “other” can be categorized into several groups. The four 

major groups are (1) study skills, (2) orientation, (3) other subjects, and (4) computer skills. “Study 

skills” refers to instruction in academic skills, study strategies, thinking skills, grammar, and learning. 

“Orientation” includes instruction in campus life, such as survival in college study, communication, 

personal development, cultural adjustment, transition, and future careers and jobs. “Other subjects” 

refers to academic areas other than the areas discussed earlier. “Computer skills” refers to all instruction 

related to improving students’ knowledge and skills in the use of computers.
Student Support Services Program: 1998–1999 Through 2001–2002 9

Table 2.02. Percentage of grantees offering and percentage of participants receiving SSS-funded grantspecifi c “other” academic instruction, by support area and type of institution: 2001–02

 Percentage of grantees

 offering service Credit Noncredit

All institutions N = 9351

 N = 201,6952

 Study skills 9.9 1.9 1.1

 Orientation 7.6 0.9 0.3

 Other subjects 5.6 0.4 1.1

 Computer skills 3.0 0.2 0.8

Four-year institutions N = 4711

 N = 108,7182

 Study skills 12.3 2.9 1.2

 Orientation 6.5 0.7 0.2

 Other subjects 6.7 0.4 1.4

 Computer skills 3.6 0.2 1.0

Two-year institutions N = 4641

 N = 92,9772

 Study skills 7.3 0.8 0.9

 Orientation 8.8 1.1 0.4

 Other subjects 4.5 0.4 0.8

 Computer skills 2.4 0.2 0.6

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Percentage of participants 

receiving service

Table 2.02 presents the top four grant-specifi c academic instruction areas reported. From 2 to 

12 percent of grantees offered “other” academic instruction. About 10 percent of the 935 grantees offered 

instruction in study skills, the most popular grant-specifi c service reported. A higher percentage of fouryear grantees (12 percent) provided study skills than did two-year grantees (7 percent). The percentage 

of students receiving the grant-specifi c academic instruction was low; on average, less than 1 percent 

of participants received grant-specifi c academic instruction.

Chapter 2: Program Activities and Objectives: 2001–02

Academic support

Academic support includes tutoring, supplemental instruction, assisted labs, and workshops for study 

skills or orientation. These areas of support are defi ned in the APR as follows:

• Peer tutoring—individual or small-group tutoring provided by other students

• Professional tutoring—individual or small-group tutoring provided by a graduate student or a 

professional staff person

• Supplemental instruction—organized tutoring sessions for specifi c courses, which are tied directly 

to the instruction in the courses

• Assisted labs—academic support or tutoring provided through a learning center or other formal 

means
Chapter 2: Program Activities and Objectives: 2001–02

10 Student Support Services Program: 1998–1999 Through 2001–2002

• Computer-assisted instruction—academic support or tutoring provided by means of computers 

instead of peer or professional tutors

• Study skills classes/workshops—activities designed to help students gain the skills needed to succeed 

in the academic programs of the institution

• Orientation classes/workshops—sessions or classes that help students adjust to the institution and 

may include help in registering for courses and familiarizing them with the academic requirements 

of the institution

Table 2.03 shows the percentage of grantees that provided academic support in each of these 

predetermined categories, the percentage of students who received these services, and the average 

per-participant contact hours. Peer one-to-one tutoring was the most frequently provided support 

service, reported by 81 percent of grantees. The second most popular academic support service was 

study skills workshops (73 percent), followed by professional one-to-one tutoring (65 percent). Oftenprovided services usually served high percentages of participants. Peer one-to-one tutoring had the 

highest participant percentage (29 percent). Some academic support services reported a relatively lower 

percentage of grantees but had larger average per-participant contact hours, such as assisted labs with 

36 percent and 14 hours, respectively.

Four-year grantees were more likely to provide one-to-one peer tutoring than two-year grantees 

(86 percent vs. 77 percent). Conversely, four-year grantees were less likely to provide one-to-one 

professional tutoring than two-year grantees (62 percent vs. 69 percent). With the exception of computerassisted instruction, four-year grantees reported more contact hours than two-year institutions in each 

of the academic support categories listed.

In addition to the academic support services listed in the APR, grantees provided many grantspecifi c academic support services (see Table 2.04). A small proportion of grantees, approximately 9 

percent, provided technology and resource support to program participants. Such support included use 

of computers and other media, access to the Internet, and labs. About 9 percent of schools provided 

support and placement evaluations to students with disabilities. Some schools reported support for study 

skills (8 percent) and orientation and seminars for adjusting to college life (5 percent).

A large difference between two- and four-year institutions emerged in the average contact hours 

for support and placement services for students with disabilities. Overall, the average contact hours 

reported for this service was about 15 hours. The average contact hours reported by four-year institutions 

(23 hours) was more than twice that reported by two-year institutions (10 hours).
Student Support Services Program: 1998–1999 Through 2001–2002 11

Table 2.03. Percentage of grantees offering and percentage of participants receiving SSS-funded 

academic support services plus average contact hours, by type of institution: 2001–02

 Percentage of Percentage of Average contact

 grantees participants hours per

 offering service receiving service participant

All institutions N = 9351

 N = 201,6952

 Peer tutoring (one-to-one) 81.4 28.8 12.2

 Peer tutoring (group) 45.8 11.8 10.6

 Professional tutoring (one-to-one) 65.1 18.3 10.1

 Professional tutoring (group) 35.6 8.6 12.6

 Supplemental instruction 32.2 6.4 13.3

 Assisted labs 35.6 11.5 14.0

 Computer-assisted instruction 42.4 10.9 9.0

 Study skills workshops 72.6 20.2 7.0

 Orientation workshops 62.2 22.2 4.4

Four-year institutions N = 4711

 N = 108,7182

 Peer tutoring (one-to-one) 86.0 32.3 12.8

 Peer tutoring (group) 50.8 14.8 11.8

 Professional tutoring (one-to-one) 61.7 14.8 10.3

 Professional tutoring (group) 33.5 7.9 13.1

 Supplemental instruction 35.6 7.3 13.6

 Assisted labs 33.5 9.7 15.6

 Computer-assisted instruction 41.2 10.8 8.1

 Study skills workshops 74.7 20.7 7.6

 Orientation workshops 63.2 21.2 5.5

Two-year institutions N = 4641

 N = 92,9772

 Peer tutoring (one-to-one) 76.6 24.7 11.2

 Peer tutoring (group) 40.6 8.2 8.1

 Professional tutoring (one-to-one) 68.7 22.3 10.1

 Professional tutoring (group) 37.8 9.4 12.1

 Supplemental instruction 28.8 5.4 12.8

 Assisted labs 37.8 13.7 12.7

 Computer-assisted instruction 43.6 11.0 10.1

 Study skills workshops 70.4 19.5 6.3

 Orientation workshops 61.2 23.4 3.1

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 2: Program Activities and Objectives: 2001–02
Chapter 2: Program Activities and Objectives: 2001–02

12 Student Support Services Program: 1998–1999 Through 2001–2002

Counseling and mentoring services

The SSS Program not only provides academic instruction and academic support services, but also 

offers counseling and mentoring to participants. The defi nition of each type of service is provided in 

the APR as follows:

• Personal counseling—crisis intervention and assistance with personal problems and decisions

• Academic advising—assistance for students in making educational plans, selecting appropriate 

courses, meeting academic requirements, and planning for graduation and further education

• Financial aid counseling—assistance for students individually or in small groups in completing 

fi nancial aid applications or in working with the institution’s fi nancial aid offi ce to develop aid 

packages that will meet the students’ fi nancial needs for attendance at the institution

Table 2.04. Percentage of grantees offering and percentage of participants receiving SSS-funded 

grant-specifi c “other” academic support services plus average contact hours, by type of 

institution: 2001–02

 Percentage of Percentage of Average contact

 grantees participants hours per

 offering service receiving service participant

All institutions N = 9351

 N = 201,6952

 Technology and resource support 8.9 3.1 7.4

 Support for students with disabilities 8.7 2.4 14.7

 Study skills 7.6 2.4 9.6

 Academic activities and monitoring 5.7 2.3 4.6

 Orientation and seminar 5.3 1.1 7.8

Four-year institutions N = 4711

 N = 108,7182

 Technology and resource support 9.2 3.0 9.7

 Support for students with disabilities 8.4 1.7 22.6

 Study skills 9.4 2.9 10.0

 Academic activities and monitoring 5.9 1.9 5.7

 Orientation and seminar 5.4 1.3 8.4

Two-year institutions N = 4641

 N = 92,9772

 Technology and resource support 8.6 3.2 4.8

 Support for students with disabilities 9.0 3.1 9.8

 Study skills 5.8 1.8 8.9

 Academic activities and monitoring 5.6 2.7 3.7

 Orientation and seminar 5.2 0.9 6.9

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.
Student Support Services Program: 1998–1999 Through 2001–2002 13

• Career counseling and employment assistance—assistance for students in learning about career 

opportunities through written and computerized information, assessing their career interests and 

capabilities, and making occupational plans

• Transfer counseling—assistance for students interested in four-year programs in meeting the 

academic requirements of those programs, choosing four-year institutions, and applying for 

admission and fi nancial aid at those institutions

• Graduate school counseling—assistance for students in choosing graduate or professional programs 

and applying for admission and fi nancial aid for those programs

• Professional mentoring—professionals, other than project staff, working with project students to 

expose them to career and other opportunities available to them

• Peer counseling/mentoring—a variety of supports, personal or academic, provided by other students 

and designed to help project participants adjust to the institution

The percentage of grantees providing each of these services ranged from 33 percent to 98 percent 

(see Table 2.05). The percentage of participants who received these services ranged from 6 percent to 

78 percent. The average contact hours ranged from 2 hours to 6 hours.

More than 90 percent of grantees provided personal counseling (94 percent), academic advising 

(98 percent), fi nancial aid counseling (95 percent), and career counseling and employment assistance 

(93 percent). Academic advising attracted the highest percentage of participants, 78 percent, with 

services that averaged 4 contact hours. Peer counseling and mentoring were reported by 47 percent of 

grantees and had the longest average contact hours (6 hours).

A few two-year grantees provided graduate school counseling (9 percent), with an average of 23 contact 

hours. This service was very popular with four-year grantees (81 percent), but the average contact hours 

were only 2, less than one-tenth the average contact hours in two-year institutions. As expected, the 

percentage of two-year institutions providing transfer counseling (94 percent) was much higher than 

that of four-year institutions (50 percent). In two-year institutions, 32 percent of participants received 

transfer counseling compared with 4 percent in four-year institutions. In contrast, two-year institutions 

were less likely to provide peer counseling and mentoring (38 percent) than were four-year institutions 

(57 percent), and a lower percentage of their participants received this service (8 percent) than did 

participants in four-year institutions (17 percent).

Chapter 2: Program Activities and Objectives: 2001–02
Chapter 2: Program Activities and Objectives: 2001–02

14 Student Support Services Program: 1998–1999 Through 2001–2002

The top four of the many grant-specifi c counseling and mentoring services the SSS grantees provided 

are listed in Table 2.06. Campus life assistance provides information about housing, personal crises, and 

fi nancial problems. Academic counseling includes setting goals, preparing for graduate school, seeking a 

mentor, and withdrawing from courses. The contact and visit service refers to grantee offi ces getting in 

touch with participants through e-mail, phone, newsletter, interviews, or visits. The support for students 

with disabilities includes testing and referral.

Table 2.05. Percentage of grantees offering and percentage of participants receiving SSS-funded 

counseling and mentoring services plus average contact hours, by type of institution: 

2001–02

 Percentage of Percentage of Average contact

 grantees participants hours per

 offering service receiving service participant

All institutions N = 9351

 N = 201,6952

 Personal counseling 94.1 41.3 4.3

 Academic advising 97.8 78.2 3.5

 Financial aid counseling 95.4 47.5 2.4

 Career counseling and employment assistance 93.4 36.0 3.5

 Transfer counseling 71.6 16.6 2.6

 Graduate school counseling 45.3 6.1 3.2

 Professional mentoring 33.1 7.4 4.5

 Peer counseling and mentoring 47.4 12.6 6.1

Four-year institutions N = 4711

 N = 108,7182

 Personal counseling 94.8 41.5 5.5

 Academic advising 97.9 75.8 3.8

 Financial aid counseling 95.0 44.3 3.3

 Career counseling and employment assistance 93.9 34.8 4.4

 Transfer counseling 50.0 3.5 1.6

 Graduate school counseling 81.0 10.6 1.9

 Professional mentoring 35.1 7.8 4.9

 Peer counseling/mentoring 56.7 16.8 6.5

Two-year institutions N = 4641

 N = 92,9772

 Personal counseling 93.3 41.0 2.8

 Academic advising 97.6 81.0 3.1

 Financial aid counseling 95.9 51.3 1.5

 Career counseling and employment assistance 92.9 37.5 2.5

 Transfer counseling 93.8 32.0 2.8

 Graduate school counseling 8.8 0.8 23.1

 Professional mentoring 30.9 6.9 3.8

 Peer counseling/mentoring 37.8 7.6 5.0

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.
Student Support Services Program: 1998–1999 Through 2001–2002 15

Table 2.06. Percentage of grantees offering and percentage of participants receiving SSS-funded grantspecifi c “other” counseling and mentoring services plus average contact hours: 2001–02

 Percentage of Percentage of Average contact

 grantees participants hours per

 offering service receiving service participant

All institutions N = 9351

 N = 201,6952

 Campus life assistance 11.4 1.9 5.0

 Academic counseling 6.8 1.5 6.4

 Contact and visit 5.0 0.6 23.1

 Support for students with disabilities 7.7 1.3 9.5

Four-year institutions N = 4711

 N = 108,7182

 Campus life assistance 11.5 1.8 5.4

 Academic counseling 7.3 1.5 9.7

 Contact and visit 5.4 0.6 13.0

 Support for students with disabilities 6.7 1.2 16.7

Two-year institutions N = 4641

 N = 92,9772

 Campus life assistance 11.4 2.0 4.5

 Academic counseling 6.2 1.4 2.3

 Contact and visit 4.5 0.5 36.8

 Support for students with disabilities 8.8 1.6 3.5

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 2: Program Activities and Objectives: 2001–02

The percentage of participants who received campus life assistance was relatively low (less than 

2 percent). The contact and visit service was time intensive, averaging 23 contact hours overall, but the 

average contact hours reported by two-year institutions was almost three times that reported by four-year 

institutions (37 hours vs. 13 hours).

Cultural and enrichment activities

Three cultural and enrichment activities are defi ned in the APR:

• Cultural activities—any project-sponsored activities, such as fi eld trips and special lectures and 

symposia, that have as their purpose the improvement of the project participants’ academic progress 

and personal development

• Campus visitations—project-sponsored trips to other postsecondary institutions for the purpose of 

acquainting students with institutions that the project participants may wish to attend to further 

their education (i.e., two-year/four-year transfers or graduate and professional schools)

• Information workshops—a variety of short workshops or seminars (usually a half day or less) on 

topics that range from stress management and test taking to drug and alcohol abuse
Chapter 2: Program Activities and Objectives: 2001–02

16 Student Support Services Program: 1998–1999 Through 2001–2002

More than 90 percent of grantees provided cultural and enrichment activities in which approximately 

one-third of participants took part (Table 2.07). Information workshops were reported by about threequarters of grantees, and one in four program participants joined the workshops. More than half the 

grantees (54 percent) organized campus visitations, but because these are highly customized activities, 

only 7 percent of students participated. Because transferring students to four-year institutions is a goal 

for two-year institutions, 82 percent of two-year institutions reported campus visitations, much higher 

than the percentage reported at four-year institutions (26 percent).

Table 2.07. Percentage of grantees offering and percentage of participants taking part in SSS-funded 

cultural and enrichment activities, by type of institution: 2001–02

 Percentage of Percentage of

 grantees offering participants taking part

All institutions N = 9351

 N = 201,6952

 Cultural activities 91.1 34.4

 Campus visitations 53.8 6.7

 Information workshops 74.7 24.1

Four-year institutions N = 4711

 N = 108,7182

 Cultural activities 90.2 34.0

 Campus visitations 26.2 3.3

 Information workshops 70.9 23.1

Two-year institutions N = 4641

 N = 92,9772

 Cultural activities 92.1 34.8

 Campus visitations 82.2 10.6

 Information workshops 78.5 25.2

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

In addition to the activities listed above, grantee institutions provided several grant-specifi c cultural 

and enrichment activities not listed in the APR. Table 2.08 reports the three most commonly cited grantspecifi c activities. About 9 percent of the grantees offered activities for campus life enrichment, such 

as career fairs, newsletters, and club activities. Social events were the second most popular activities. 

Approximately 7 percent of grantees provided social events such as award banquets, TRIO day, and 

SSS student meetings. The third largest group of activities included academic support services, such as 

mentoring, goal setting for students, conferences, and meetings. However, only 4 percent of grantees 

reported these activities. Two-year institutions were more likely to offer these grant-specifi c cultural and 

enrichment activities than were four-year institutions.
Student Support Services Program: 1998–1999 Through 2001–2002 17

Program objectives: 2001–02

The APR also collects narrative information on the grantees’ progress in meeting the program 

objectives. The information includes the approved objectives, the extent to which the grantee achieved 

each objective, and specifi c information to support the accomplishment of each objective. Five objectives 

were defi ned in the 2001–02 APR:

• Persistence—percentage of eligible participants who will persist toward completing the academic 

programs in which they were enrolled

• Good academic standing—percentage of eligible participants who will meet academic performance 

levels required to stay in good academic standing at the grantee institution

• Graduation—percentage of eligible participants who will graduate each year

• Transfer—percentage of eligible participants who will transfer each year

• Administration—the extent to which the grantee will meet the administrative requirements, 

including record keeping, reporting, and fi nancial accountability

To examine the 2001–02 program objectives, random samples of 7 percent of grantee institutions were 

selected from a total of 935 grantees, proportional to the numbers of four-year and two-year grantees.6 

In all, 34 four-year and 33 two-year grantee institutions were included in the samples.

Table 2.08. Percentage of grantees offering and percentage of participants taking part in SSS-funded 

grant-specifi c “other” cultural and enrichment activities, by type of institution: 2001–02

 Percentage of Percentage of

 grantees offering participants taking part

All institutions N = 9351

 N = 201,6952

 Campus life enrichment 9.0 3.3

 Social events 7.4 2.2

 Academic supports 3.8 1.1

Four-year institutions N = 4711

 N = 108,7182

 Campus life enrichment 7.3 1.9

 Social events 6.3 1.9

 Academic supports 3.6 1.0

Two-year institutions N = 4641

 N = 92,9772

 Campus life enrichment 10.7 4.9

 Social events 8.6 2.6

 Academic supports 4.1 1.2

1Total number of grantees submitting APRs.

2Number of participants reported are aggregated from the grant-level data submitted by the 935 grantees.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

6

 The sample size was determined by the desired power of the analysis (set at 90 percent in this case) for detecting the minimum

difference desired (set at 10 percent in this case).

Chapter 2: Program Activities and Objectives: 2001–02
Chapter 2: Program Activities and Objectives: 2001–02

18 Student Support Services Program: 1998–1999 Through 2001–2002

Table 2.09. Percentage of sampled grantees that met SSS-approved program objectives: 2001–02

Objectives N1 Percent2 N1 Percent2 N1 Percent2

Persistence 64 93.7 32 100.0 32 87.5

Good academic standing 65 92.3 33 93.9 32 90.6

Graduation 63 82.5 33 87.9 30 76.7

Transfer 29 70.0 4 75.0 25 68.0

Administration 60 85.0 31 87.1 29 82.8

1Number of sampled institutions reporting the listed objectives.

2Percent of sampled institutions meeting the listed objectives.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

All institutions Four-year institutions Two-year institutions

Most grantees reported data on persistence, good academic standing, graduation, and administration. 

Because transfer was not an objective for four-year institutions, only four of 34 sampled four-year 

institutions reported data on this objective. Table 2.09 reports the percentage of sampled grantees that 

met their objectives in the 2001–02 program year.

More than 90 percent of grantees met objectives of persistence (94 percent) and good academic 

standing (92 percent). More than 70 percent of grantees met the other three objectives. All fouryear institutions that reported data on persistence met the objective (100 percent). In contrast, only 

88 percent of the two-year institutions reportedly attained this objective.
Student Support Services Program: 1998–1999 Through 2001–2002 19

Chapter 3

Program Participants: 1998–99 to 2001–02

Every reporting year, SSS grantees report demographic, academic and program participation 

information on participants. This chapter characterizes participants who were served by the program at 

any point during the four years from 1998–99 to 2001–02.

The number of participants reported in this chapter is slightly different from that reported in chapters 

1 and 2. The number of participants reported in chapter 1 is the proposed number. In chapter 2, the 

number of participants is based on grant-level data as reported by grantees. In this chapter, the number 

of participants is based on individual participant records reported by grantees that submitted APRs in 

each reporting year. As discussed early in chapter 1, a few grantees submitted aggregate data but did 

not provide individual student data (see Appendix A). Because of this, the number of grantees and 

participants reported in this chapter may differ from numbers reported in earlier chapters. In addition, 

the number of participants reported in each table varies due to the fact that grantees, at times, did not 

report the information.

In order to adjust for the fact that the estimates of postsecondary persistence and graduation rates 

only account for participants enrolled at the grantee institution, the SSS APR data used in this profi le 

were merged with the Title IV fi nancial aid records from 1998–99 to 2000–01 in an attempt to capture 

enrollment information for participants who left the grantee institution but continued at or graduated 

from another postsecondary institution.

Depending on whether or not they receive program services in a given year, participants fall into one 

of the following three status categories:

• New participant—the individual has not been reported in previous years and has a project entry 

date in the academic year in which they are reported as “new.”

• Continuing participant—the individual is currently enrolled and served and has a project entry 

date falling prior to the year in which they are reported as “continuing.”

• Prior participant—the individual received project services before the reporting year but did not 

receive project services during the reporting year. Starting in reporting year 2001–02, the category 

of “prior participant” was further differentiated to distinguish between those who were still enrolled 

and those who were no longer enrolled at the grantee institution.

The fi rst two categories (i.e., new participant and continuing participant) combined refl ect active 

participants.

7

7

 Refer to Appendix C for a description on the verifi cation of participant status.
Chapter 3: Program Participants: 1998–99 to 2001–02

20 Student Support Services Program: 1998–1999 Through 2001–2002

Table 3.01 presents the distribution of participant status over the four reporting years. Overall, new 

participants constituted about 30 percent of all participants in each reporting year. The percentage 

of new participants varied with the type of institution. In the four-year institutions, about one in four 

participants was new in each reporting year, and the percentage of new participants dropped slightly 

between 1998–99 and 2001–02. In comparison, new participants constituted about 38 percent of all 

participants in two-year institutions, and the percentage increased slightly from 1998–99 to 2001–02.

Table 3.01. Percentage distribution of active and prior SSS Program participants, by participant status 

and type of institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

All participants:

 Number1

 234,322 248,667 247,295 312,148

 Percent 100.0 100.0 100.0 100.0

 New participants 31.4 30.2 29.6 30.5

 Continuing participants 43.8 43.4 44.0 35.9

 Prior participants 24.8 26.4 26.3 33.6

 Enrolled — — — 19.5

 No longer enrolled — — — 14.1

All participants, four-year institutions:

 Number1

 143,180 155,964 155,926 186,660

 Percent 100.0 100.0 100.0 100.0

 New participants 27.3 25.9 25.2 24.6

 Continuing participants 41.8 41.2 41.9 36.1

 Prior participants 30.9 33.0 32.9 39.3

 Enrolled — — — 24.9

 No longer enrolled — — — 14.4

All participants, two-year institutions:

 Number1

 91,142 92,703 91,369 125,488

 Percent 100.0 100.0 100.0 100.0

 New participants 37.9 37.6 37.2 39.3

 Continuing participants 47.0 47.2 47.7 35.6

 Prior participants 15.1 15.3 15.1 25.2

 Enrolled — — — 11.4

 No longer enrolled — — — 13.8

—Indicates number for the cell is not available.

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

About 44 percent of the participants in the fi rst three reporting years were continuing students (i.e., 

those who received services both before and during the reporting year). The percentage dropped to about 

36 percent in 2001–02. Interestingly, the percentage of prior students (i.e., those who had received 

program services before but not during the reporting year) increased by almost the same amount from 

the earlier years to 2001–02. Separating the prior participants into enrolled and not enrolled categories in 

2001–02 evidently provided the clarifi cation needed to correctly report prior participants who continued 

to be enrolled in the grantee institution.
Student Support Services Program: 1998–1999 Through 2001–2002 21

Table 3.02. Percentage distribution and number of active SSS Program participants, by participant 

status and type of institution: 1998–99 to 2001–02

 Percent Total1 Percent Total1 Percent Total1 Percent Total1

Active participants, 

 all institutions: 100.0 176,311 100.0 183,048 100.0 182,182 100.0 207,198

 New participants 41.8 73,661 41.1 75,156 40.2 73,285 45.9 95,155

 Continuing participants 58.2 102,650 58.9 107,892 59.8 108,897 54.1 112,043

Active participants, 

 four-year institutions: 100.0 98,895 100.0 104,502 100.0 104,621 100.0 113,306

 New participants 39.6 39,114 38.6 40,327 37.6 39,296 40.5 45,895

 Continuing participants 60.4 59,781 61.4 64,175 62.4 65,325 59.5 67,411

Active participants, 

 two-year institutions: 100.0 77,416 100.0 78,546 100.0 77,561 100.0 93,892

 New participants 44.6 34,547 44.3 34,829 43.8 33,989 52.5 49,260

 Continuing participants 55.4 42,869 55.7 43,717 56.2 43,572 47.5 44,632

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

1998–99 1999–00 2000–01 2001–02

The percentage of continuing participants and the decrease in that percentage in 2001–02 varies 

by type of institution. Two-year institutions had a larger drop in the percentage of students classifi ed as 

continuing in 2001–02 than did four-year institutions (a drop of 11 percentage points for the two-year 

institutions between reporting years 1998–99 and 2001–02 vs. a drop of 6 percentage points for the 

four-year institutions).

In addition, with the exception of reporting year 2001–02, the percentage of prior participants in twoyear institutions was about half that in four-year institutions. The smaller percentage of prior participants 

in two-year institutions refl ects the fact that participants in two-year programs simply have less time, 

relative to their counterparts in four-year institutions, to become prior participants.

The remainder of this chapter focuses only on active participants (i.e., both “new” and “continuing” 

participants). Overall, between two-thirds and three-quarters of the participants in each reporting year 

were active participants. The percentage of active participants was lower for four-year institutions than 

for two-year institutions throughout the period under consideration. As Table 3.02 shows, the number 

of students that the SSS Program grantees served per year increased from 176,311 in 1998–99 to 

207,198 in 2001–02. Among the active participants, the percentage of new participants remained stable 

at around 41 percent between 1998–99 and 2000–01 and jumped to 46 percent in 2001–02 because a 

large number of new grantees were funded in the new funding cycle.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

22 Student Support Services Program: 1998–1999 Through 2001–2002

Current college grade

Overall, almost three-quarters of active participants in each reporting year were fi rst- or second-year 

students. As both Figure 3.01 and Table 3.03 show, the percentage of active second-year participants 

remained stable at about 35 percent throughout the four-year period, but the percentage of fi rst-year 

students dropped about 3 percentage points over the period (i.e., from 40 percent in 1998–99 to 37 percent 

in 2001–02). Table 3.03 further shows that about 22 to 25 percent of the active participants were in their 

third or fourth years. Another 2 to 3 percent of participants were in their fi fth year of college or later.

By defi nition, only fi rst- and second-year students are expected to be enrolled in two-year institutions. 

Active participants in two-year institutions were almost equally divided between fi rst- and second-year 

students during the four reporting years. At four-year institutions, although the percentage of fi rst-year 

participants was lower than in two-year institutions, more fi rst-year students were in the program than 

were students from any other college grade level. However, the percentage of fi rst-year participants in 

four-year institutions declined over the reporting period. In 2001–02, about 27 percent of the active 

participants in four-year institutions were fi rst-year students, a decrease of about 4 percentage points 

when compared with 1998–99.

Within each reporting year, the percentage of active participants in four-year institutions decreased 

with each higher college grade level, until the fourth year when the decline is reversed, refl ecting perhaps 

the special needs of the graduating students.

1998–99 1999–00 2000–01 2001–02

0

20

40

60

80

Percent

Reporting Year

39.5

34.8 37.1 35.5 37.4 34.7 36.8 34.6

First-year Second-year

Figure 3.01. Percentage of active SSS Program participants who are fi rst- or second-year students: 

1998–99 to 2001–02

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.
Student Support Services Program: 1998–1999 Through 2001–2002 23

Table 3.03. Percentage distribution of active SSS Program participants, by college grade level and type 

of institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants:

 Number1

 172,987 180,055 178,861 203,948

 Percent 100.0 100.0 100.0 100.0

 First year 39.5 37.1 37.4 36.8

 Second year 34.8 35.5 34.7 34.6

 Third year 10.7 11.2 11.2 10.3

 Fourth year 12.5 13.1 13.7 12.0

 Fifth year 2.2 2.6 2.5 1.8

 Graduated with associate degree — — — 1.8

 Graduated with bachelor’s degree — — — 2.4

 Graduate/professional 0.4 0.5 0.5 0.2

Active participants, four-year institutions:

 Number1

 96,152 102,158 101,778 111,672

 Percent 100.0 100.0 100.0 100.0

 First year 30.8 28.0 28.3 27.3

 Second year 24.5 24.9 23.6 24.3

 Third year 18.2 19.0 19.2 18.4

 Fourth year 22.2 22.8 23.9 21.6

 Fifth year 3.7 4.5 4.3 3.3

 Graduated with associate degree — — — 0.4

 Graduated with bachelor’s degree — — — 4.3

 Graduate/professional 0.7 0.7 0.8 0.3

Active participants, two-year institutions:

 Number1

 76,835 77,897 77,083 92,276

 Percent 100.0 100.0 100.0 100.0

 First year 50.4 49.1 49.5 48.3

 Second year 47.6 49.3 49.3 47.1

 Third year 1.3 1.0 0.7 0.6

 Fourth year 0.4 0.3 0.3 0.4

 Fifth year 0.3 0.2 0.1 0.1

 Graduated with associate degree — — — 3.5

 Graduated with bachelor’s degree — — — 0.0

 Graduate/professional 0.0 0.1 0.1 0.1

—Indicates number for the cell is not available.

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

24 Student Support Services Program: 1998–1999 Through 2001–2002

Eligibility status

To be eligible to participate in the SSS Program, a student must be low-income, a fi rst-generation 

college student, or disabled. These terms are defi ned below:

• Low-income student—a student whose family’s taxable income does not exceed 150 percent of the 

poverty level in the calendar year preceding the year in which the individual initially participates 

in the project. The poverty level amount is determined by using criteria established by the Bureau 

of the Census of the U.S. Department of Commerce.8

• First-generation college student—a student from a family in which neither parent (whether natural 

or adoptive) received a baccalaureate degree or 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 receive a baccalaureate degree.

• Student with disabilities—a student who has a diagnosed physical or mental impairment that 

substantially limits his or her ability to participate in the educational experiences and opportunities 

offered by the grantee institution.

The statute and regulations governing SSS require that two-thirds of the participants in any SSS project 

must be either disabled or fi rst-generation college students from low-income families. The remaining 

one-third may be low-income individuals, fi rst-generation individuals, individuals with disabilities or a 

combination of the three. At least one-third of the individuals with disabilities must also be low-income 

individuals. Figure 3.02 shows the percentage of active SSS Program participants, by program eligibility 

and type of institution.

Figure 3.02. Percentage of active SSS Program participants, by program eligibility and type of 

institution: 2001–02

Low-income and

first-generation

Low-income

and disabled

Low-income only First-generation only Disabled only

0

20

40

60

80

Percent

59.1 62.5

5.5 6.7 8.5 6.0

19.7 18.8

7.2 6.0

Four-year Two-year

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

8

 In 2001, for example, the poverty threshold for a family of four was $17,650. Thus the 150 percent income limit was $26,475.
Student Support Services Program: 1998–1999 Through 2001–2002 25

Table 3.04. Percentage distribution of active SSS Program participants, by eligibility criteria and type 

of institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 175,236 182,347 181,122 202,616

 Percent 100.0 100.0 100.0 100.0

 Low-income and fi rst-generation 59.7 59.9 59.7 60.7

 Low-income and disabled 6.2 6.0 5.8 6.0

 Low-income only 7.7 7.6 7.3 7.4

 First-generation only 19.4 19.4 20.1 19.3

 Disabled only 6.9 7.1 7.0 6.7

Active participants, four-year institutions:

 Number1

 98,252 104,018 103,764 110,525

 Percent 100.0 100.0 100.0 100.0

 Low-income and fi rst-generation 59.1 59.2 58.6 59.1

 Low-income and disabled 5.7 5.6 5.4 5.5

 Low-income only 8.7 8.6 8.3 8.5

 First-generation only 19.3 19.3 20.1 19.7

 Disabled only 7.2 7.3 7.6 7.2

Active participants, two-year institutions:

 Number1

 76,984 78,329 77,358 92,091

 Percent 100.0 100.0 100.0 100.0

 Low-income and fi rst-generation 60.5 60.8 61.3 62.5

 Low-income and disabled 6.9 6.5 6.3 6.7

 Low-income only 6.5 6.4 6.0 6.0

 First-generation only 19.6 19.5 20.1 18.8

 Disabled only 6.5 6.8 6.3 6.0

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Table 3.04 shows that approximately 73 percent of active participants in all institutions were either 

low-income and fi rst-generation college students, low-income college students with disabilities or college 

students with disabilities only, as required by the governing statutes. Over 19 percent of active participants 

in all institutions were fi rst-generation college students only and just over 7 percent were low-income 

only students. Approximately half of participants with disabilities were from low-income families. The 

eligibility distributions of active participants in four-year and two-year institutions are very similar.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

26 Student Support Services Program: 1998–1999 Through 2001–2002

Demographic characteristics

Gender

According to the Digest of Education Statistics, approximately 44 percent of the 15 million students 

enrolled in U.S. colleges in 1998–99 were male and 57 percent were female.9

 Compared with this national 

enrollment pattern, the enrollment pattern for the SSS Program shows that male students have been 

consistently underrepresented; half as many male as female participants were served by grantees for all 

the reporting years under consideration (see Table 3.05). The gender difference was more pronounced 

in the two-year institutions than in the four-year institutions.

Table 3.05. Percentage distribution of active SSS Program participants, by gender: 1998–99 to 

2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 176,208 182,919 182,129 203,860

 Percent 100.0 100.0 100.0 100.0

 Male 34.2 33.9 33.8 32.9

 Female 65.8 66.1 66.2 67.1

Active participants, four-year institutions:

 Number1

 98,820 104,412 104,586 111,619

 Percent 100.0 100.0 100.0 100.0

 Male 37.0 36.7 36.8 35.9

 Female 63.0 63.3 63.3 64.1

Active participants, two-year institutions:

 Number1

 77,388 78,507 77,543 92,241

 Percent 100.0 100.0 100.0 100.0

 Male 30.7 30.1 29.8 29.3

 Female 69.3 69.8 70.2 70.7

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

9

 U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2002, NCES 2003–060, 

by Thomas D. Snyder. Production Manager, Charlene M. Hoffman. Washington, DC: 2003.

Race/ethnicity

In 2001–02, about 43 percent of all active SSS Program participants were white (see Figure 3.03). 

About 38 percent of the students served by four-year institutions were white, compared with 41 percent 

in 1998–99 (see Figure 3.04 and Table 3.06). About half of the participants in two-year institutions 

were white, and another quarter were African American. Ratios between whites and African Americans 

were smaller in four-year institutions.
Student Support Services Program: 1998–1999 Through 2001–2002 27

Figure 3.03. Percentage distribution of active SSS Program participants, by race/ethnicity: 2001–02

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

American Indian/Alaska Native (4%)

Asian (4%)

Black/African American (29%)

Hispanic or Latino (18%)

White (43%)

Native Hawaiian/other Pacific Islander (1%)

More than one race/other (1%)

Figure 3.04. Percentage of active SSS Program participants, by race/ethnicity and type of institution: 

2001–02

American Indian

or Alaska Native

Asian Black or

African American

Hispanic

or Latino

White Native Hawaiian

or other

Pacific Islander

More than one

race reported

0

20

40

60

80

Percent

3.0 4.4 5.8 2.9

30.2 26.8

20.5

15.2

38.4

48.0

0.8 1.7 1.3 1.1

Four-year Two-year

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

28 Student Support Services Program: 1998–1999 Through 2001–2002

Table 3.06. Percentage distribution of active SSS Program participants, by race/ethnicity and type of 

institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 174,203 181,344 180,467 201,550

 Percent 100.0 100.0 100.0 100.0

 American Indian or Alaska Native 3.3 3.2 3.2 3.6

 Asian 4.7 4.8 4.7 4.4

 Black or African American 28.2 28.2 29.2 28.7

 Hispanic or Latino 17.1 17.4 17.2 18.1

 White 45.0 44.4 43.5 42.7

 Native Hawaiian or Other Pacifi c Islander 1.2 1.2 1.2 1.2

 More than one race reported 0.6 0.8 1.0 1.2

Active participants, four-year institutions:

 Number1

 97,393 103,203 103,333 110,019

 Percent 100.0 100.0 100.0 100.0

 American Indian or Alaska Native 2.9 2.6 2.6 3.0

 Asian 5.6 5.9 5.8 5.8

 Black or African American 29.8 29.2 30.2 30.2

 Hispanic or Latino 19.1 20.4 20.4 20.5

 White 41.0 40.0 39.0 38.4

 Native Hawaiian or other Pacifi c Islander 1.0 1.0 0.9 0.8

 More than one race reported 0.6 0.9 1.1 1.3

Active participants, two-year institutions:

 Number1

 76,810 78,141 77,134 91,531

 Percent 100.0 100.0 100.0 100.0

 American Indian or Alaska Native 3.8 4.0 3.9 4.4

 Asian 3.6 3.4 3.3 2.9

 Black or African American 26.1 26.8 27.7 26.8

 Hispanic or Latino 14.6 13.6 13.1 15.2

 White 50.0 50.1 49.6 48.0

 Native Hawaiian or other Pacifi c Islander 1.6 1.5 1.6 1.7

 More than one race reported 0.5 0.7 0.8 1.1

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Average age at entry

Overall, the average age of active participants remained stable at 25.2 years throughout the four-year 

reporting period. Participants served by two-year grantee institutions were about four years older than 

their counterparts in four-year institutions (see Table 3.07).

Grade level at program entry

Approximately 80 percent of the active participants entered the SSS Program when they were in 

their fi rst year of study, including 22 percent who had attended previously. Around 12 to 13 percent 

of participants entered in their second year, and the remaining were in either their third or fourth year 

when they joined the program (see Table 3.08).
Student Support Services Program: 1998–1999 Through 2001–2002 29

Table 3.07. Average age at entry of active SSS Program participants, by type of institution: 1998–99 to 

2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions

 Average age at entry1

 25.2 25.2 25.0 25.2

Active participants, four-year institutions

 Average age at entry1

 23.5 23.6 23.1 23.2

Active participants, two-year institutions

 Average age at entry1

 27.4 27.6 27.5 27.6

1The number of participants based on valid responses only; total may differ from other tables due to missing data. Calculation 

based on the starting date of the reporting year, July 1.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Table 3.08. Percentage distribution of active SSS Program participants, by college grade level at entry 

and type of institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 173,495 180,769 180,224 201,453

 Percent 100.0 100.0 100.0 100.0

 1st year, never attended before 57.3 58.7 60.2 57.0

 1st year, attended before 21.9 21.1 21.0 22.1

 2nd year 13.0 12.7 11.8 13.3

 3rd year 5.2 5.0 4.7 5.0

 4th year 2.3 2.1 1.9 2.4

 5th year/other undergraduate 0.3 0.3 0.3 0.3

Active participants, four-year institutions:

 Number1

 96,961 103,089 103,420 109,793

 Percent 100.0 100.0 100.0 100.0

 1st year, never attended before 62.0 62.9 64.6 62.1

 1st year, attended before 12.8 12.3 12.4 12.3

 2nd year 11.8 11.8 11.0 11.7

 3rd year 9.0 8.7 8.1 9.0

 4th year 4.0 3.7 3.3 4.4

 5th year/other undergraduate 0.4 0.6 0.6 0.5

Active participants, two-year institutions:

 Number1

 76,534 77,680 76,804 91,660

 Percent 100.0 100.0 100.0 100.0

 1st year, never attended before 51.4 53.1 54.3 50.8

 1st year, attended before 33.5 32.9 32.7 33.7

 2nd year 14.5 13.8 12.8 15.2

 3rd year 0.3 0.2 0.1 0.2

 4th year 0.2 0.0 0.0 0.1

 5th year/other undergraduate 0.2 0.0 0.0 0.0

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

30 Student Support Services Program: 1998–1999 Through 2001–2002

In two-year institutions, about 85 percent of the active participants were fi rst-year students when 

they joined the program, 10 percent more than in four-year institutions. In addition, at program entry, 

20 percent more fi rst-year students in two-year institutions had previously attended college than had 

their counterparts in four-year institutions.

Academic need

Students join the SSS Program for help with a variety of academic needs. Table 3.09 lists the 

distribution of students by the needs reported. For reporting years 1998–99 to 2000–01, students for 

whom the main need was not possible to determine were reported as having “multiple needs.” Within 

these three years, more students were reported with multiple needs than with any single need listed, 

followed by students whose academic needs were identifi ed with diagnostic tests. The multiple-needs 

category was dropped in 2001–02, and those students were recategorized into one of the other 11 

categories provided. This change may explain the larger percentage of participants classifi ed as “other” 

in 2001–02.

Students at two-year institutions had very different needs from those of students at four-year 

institutions. The percentage of participants whose academic needs were identifi ed with “diagnostic tests,” 

for example, was more than twice as high at two-year institutions (30 percent) as at four-year institutions 

(12 percent) in 2001–02. The percentage of participants in two-year institutions who had been out of 

the academic pipeline for fi ve or more years was more than twice that in four-year institutions.

Table 3.09. Percentage distribution of active SSS Program participants, by academic need and 

institution type: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 171,407 179,565 179,773 194,978

 Percent 100.0 100.0 100.0 100.0

 Low high school GPA 2.7 2.8 3.0 3.5

 Low SAT scores, verbal 1.1 1.0 1.0 1.4

 Low SAT scores, math 0.8 0.8 0.9 1.2

 Low ACT scores 7.6 7.4 7.5 9.1

 Predictive indicator2

 7.8 8.5 9.5 20.7

 Diagnostic tests 16.9 16.6 16.2 20.3

 Low college GPA 3.4 3.1 2.9 4.2

 High school equivalency 0.8 0.7 0.7 1.0

 Failing grades 2.1 2.1 1.9 2.9

 Out of academic pipeline for 5+ years 4.3 4.4 4.3 6.5

 Multiple 38.4 37.9 38.0 —

 Other 14.2 14.6 14.1 29.0

Table continued on next page
Student Support Services Program: 1998–1999 Through 2001–2002 31

Table 3.09. Percentage distribution of active SSS Program participants, by academic need and 

institution type: 1998–99 to 2001–02—Continued

 1998–99 1999–00 2000–01 2001–02

Active participants, four-year institutions:

 Number1

 96,053 101,918 102,649 105,272

 Percent 100.0 100.0 100.0 100.0

 Low high school GPA 4.0 4.0 4.5 5.3

 Low SAT scores, verbal 1.8 1.6 1.6 2.4

 Low SAT scores, math 1.2 1.2 1.4 1.9

 Low ACT scores 10.6 10.5 10.4 12.9

 Predictive indicator2

 7.4 8.0 8.7 22.5

 Diagnostic tests 10.9 10.1 9.3 12.4

 Low college GPA 4.2 4.1 3.9 5.7

 High school equivalency 0.4 0.4 0.4 0.5

 Failing grades 1.7 1.9 1.9 2.9

 Out of academic pipeline for 5+ years 2.9 2.9 2.8 4.0

 Multiple 39.8 38.7 38.8 —

 Other 15.4 16.7 16.3 29.7

Active participants, two-year institutions:

 Number1

 75,354 77,647 77,124 89,706

 Percent 100.0 100.0 100.0 100.0

 Low high school GPA 1.1 1.2 0.9 1.3

 Low SAT scores, verbal 0.2 0.2 0.2 0.3

 Low SAT scores, math 0.3 0.2 0.3 0.4

 Low ACT scores 3.8 3.4 3.7 4.6

 Predictive indicator2

 8.4 9.3 10.6 18.7

 Diagnostic tests 24.5 25.2 25.5 29.6

 Low college GPA 2.5 1.9 1.6 2.6

 High school equivalency 1.2 1.2 1.2 1.7

 Failing grades 2.6 2.4 1.8 3.0

 Out of academic pipeline for 5+ years 6.1 6.2 6.3 9.5

 Multiple 36.7 36.9 37.0 —

 Other 12.7 11.9 11.1 28.3

—Indicates number for the cell is not available.

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

2Predictive indicator is defi ned as “a composite variable for estimating the potential success of a student in college using a 

variety of factors that may include indicators such as high school GPA, SAT, or ACT test scores, high school preparedness, etc.”

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

32 Student Support Services Program: 1998–1999 Through 2001–2002

Length of service provision

Length of time receiving service

From 1998–99 to 2001–02, about two-thirds to three-quarters of the participants received program 

services for two years or less (see Table 3.10). Not surprisingly, more students received services for two 

years or less in two-year than in four-year institutions. For the reporting period under consideration, 73 

to 80 percent of the participants in two-year institutions received services for two years or less; between 

62 to 68 percent of students in four-year institutions received services for two years or less.

Table 3.10. Percentage distribution of active SSS Program participants, by years receiving services 

and institution type: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 169,965 166,360 174,359 195,626

 Percent 100.0 100.0 100.0 100.0

 Number of years

 0–1 45.2 38.4 41.1 47.3

 1–2 27.9 28.4 25.6 23.0

 2–3 12.5 16.8 15.3 13.1

 3–4 7.0 7.9 9.4 8.0

 4–5 3.8 4.1 4.3 4.4

 Over 5 3.7 4.4 4.3 4.1

Active participants, four-year institutions:

 Number1

 95,513 97,171 100,008 107,750

 Percent 100.0 100.0 100.0 100.0

 Number of years

 0–1 41.7 35.8 37.5 41.7

 1–2 26.1 26.6 24.1 23.0

 2–3 13.7 17.0 16.2 14.6

 3–4 8.8 9.9 11.1 10.1

 4–5 5.2 5.4 5.8 5.7

 Over 5 4.6 5.3 5.3 5.0

Active participants, two-year institutions:

 Number1

 74,452 69,189 74,351 87,876

 Percent 100.0 100.0 100.0 100.0

 Number of years

 0–1 49.6 42.1 45.9 54.3

 1–2 30.2 30.9 27.7 23.2

 2–3 11.0 16.5 14.1 11.3

 3–4 4.7 5.2 7.1 5.5

 4–5 2.1 2.3 2.3 2.8

 Over 5 2.4 3.1 2.9 2.9

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

NOTE: The APR requires grantee institutions to report all individual participants served by the project in the current year. 

Because the APR does not set a standard date for defi ning the length of time receiving services, the specifi c starting and 

ending dates for the reporting period vary across postsecondary institutions. In this table, June 30 was used as the cut-off 

date for the end of reporting year and the starting date of the new reporting period is July 1.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.
Student Support Services Program: 1998–1999 Through 2001–2002 33

Project entry period

Students could enter the SSS Program at any time. Because project entry date defi nes new participants, 

Table 3.11 focuses on the new participants only. Table 3.11 shows that most new participants entered 

the program in the fall of each of the four years under consideration. More participants in two-year 

institutions than in four-year institutions entered in the period from December to February.

Table 3.11. Percentage distribution of new SSS Program participants, by entry season and type of 

institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

New participants, all institutions:

 Number1

 73,661 75,156 73,285 95,155

 Percent 100.0 100.0 100.0 100.0

 Entry Season

 September–November 44.1 43.1 43.4 40.0

 December–February 20.8 21.4 21.5 23.6

 March–May 9.0 8.8 8.5 10.5

 June–August 26.1 26.7 26.7 25.9

New participants, four-year institutions:

 Number1

 39,114 40,327 39,296 45,895

 Percent 100.0 100.0 100.0 100.0

 Entry Season

 September–November 46.0 44.7 46.2 42.2

 December–February 17.7 17.6 17.3 19.2

 March–May 7.7 7.8 7.6 8.1

 June–August 28.7 29.9 28.9 30.6

New participants, two-year institutions:

 Number1

 34,547 34,829 33,989 49,260

 Percent 100.0 100.0 100.0 100.0

 Entry Season

 September–November 41.9 41.2 39.9 37.8

 December–February 24.5 26.0 26.5 28.1

 March–May 10.6 10.1 9.7 13.0

 June–August 23.0 22.7 24.0 21.0

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Enrollment status

Persistence (i.e., continued enrollment in postsecondary institutions) is a primary objective of the SSS 

Program. SSS grantees are required to report individual student information for as long as the participant 

remains enrolled in the grantee institution. The enrollment status of participants who leave grantee 

institutions and go to other institutions of higher education is not reported, leading to an underestimation 

of the impact that the SSS Program might have on the participants. To improve the estimation of continued 

enrollment of the SSS participants, other data were sought to supplement the APRs.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

34 Student Support Services Program: 1998–1999 Through 2001–2002

Because the majority of the students served by the program are from low-income families, many of 

them apply for student fi nancial aid. Financial aid is disbursed only to enrolled students. Student-level 

information collected by the Federal Student Aid Offi ce of the U.S. Department of Education was 

merged with the SSS data in an effort to adjust the estimates of end-of-year enrollment by including 

those enrolled in nongrantee institutions. At the time this report was prepared, 2001–02 fi nancial aid 

data were not available, so the enrollment during the year in 2001–02 could not be adjusted this way. 

Instead, grantees with participants who were enrolled in 2000–01 but were not reported in the 2001–02 

APRs were recontacted to fi ll in the missing 2001–02 participants’ enrollment status.

Enrollment status during the reporting period

Between 1998–99 and 2001–02, about two-thirds of active participants were enrolled in each reporting 

year as full-time students, although the percentage of full-time students decreased slightly in later years 

(see Table 3.12). Only about half the active program participants in two-year institutions were enrolled 

as full-time students; another one-quarter of the active participants varied between full-time and parttime throughout the year. In 2001-02, the percentage of full-time participants at four-year institutions 

was 25 percentage points higher than at two-year institutions (approximately 78 percent vs. 53 percent, 

respectively). The percentage of participants who reported varied enrollment status in two-year institutions 

was twice as large as that in four-year institutions (e.g., 23 percent vs. 12 percent, respectively).

Enrollment status at the end of the program year

Overall, the percentage of students who enrolled at the end of the reporting year and expected to 

continue to enroll in the following year—the continuing participants category in Table 3.13—declined 

from 73 percent to 67 percent over the period under consideration. When examined across type of 

institution, four-year institutions had higher percentages of continuing students than two-year institutions 

in each of the reporting years. At the same time, the percentage of students who graduated increased 

over the four years in both two-year and four-year institutions. The graduation rates of 2000–01 and 

2001–02 participants in both types of institutions and overall increased by almost the same percentage 

as the decrease in the percentage of continuing students. Thus, recontacting the grantees may have 

resulted in a switch of some of the participants from “continuing” to “graduated” status.

Table 3.13 also shows that, as expected, two-year institutions reported larger percentages of students 

transferring before graduation (about 6 percent in two-year institutions vs. 2 to 3 percent in four-year 

institutions). Finally, the percentage of participants who withdrew for personal reasons was larger in twoyear institutions than in four-year institutions (10 to 11 percent of participants in two-year institutions 

vs. 4 to 5 percent in four-year institutions in each reporting year).
Student Support Services Program: 1998–1999 Through 2001–2002 35

Table 3.12. Percentage distribution of active SSS Program participants, by enrollment status and type 

of institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 174,991 182,284 181,685 204,970

 Percent 100.0 100.0 100.0 100.0

 Full-time 68.6 68.0 67.8 66.5

 3⁄4 time 4.8 4.8 4.9 5.1

 1⁄2 time 5.7 6.1 5.8 5.7

 Less than 1⁄2 time 3.9 3.6 3.5 3.2

 Varied 15.8 16.0 16.6 16.9

 Not enrolled2

 1.2 1.6 1.4 2.7

Active participants, four-year institutions:

 Number1

 98,399 104,030 104,399 111,684

 Percent 100.0 100.0 100.0 100.0

 Full-time 80.6 79.4 79.9 77.8

 3⁄4 time 3.4 3.0 3.2 3.1

 1⁄2 time 3.6 4.1 3.9 3.2

 Less than 1⁄2 time 2.3 1.9 2.0 1.7

 Varied 9.4 10.4 9.8 11.5

 Not enrolled2

 1.0 1.3 1.2 2.9

Active participants, two-year institutions:

 Number1

 76,592 78,254 77,286 93,286

 Percent 100.0 100.0 100.0 100.0

 Full-time 53.3 52.7 51.5 53.0

 3⁄4 time 6.7 7.3 7.1 7.5

 1⁄2 time 8.4 8.9 8.3 8.7

 Less than 1⁄2 time 6.0 5.8 5.6 4.9

 Varied 24.0 23.4 25.9 23.4

 Not enrolled2

 1.6 2.0 1.6 2.5

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

2”Not enrolled” refl ects invalid data but is included here to allow summation to 100 percent.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

36 Student Support Services Program: 1998–1999 Through 2001–2002

Table 3.13. Percentage distribution of the end-of-year status of active SSS Program participants, by 

institution type: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 165,396 175,720 175,597 198,002

 Percent 100.0 100.0 100.0 100.0

 Continuing participants 72.6 70.9 71.4 66.8

 Academic dismissal 2.3 1.9 2.2 2.0

 Dismissal for nonacademic reasons 0.1 0.2 0.2 0.2

 Withdrew for fi nancial reasons 0.5 0.5 0.6 0.7

 Withdrew for health reasons 0.7 0.7 0.6 0.7

 Withdrew for academic reasons 1.8 1.8 1.5 1.5

 Withdrew for personal reasons 6.9 7.5 7.2 6.4

 Transferred 3.5 3.8 3.6 4.5

 Graduated 8.9 9.8 10.0 14.6

 Graduated and transferred 2.3 2.5 2.5 2.4

 Enrolled in graduate degree program 0.3 0.4 0.3 0.2

Active participants, four-year institutions:

 Number1

 93,829 100,946 100,969 109,175

 Percent 100.0 100.0 100.0 100.0

 Continuing participants 78.1 76.8 77.1 71.9

 Academic dismissal 2.9 2.5 2.8 2.4

 Dismissal for nonacademic reasons 0.1 0.2 0.2 0.1

 Withdrew for fi nancial reasons 0.4 0.3 0.4 0.4

 Withdrew for health reasons 0.4 0.4 0.4 0.4

 Withdrew for academic reasons 1.6 1.7 1.3 1.2

 Withdrew for personal reasons 4.8 4.8 4.4 3.8

 Transferred 2.0 2.1 2.0 3.0

 Graduated 9.1 10.3 10.9 16.1

 Graduated and transferred 0.3 0.1 0.1 0.2

 Enrolled in graduate degree program 0.4 0.7 0.5 0.4

Active participants, two-year institutions:

 Number1

 71,567 74,774 74,628 88,827

 Percent 100.0 100.0 100.0 100.0

 Continuing participants 65.5 62.9 63.6 60.9

 Academic dismissal 1.5 1.0 1.4 1.3

 Dismissal for nonacademic reasons 0.2 0.2 0.2 0.3

 Withdrew for fi nancial reasons 0.8 0.8 0.8 0.9

 Withdrew for health reasons 1.0 1.1 0.9 1.0

 Withdrew for academic reasons 2.0 2.0 1.9 1.9

 Withdrew for personal reasons 9.7 11.3 10.9 9.5

 Transferred 5.5 6.0 5.8 6.3

 Graduated 8.6 9.0 8.9 12.8

 Graduated and transferred 5.1 5.6 5.7 5.1

 Enrolled in graduate degree program 0.2 0.1 0.0 0.0

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.
Student Support Services Program: 1998–1999 Through 2001–2002 37

Table 3.14. Average cumulative GPA of active SSS Program participants, by type of institution: 

1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 171,951 178,797 178,052 199,046

 All active participants 2.6 2.6 2.6 2.6

 New participants 2.5 2.5 2.5 2.6

 Continuing participants 2.7 2.7 2.7 2.7

Active participants, four-year institutions:

 Number1

 96,828 102,549 102,616 108,981

 All active participants 2.6 2.6 2.6 2.6

 New participants 2.5 2.5 2.5 2.5

 Continuing participants 2.6 2.7 2.7 2.7

Active participants, two-year institutions:

 Number1

 75,123 76,248 75,436 90,065

 All active participants 2.6 2.6 2.6 2.6

 New participants 2.5 2.5 2.5 2.6

 Continuing participants 2.7 2.7 2.7 2.7

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02

Grade point average and academic standing

Table 3.14 presents the average cumulative grade point average (GPA) for active participants enrolled 

in institutions with 4-point scale systems. The average was approximately 2.6 for all the years reported, 

regardless of type of institution.

New participants consistently showed slightly lower GPAs than continuing participants, who 

had received project services for a longer time. This pattern occurred in both four-year and two-year 

grantee institutions.
Chapter 3: Program Participants: 1998–99 to 2001–02

38 Student Support Services Program: 1998–1999 Through 2001–2002

Degree or certifi cate completed

The percentage of active participants completing a degree or certifi cate increased during the reporting 

period but varied by the type of institution (see Table 3.16). From 1998–99 to 2001–02, the percentage 

of participants who completed their fi rst bachelor’s degree in four-year institutions increased from 

9 percent to 11 percent. During the same period, the percentage of participants who completed an 

associate degree in two-year institutions remained relatively stable (i.e., between 12 and 13 percent). 

Relatively few participants, especially those at four-year institutions, attained certifi cates or diplomas 

in the period under consideration. The percentage of students in all institutions who were still working 

to graduate, reported as “No degree or certifi cate completed” in Table 3.16, increased from 40 percent 

in 1998–99 to 72 percent in the 2001–02 reporting year. At the same time, the table shows a large 

downward shift in the percentage of participants with missing information, decreasing from 47 percent 

in 1998–99 to 13 percent in the 2001–02 reporting year. The shift occurred in both two-year and fouryear institutions, again suggesting that the effort of recontacting the grantees to fi ll in enrollment and 

related graduation information for the 2001–02 participants improved the reporting of students who 

continued in both types of institutions.

Table 3.15. Percentage of active SSS Program participants in good academic standing, by type of 

institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 170,892 179,380 179,067 199,751

 All active participants 86.1 87.2 87.6 87.9

 New participants 83.6 85.0 85.1 86.1

 Continuing participants 87.9 88.8 89.2 89.5

Active participants, four-year institutions:

 Number1

 97,121 102,874 103,049 109,164

 All active participants 85.8 87.3 87.7 87.9

 New participants 82.3 84.4 84.6 85.0

 Continuing participants 88.1 89.1 89.6 89.9

Active participants, two-year institutions:

 Number1

 73,771 76,506 76,018 90,587

 All active participants 86.5 87.2 87.4 88.0

 New participants 85.1 85.6 85.6 87.1

 Continuing participants 87.6 88.4 88.8 89.0

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Table 3.15 presents the percentage of active participants who were reported to be in good academic 

standing at the end of each reporting year. As expected from the fi ndings presented in the previous table, 

there was a small increase in the percentage of participants in good academic standing throughout the 

reporting years. Also as expected, the percentage of those in good academic standing was higher among 

continuing participants than among new participants.
Student Support Services Program: 1998–1999 Through 2001–2002 39

Table 3.16. Percentage distribution of active SSS Program participants, by degree or certifi cate 

completed and type of institution: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all institutions:

 Number1

 176,407 183,078 182,424 207,198

 Percent 100.0 100.0 100.0 100.0

 Certifi cate/diploma for less than 

 two-year program 0.9 1.4 1.2 1.3

 Certifi cate/diploma for two-year program 1.0 0.8 0.9 0.7

 Associate degree 5.7 6.1 6.3 5.9

 1st bachelor’s degree 5.1 6.2 6.4 6.2

 2nd bachelor’s degree 0.0 0.0 0.0 0.0

 Teaching credential program 0.0 0.0 0.0 0.0

 Graduate or professional degree 0.2 0.2 0.1 0.2

 No degree or certifi cate completed 39.7 49.8 55.2 72.3

 Missing 47.3 35.5 30.0 13.4

Active participants, four-year institutions:

 Number1

 98,948 104,523 104,794 113,306

 Percent 100.0 100.0 100.0 100.0

 Certifi cate/diploma for less than 

 two-year program 0.1 0.7 0.4 0.4

 Certifi cate/diploma for two-year program 0.5 0.3 0.3 0.2

 Associate degree 1.3 1.5 1.4 1.1

 1st bachelor’s degree 8.9 10.8 11.0 11.3

 2nd bachelor’s degree 0.0 0.0 0.1 0.0

 Teaching credential program 0.0 0.1 0.1 0.0

 Graduate or professional degree 0.1 0.1 0.1 0.3

 No degree or certifi cate completed 41.7 49.9 55.6 72.4

 Missing 47.3 36.6 31.1 14.3

Active participants, two-year institutions:

 Number1

 77,459 78,555 77,630 93,892

 Percent 100.0 100.0 100.0 100.0

 Certifi cate/diploma for less than 

 two-year program 2.0 2.3 2.2 2.4

 Certifi cate/diploma for two-year program 1.7 1.4 1.7 1.3

 Associate degree 11.9 12.3 12.9 11.7

 1st bachelor’s degree 0.3 0.1 0.1 0.1

 2nd bachelor’s degree 0.0 0.0 0.0 0.0

 Teaching credential program 0.0 0.0 0.0 0.0

 Graduate or professional degree 0.2 0.2 0.0 0.1

 No degree or certifi cate completed 36.7 49.6 54.5 72.3

 Missing 47.2 34.2 28.5 12.2

1The number of participants may differ from other tables due to missing data.

NOTE: Because the percentages in this table include records of active participants only, the estimates are lower than 

those percentages reported in previous reports that had included all participants, regardless of their participant status. 

For example, during the 1998–99 program year, if all participants had been included, the percentage of participants who 

completed their fi rst bachelor’s degree in four-year institutions would have been 15 rather than 9 percent.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

40 Student Support Services Program: 1998–1999 Through 2001–2002

Figure 3.05. Average amount of fi nancial aid requested by active SSS Program participants in four-year 

and two-year institutions: 1998–99 to 2001–02

1998–99 1999–00 2000–01 2001–02

0

2

4

6

8

10

12

14

Financial aid requested in thousands

Reporting Year

10.5

6.3

10.7

6.2

11.3

6.7

12.0

7.7

Average amount requested

in four-year institutions

Average amount requested

in two-year institutions

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Financial aid

Because two-year institutions usually cost less than four-year institutions, and private institutions 

usually have higher costs than public institutions, this discussion differentiates the fi ndings by both 

institution type and sector (public/private). As Figure 3.05 shows, in each reporting year, the average 

amount of fi nancial aid requested by active participants in two-year institutions was about two-thirds 

the amount requested by active participants in four-year institutions.

Four-year institutions

Because students from low-income families are one of the targeted populations for the SSS Program, 

a large portion of the SSS active participants need fi nancial aid. From 1998–99 to 2001–02, close to 

80 percent of active participants in four-year institutions applied for fi nancial aid (see Table 3.17), and 

virtually all who applied received some aid. The percentage of active program participants who applied 

for fi nancial aid differed across private and public four-year institutions. In private four-year institutions, 

85 to 89 percent of the active participants applied for fi nancial aid, compared with about three-quarters 

of participants in public institutions. The gap, however, is narrowing—from a 14 percentage point 

difference in 1998–99 to a 9 percentage point difference in 2001–02.

Overall, among four-year institutions, the percentage of active program participants who applied for 

fi nancial aid and were offered full aid dropped from approximately 47 percent in 1998–99 to about 43 

percent in 2001–02. The drop was more pronounced among private four-year institutions than public 

four-year institutions. The lower percentage of program participants receiving full aid can be attributed 
Student Support Services Program: 1998–1999 Through 2001–2002 41

Table 3.17. Percentage of active SSS Program participants who applied for and received fi nancial 

aid, and mean aid requested and offered in four-year institutions, by sector: 1998–99 to 

2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all four-year institutions:

Number1

 98,895 104,502 104,621 113,306

 Percent requesting aid (aid applicants) 78.1 78.9 77.5 77.8

Number of aid applicants 77,203 82,470 81,087 88,097

 Percent awarded any aid (aid awardees) 97.3 97.9 97.3 97.8

Number of aid awardees 75,148 80,693 78,881 86,178

 Percent awarded full aid 47.2 47.8 45.6 42.8

Mean aid requested $10,458 10,724 11,342 12,039

Mean aid offered $9,258 9,498 10,100 10,851

Active participants, public four-year institutions:

Number1

 74,253 78,004 76,954 84,890

 Percent requesting aid (aid applicants) 74.5 75.4 74.8 75.5

Number of aid applicants 55,290 58,781 57,553 64,069

 Percent awarded any aid (aid awardees) 96.8 97.6 96.8 97.5

Number of aid awardees 53,503 57,353 55,735 62,499

 Percent awarded full aid 44.0 46.7 45.4 42.8

Mean aid requested $9,110 9,498 9,748 10,501

Mean aid offered $7,942 8,290 8,638 9,224

Active participants, private four-year institutions:

Number1

 24,642 26,498 27,667 28,416

 Percent requesting aid (aid applicants) 88.9 89.4 85.1 84.6

Number of aid applicants 21,913 23,689 23,534 24,028

 Percent awarded any aid (aid awardees) 98.8 98.5 98.4 98.6

Number of aid awardees 21,645 23,340 23,146 23,679

 Percent awarded full aid 49.9 50.7 46.2 42.8

Mean aid requested $13,860 13,789 15,238 16,161

Mean aid offered $12,624 12,563 13,676 14,407

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

to the rise in the cost of attendance per student—during the period, the average amount of fi nancial 

aid requested increased around 15 percent. The ratio of the amount awarded to the amount requested, 

however, was relatively stable across both public and private institutions and across years, at approximately 

89 percent.

Another factor affecting the percentage of program participants receiving full aid is a change in the 

Higher Education Act (HEA) amendments in 1998. Prior to 1998, SSS grantees were required to meet 

the full fi nancial need of SSS participants. After the 1998 amendments, SSS grantees were encouraged 

but not required to provide full aid. This change in the statute partially explains the drop in the percentage 

of active participants receiving full aid between 1999–2000 and 2000–01 and the further drop between 

2000–01 and 2001–02.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

42 Student Support Services Program: 1998–1999 Through 2001–2002

Two-year institutions

From 1998–99 to 2000–01, the percentage of active participants in two-year institutions 

requesting fi nancial aid remained stable at about 70 percent but increased to 73 percent in 2001–02 

(see Table 3.18). In every year from 1998–99 to 2001–02, approximately 96 percent of all applicants 

received some fi nancial aid.

As was the case in four-year institutions, the increased cost of attendance and the change in the 

1998 statute affected the percentage of students who received full aid in two-year institutions. The 

drop, however, was much larger than that in four-year institutions. In 2001–02, fewer than 30 percent of 

students received full aid in two-year institutions compared with more than 40 percent the year before. 

The drop was particularly large for those enrolled in private two-year institutions. At the same time, the 

amount of aid requested by and awarded to the aid recipients increased from 1998–99 to 2001–02, but 

especially between reporting years 2000–01 and 2001–02. The increase was higher for the participants 

at private two-year institutions than at public two-year institutions.

In spite of the larger awards, the percentage of the average amount of aid offered versus the amount 

requested for private two-year institutions decreased from 72 percent in 1998–99 to 66 percent in 

2001–02. For public institution participants, the percentage remained more constant at between 70 

and 66 percent. These percentages are lower than those of the four-year institutions.

Reasons full fi nancial aid not offered or awarded

As previously shown, not all active program participants who applied for fi nancial aid received 

it, and some of those who received aid did not get all that they had requested. The APR collected a 

comprehensive list of reasons full aid was not offered. For ease of discussion, these reasons are broadly 

grouped into three main classifi cations: (1) student and personal reasons, including refused loan, failed 

to make adequate academic progress, refused college work-study aid, was not enrolled full-time, and was 

not eligible for fi nancial aid; (2) institutional reasons, including insuffi cient federal grant aid, insuffi cient 

college work-study aid, insuffi cient institutional aid, and insuffi cient loans; and (3) other reasons.

Four-year institutions

Table 3.19 reports the distribution of the reasons active SSS participants in four-year institutions 

were not offered the aid requested.10 The table shows that in the four-year period under consideration, 

approximately one in six participants did not receive the full amount because of institutional reasons, 

including various problems with insuffi cient funding, and another one in fi ve did not receive the full 

amount because of personal reasons, the most prevalent of which was refusing the loan (approximately 

12 percent).

10 In 2001–02, six new potential reasons were added: “student did not apply,” “student applied too late,” “student defaulted on 

federal student loans,” “student withdrew,” “student failed to provide requested information,” and “not applicable.” To make 

the new reasons in 2001–02 comparable with those in earlier reporting years, these six reasons were grouped into “other 

reasons or no response.”
Student Support Services Program: 1998–1999 Through 2001–2002 43

Table 3.18. Percentage of active SSS Program participants who applied for and received fi nancial 

aid, and mean aid requested and offered in two-year institutions, by sector: 1998–99 to 

2001–02

 1998–99 1999–00 2000–01 2001–02

Active participants, all two-year institutions:

Number1

 77,416 78,546 77,561 93,892

 Percent requested aid (aid applicants) 69.7 69.5 70.1 72.7

Number of aid applicants 53,928 54,580 54,399 68,290

 Percent awarded any aid (awardees) 95.9 96.3 95.9 96.3

Number of aid awardees 51,727 52,558 52,154 65,757

 Percent awarded full aid 41.5 41.4 40.5 28.7

Mean aid requested $6,289 6,227 6,676 7,717

Mean aid offered $4,323 4,374 4,645 5,118

Active participants, public two-year institutions:

Number1

 74,788 75,929 75,061 90,813

 Percent requested aid (aid applicants) 69.1 68.7 69.5 72.2

Number of aid applicants 51,662 52,172 52,151 65,560

 Percent awarded any aid (awardees) 95.9 96.2 95.7 96.3

Number of aid awardees 49,523 50,182 49,931 63,113

 Percent awarded full aid 41.3 41.2 40.4 28.9

Mean aid requested $6,168 6,083 6,541 7,554

Mean aid offered $4,228 4,250 4,525 5,011

Active participants, private two-year institutions:

Number1

 2,628 2,617 2,500 3,079

 Percent requested aid (aid applicants) 86.2 92.0 89.9 88.7

Number of aid applicants 2,266 2,408 2,248 2,730

 Percent awarded any aid (awardees) 97.3 98.7 98.9 96.9

Number of aid awardees 2,204 2,376 2,223 2,644

 Percent awarded full aid 46.5 45.4 43.8 22.7

Mean aid requested $9,043 9,358 9,811 11,640

Mean aid offered $6,542 7,078 7,391 7,719

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02

More participants in public vs. private four-year institutions did not receive the full amount because 

of personal reasons (e.g., 21 percent vs. 12 percent, respectively, in 2001–02). At the same time, more 

participants in private vs. public four-year institutions did not receive the full amount because of 

institutional reasons (e.g., 23 percent vs. 14 percent, respectively, in 2001–02). Comparing 1998–99 

with 2001–02, the percentage of aid applicants who failed to receive full aid due to institutional reasons 

decreased in four-year public institutions (17 percent vs. 14 percent) and increased in four-year private 

institutions (15 percent vs. 23 percent).
Chapter 3: Program Participants: 1998–99 to 2001–02

44 Student Support Services Program: 1998–1999 Through 2001–2002

Table 3.19. Percentage distribution of active SSS Program aid applicants, by reason of denial of full 

fi nancial aid in four-year institutions and sector: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

All four-year institutions:

 Number1

 77,203 82,470 81,087 88,097

 Percent 100.0 100.0 100.0 100.0

 Personal reasons 19.8 18.5 19.4 18.7

 Student refused loan 12.4 11.6 12.3 11.8

 Student failed to make adequate academic progress 1.3 0.9 1.0 1.1

 Student refused college work-study aid 2.7 2.7 3.0 3.1

 Student not enrolled full-time 2.4 2.2 2.1 1.9

 Student not eligible for fi nancial aid 1.0 1.1 1.0 0.8

 Institutional reasons 16.2 16.1 16.0 16.0

 Insuffi cient federal grant aid 8.2 7.8 7.2 5.8

 Insuffi cient college work-study aid 1.4 1.3 1.3 1.1

 Insuffi cient institutional aid 5.7 5.6 5.8 7.0

 Insuffi cient loans 0.9 1.4 1.7 2.1

 Other reasons or no response 18.1 18.5 20.2 23.5

 Full amount awarded 45.9 46.8 44.4 41.9

Four-year public institutions:

 Number1

 55,290 58,781 57,553 64,069

 Percent 100.0 100.0 100.0 100.0

 Personal reasons 21.4 21.0 21.3 21.4

 Student refused loan 13.1 12.8 13.1 13.3

 Student failed to make adequate academic progress 1.6 1.1 1.0 1.3

 Student refused college work-study aid 2.8 3.1 3.4 3.6

 Student not enrolled full-time 2.7 2.7 2.6 2.3

 Student not eligible for fi nancial aid 1.2 1.3 1.2 0.9

 Institutional reasons 16.8 16.7 16.2 13.6

 Insuffi cient federal grant aid 8.6 8.5 7.6 4.6

 Insuffi cient college work-study aid 1.7 1.5 1.5 1.1

 Insuffi cient institutional aid 5.4 5.3 5.6 6.2

 Insuffi cient loans 1.1 1.4 1.5 1.7

 Other reasons or no response 17.3 16.8 18.5 23.3

 Full amount awarded 44.6 45.5 43.9 41.8

Table continued on next page
Student Support Services Program: 1998–1999 Through 2001–2002 45

Table 3.19. Percentage distribution of active SSS Program aid applicants, by reason of denial of full 

fi nancial aid in four-year institutions and sector: 1998–99 to 2001–02—Continued

 1998–99 1999–00 2000–01 2001–02

Four-year private institutions:

 Number1

 21,913 23,689 23,534 24,028

 Percent 100.0 100.0 100.0 100.0

 Personal reasons 15.6 12.7 14.7 11.5

 Student refused loan 10.8 8.7 10.4 7.7

 Student failed to make adequate academic progress 0.6 0.5 0.7 0.5

 Student refused college work-study aid 2.2 1.8 2.0 1.8

 Student not enrolled full-time 1.4 1.1 1.0 0.9

 Student not eligible for fi nancial aid 0.6 0.6 0.6 0.6

 Institutional reasons 14.9 14.7 15.6 22.5

 Insuffi cient federal grant aid 7.4 6.1 6.1 8.8

 Insuffi cient college work-study aid 0.7 0.6 0.9 1.2

 Insuffi cient institutional aid 6.5 6.5 6.3 9.2

 Insuffi cient loans 0.3 1.5 2.3 3.3

 Other reasons or no response 20.1 22.8 24.4 23.9

 Full amount awarded 49.3 49.9 45.4 42.2

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
Chapter 3: Program Participants: 1998–99 to 2001–02

46 Student Support Services Program: 1998–1999 Through 2001–2002

Table 3.20. Percentage distribution of active SSS Program aid applicants, by reason of denial of full 

fi nancial aid in two-year institutions and sector: 1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

All two-year institutions:

 Number1

 53,928 54,580 54,399 68,290

 Percent 100.0 100.0 100.0 100.0

 Personal reasons 29.1 27.9 30.4 31.5

 Student refused loan 14.3 14.5 14.2 15.1

 Student failed to make adequate academic progress 1.5 1.5 1.8 1.7

 Student refused college work-study aid 4.7 4.4 4.8 5.0

 Student not enrolled full-time 6.3 5.2 7.4 8.4

 Student not eligible for fi nancial aid 2.3 2.3 2.2 1.3

 Institutional reasons 14.6 14.2 15.3 18.6

 Insuffi cient federal grant aid 6.6 7.0 7.2 8.0

 Insuffi cient college work-study aid 1.4 1.3 1.3 1.7

 Insuffi cient institutional aid 5.9 4.6 5.6 7.2

 Insuffi cient loans 0.7 1.3 1.2 1.7

 Other reasons or no response 16.6 18.2 15.6 22.4

 Full amount awarded 39.8 39.9 38.9 27.6

Two-year public institutions:

 Number1

 51,662 52,172 52,151 65,560

 Percent 100.0 100.0 100.0 100.0

 Personal reasons 29.7 28.7 31.1 32.5

 Student refused loan 14.5 14.9 14.5 15.5

 Student failed to make adequate academic progress 1.4 1.5 1.8 1.8

 Student refused college work-study aid 4.9 4.6 4.9 5.1

 Student not enrolled full-time 6.5 5.4 7.7 8.8

 Student not eligible for fi nancial aid 2.4 2.3 2.2 1.3

 Institutional reasons 14.1 13.6 14.7 18.0

 Insuffi cient federal grant aid 6.4 6.9 6.9 7.8

 Insuffi cient college work-study aid 1.5 1.2 1.2 1.7

 Insuffi cient institutional aid 5.5 4.2 5.4 6.9

 Insuffi cient loans 0.7 1.3 1.2 1.6

 Other reasons or no response 16.7 17.9 15.4 21.7

 Full amount awarded 39.6 39.6 38.7 27.9

Table continued on next page

Two-year institutions

Table 3.20 shows that among program participants in two-year institutions who applied for fi nancial 

aid in the period under consideration, about one in three did not receive the full amount because of 

personal reasons and another 15 to 19 percent were denied because of institutional reasons. Personal 

reasons for not receiving full aid at private two-year institutions fl uctuated from 7 to 14 percent during 

the same period, less than half that of public two-year institutions.

The largest percentage of program participants in two-year institutions failed to receive full aid because 

of personal reasons, but among participants in private two-year institutions, institutional reasons were 

the most commonly reported for failing to receive full aid.
Student Support Services Program: 1998–1999 Through 2001–2002 47

Table 3.20. Percentage distribution of active SSS Program aid applicants, by reason of denial of full 

fi nancial aid in two-year institutions and sector: 1998–99 to 2001–02—Continued

 1998–99 1999–00 2000–01 2001–02

Two-year private institutions:

 Number1

 2,266 2,408 2,248 2,730

 Percent 100.0 100.0 100.0 100.0

 Personal reasons 14.4 7.1 12.7 8.1

 Student refused loan 7.9 4.0 6.8 5.5

 Student failed to make adequate academic progress 3.4 1.0 1.7 0.3

 Student refused college work-study aid 0.5 0.6 1.6 0.8

 Student not enrolled full-time 1.1 0.7 1.3 0.2

 Student not eligible for fi nancial aid 1.5 0.8 1.3 1.3

 Institutional reasons 26.9 24.8 25.3 29.0

 Insuffi cient federal grant aid 10.0 8.9 12.3 11.8

 Insuffi cient college work-study aid 1.3 3.1 1.5 1.8

 Insuffi cient institutional aid 15.0 12.6 11.5 13.7

 Insuffi cient loans 0.6 0.2 0.0 1.7

 Other reasons or no response 13.6 23.4 18.7 40.8

 Full amount awarded 45.2 44.8 43.3 22.0

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 3: Program Participants: 1998–99 to 2001–02
48 Student Support Services Program: 1998–1999 Through 2001–2002
Student Support Services Program: 1998–1999 Through 2001–2002 49

CHAPTER 4

Program Outcomes and Impacts

As discussed earlier, the SSS Program is designed to provide support and opportunities for 

disadvantaged participants to assist them in completing postsecondary educational programs. This chapter 

presents enrollment status, academic standing, grade point average (GPA), and degree completion for 

four freshman cohorts (i.e., SSS participants who started their fi rst year of postsecondary education in 

1998–99, 1999–2000, 2000–01, and 2001–02). To provide a context for these program outcomes, the 

chapter also compares enrollment and degree completion of SSS participants who were in their fi rst 

year in 1998–99 with that of a national sample of students.

A note on the data used

Enrollment and degree completion information are required to measure the overarching SSS Program 

goal of postsecondary education completion. Tracking enrollment and degree completions for individual 

participants while they are still enrolled in the grantee institution presents less of a problem than tracking 

the same information for those who have left the grantee institutions prior to graduation. Grantees are 

not required to report on participants who have left the grantee institution. Many of these students, 

especially those from two-year institutions, transfer to other institutions and proceed to complete a degree 

in four-year institutions. Therefore, using the APRs as the sole source of information will underestimate 

the actual program outcomes. External data sources are needed to supplement the APRs for a more 

accurate reporting of the SSS Program outcomes.

Most of the SSS participants are from low-income families and are likely to apply for federal fi nancial 

assistance such as the Pell Grant when enrolling in postsecondary institutions. Because fi nancial aid 

applications are fi led individually and awards are disbursed only to those who enroll, the Title IV fi nancial 

aid dataset in effect tracks the enrollment status of an individual student until graduation. For this 

reason, the APRs of 1998–99, 1999–2000, and 2000–01 were merged with the Title IV fi nancial aid data 

for those years to obtain enrollment data and, for a few participants enrolled in four-year institutions, 

bachelor’s degree completion data.11 At the time the datasets were merged, fi nancial aid data were not 

available for 2001–02.

About 80 percent of the SSS participants were matched with the fi nancial aid data for the three years 

that data were available. For 2001–02 APRs, fi nancial aid data were not available, but grantees were 

contacted to update the enrollment and degree completion information of students who, on the basis of the 

11 Title IV fi nancial aid data report degrees completed at the time of aid application, which is usually before May of each year. 

Degrees earned after fi ling for fi nancial aid are not captured in these data. In addition, degrees other than bachelor’s degrees 

are not recorded.
Chapter 4: Program Outcomes and Impacts

50 Student Support Services Program: 1998–1999 Through 2001–2002

2000–01 report, should have been enrolled in the grantee institution but were not reported in 2001–02. 

This second approach improved both the enrollment and the degree completion information for those 

who remained in the same institution but not for those who had transferred to other institutions.

Another data issue is confl icting information. For example, 18 percent of the 1998–99 freshmen had 

“continuing” participation status, and 5 percent of new participants in the same year had entry dates 

different from the reporting year. To assess program impact, this chapter follows the academic progress 

of the new participants who were in their freshman year in postsecondary institutions in 1998–99, 

1999–2000, 2000–01, and 2001–02. To ensure the integrity of the data used, records of the 1999–2000 

and 2000–01 cohorts were checked against the records of the preceding year to confi rm that these same 

students were not reported in the previous year. Thus, in this chapter, freshman cohort refers to students 

who received SSS services for the fi rst time in the reporting year (“new participants”), were in their fi rst 

year in postsecondary education, and had never attained a bachelor’s degree before. Because fi gures 

presented in each table are based on individual-level records with valid responses, the total counts vary 

among tables, depending on the variable being discussed.

Program outcomes

Academic standing

SSS grantees report each participant’s academic standing at the end of the reporting year. A 

participant’s standing is rated as “good” or “not good” according to each institution’s independent criteria. 

Table 4.01 reports the academic standing for the four cohorts of SSS freshmen, by type of institution, 

from 1998–99 to 2001–02.

The percentage of students in good academic standing increases as the participants persist in their 

collegiate careers, with the magnitude of the increase in four-year institutions higher than that in 

two-year institutions. For example, the percentage of the 1998–99 freshman cohort in good academic 

standing in 1999–2000 increased about 2 percentage points among those in two-year institutions and 

about 4 percentage points for those in four-year institutions. Further, while in their freshman year, 

77 percent of the 1998–99 cohort in four-year institutions were in good academic standing. In 2001–02, 

the percentage of the same cohort in good academic standing increased to 88 percent.

Grade point average

Grade point average (GPA) is the arithmetic mean of the 4-point scale given to letter grades (A = 4, 

B = 3, C = 2, D = 1, F = 0). Table 4.02 presents the average cumulative GPA for each freshman cohort 

from 1998–99 to 2001–02. Consistent with the data in Table 4.01, the average GPA increased for all 

cohorts as they persisted.

However, only part of the improvement shown in Tables 4.01 and 4.02 refl ects the positive impact 

of the SSS Program. Part of the increase in the percentage of participants in good standing and in the 

rising GPAs, of course, could also be attributed to the fact that students with lower academic standing 

and lower GPAs drop out as the years go on.
Student Support Services Program: 1998–1999 Through 2001–2002 51

Tab le 4.01. Percentage distribution of the academic standing of four SSS freshman cohorts, by type of 

institution: 1998–99 to 2001–02

Freshman year Academic standing Year 1 Year 2 Year 3 Year 4

 Four-year institutions

 1998–99

 Number1

 20,453 14,424 10,294 8,848

 Percent 100.0 100.0 100.0 100.0

 Good 76.5 80.3 85.8 87.8

 Not good 23.5 19.7 14.2 12.2

 1999–00

 Number1

 20,711 14,723 12,196 —

 Percent 100.0 100.0 100.0 —

 Good 78.6 81.8 84.6 —

 Not good 21.4 18.2 15.4 —

 2000–01

 Number1

 21,283 16,915 — —

 Percent 100.0 100.0 — —

 Good 78.6 79.5 — —

 Not good 21.4 20.5 — —

 2001–02

 Number1

 22,774 — — —

 Percent 100.0 — — —

 Good 78.5 — — —

 Not good 21.5 — — —

 Two-year institutions

 1998–99

 Number1

 22,818 13,614 † †

 Percent 100.0 100.0 † †

 Good 81.7 83.9 † †

 Not good 18.3 16.1 † †

 1999–00

 Number1

 23,274 14,050 † †

 Percent 100.0 100.0 † †

 Good 82.0 84.9 † †

 Not good 18.0 15.1 † †

 2000–01

 Number1

 23,326 15,687 — —

 Percent 100.0 100.0 — —

 Good 81.8 83.1 — —

 Not good 18.2 16.9 — —

 2001–02

 Number1

 30,738 — — —

 Percent 100.0 — — —

 Good 82.9 — — —

 Not good 17.1 — — —

—Indicates number for the cell is not available.

†Indicates number for the cell is not applicable.

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 4: Program Outcomes and Impacts
Chapter 4: Program Outcomes and Impacts

52 Student Support Services Program: 1998–1999 Through 2001–2002

Persistence

Continuous enrollment, or persistence, is the percentage of the cohort that continues to be enrolled in 

later years. Because the second- and later-year enrollment data for the 2001–02 cohort are not available, 

Tables 4.03 and 4.04 present the persistence of the three earlier cohorts in two-year institutions and 

four-year institutions respectively. A participant is considered enrolled if he/she either was reported as 

enrolled during the year or, when such information was missing, reported attained degree (and thus 

must have enrolled) during the year.

Table 4.03 shows that, at two-year institutions, two-thirds or more of each cohort remained enrolled 

at any institution in the second year, with a majority still enrolled in the same institution. Between 11 

and 15 percent of the 1998–99 and 1999–2000 cohorts respectively were enrolled at other institutions 

in the second year.

Table 4.02. Average cumulative GPA of four SSS freshman cohorts over years, by type of institution: 

1998–99 to 2001–02

Freshman year Year 1 Year 2 Year 3 Year 4

 Four-year institutions

1998–99

 Number1

 20,156 14,446 10,299 9,119

 Average GPA 2.3 2.4 2.6 2.6

1999–00

 Number1

 20,514 14,666 12,248 —

 Average GPA 2.3 2.4 2.5 —

2000–01

 Number1

 20,930 16,976 — —

 Average GPA 2.3 2.4 — —

2001–02

 Number1

 22,600 — — —

 Average GPA 2.3 — — —

 Two-year institutions

1998–99

 Number1

 23,025 13,504 † †

 Average GPA 2.4 2.6 † †

1999–00

 Number1

 23,197 14,038 † †

 Average GPA 2.4 2.6 † †

2000–01

 Number1

 22,814 15,636 — —

 Average GPA 2.4 2.5 — —

2001–02

 Number1

 30,355 — — —

 Average GPA 2.4 — — —

—Indicates number for the cell is not available.

†Indicates number for the cell is not applicable.

1The number of participants based on valid responses only; total may differ from other tables due to missing data.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.
Student Support Services Program: 1998–1999 Through 2001–2002 53

Table 4.04. Percentage of SSS freshmen who remained enrolled at the original four-year institution 

or any other postsecondary institution in the second, third and fourth years: 1998–99 to 

2000–01

 Percent enrolled Percent enrolled Percent enrolled

Freshman year Total at original institution at other institution at any institution2

 Second year

1998–99 21,068 66.8 10.0 76.8

1999–00 21,344 67.1 14.1 81.2

2000–01 21,977 72.6 2.5 1

 75.1

 Third year

1998–99 21,068 49.2 14.3 63.5

1999–00 21,344 54.8 2.4 1

 57.2

2000–01 21,977 — — —

 Fourth year

1998–99 21,068 42.3 1.3 1

 43.6

1999–00 21,344 — — —

2000–01 21,977 — — —

—Indicates number for the cell is not available.

1Underestimated because fi nancial aid data for 2001–02 were not available at time of submission.

2The last column is the sum of the preceding two columns.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Table 4.03. Percentage of SSS freshmen enrolled at the original two-year institution and at other 

institutions in the second and third years: 1998–99 to 2000–01

 Percent enrolled Percent enrolled Percent enrolled

Freshman year Total at original institution at other institution at any institution2

 Second year

1998–99 23,964 55.7 10.8 66.5

1999–00 24,393 55.8 14.6 70.4

2000–01 23,923 63.3 8.2 1

 71.5

 Third year

1998–99 23,964 32.1 15.5 47.6

1999–00 24,393 36.5 5.6 1

 42.1

2000–01 23,923 — — —

—Indicates number for the cell is not available.

1Underestimated because fi nancial aid data for 2001–02 were not available at time of submission.

2The last column is the sum of the preceding two columns.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Chapter 4: Program Outcomes and Impacts
Chapter 4: Program Outcomes and Impacts

54 Student Support Services Program: 1998–1999 Through 2001–2002

As some of the participants at two-year institutions graduated at the end of the second year, the 

proportion of each cohort enrolled in their third year decreases. For example, about 9 percent of the 

participants in the two-year institutions completed either a certifi cate or an associate degree at the 

end of the second year (Table 4.05). These participants are not likely to enroll for a third year, partially 

accounting for the drop in enrollment from 67 percent in the second year to 48 percent in the third 

year (Table 4.03).

Because the records were not adjusted with the 2001–02 fi nancial aid data, only 8 percent of the 

2000–01 cohort were reported to be enrolled at any other institution in their second year. Similarly, the 

1999–2000 cohort also exhibits a low third-year enrollment rate. Comparing these enrollment rates with 

the adjusted rates in earlier years shows that adjusting enrollment status with fi nancial aid data increases 

enrollment fi gures by 5 to 10 percentage points.

Table 4.04 shows the continued enrollment of freshman cohorts in four-year institutions. Again, 

because second- and third-year enrollment information for the 2001–02 freshman cohort was not 

available, only information on the three earlier cohorts is presented.

As Table 4.04 shows, at least three-fourths of each cohort remained enrolled in the second year, a 

higher retention rate than that reported for the two-year institutions in the same time period. Furthermore, 

more of the freshmen at four-year institutions remained enrolled in their original institution; for example, 

67 percent of the 1998–99 freshman cohort was enrolled in the same institution in 1999–2000 (listed 

as “second year” in Table 4.04), compared with about 56 percent of the same year cohort in two-year 

institutions (Table 4.03).

Similar to the two-year institution participants, the enrollment rate of participants in four-year 

institutions declined over time. About 64 percent of the 1998–99 freshman cohort remained enrolled in 

the third reporting year, and about 44 percent were still enrolled in the fourth reporting year. Because only a 

small percentage of the participants in a four-year institution would be expected to complete their program 

in two or three years (Table 4.06), the decline in persistence rates cannot be attributed to graduation. The 

decline in enrollment could be attributed to changes in the proportion of freshman cohort who remained 

actively receiving program services designed to support their education persistence. In the third year, only 

about one-third of freshmen in four-year institutions were still receiving program services.

Credentials and degrees earned

Two-year institutions offer both associate degrees and certifi cates. In both cases, the number of 

participants receiving these credentials in a particular cohort grows over time. Thus, the cumulative 

total indicates the number of participants in a particular cohort who have received such credentials at 

the time the data are collected.

At the end of the second year—the conventional length of study at two-year institutions—about 5 

to 7 percent of the SSS participants had completed their associate degree and another 3 to 4 percent 

had completed a certifi cate (see Table 4.05). The total cumulative completion rate increased each year, 
Student Support Services Program: 1998–1999 Through 2001–2002 55

to approximately 10 to 13 percent in the third year. Table 4.05 also shows that about 3 percent more of 

the 2000–01 freshman cohort completed their associate degrees at the end of their second year than 

the 1999–2000 freshman cohort. Because the present data show only two cohorts, we cannot determine 

whether the increase is an aberration or the beginning of a trend.

Table 4.06. Percentage of SSS freshmen at four-year institutions who received bachelor’s degrees at 

the end of the second, third and fourth years: 1998–99 to 2000–01

Freshman year Total End of year 2 End of year 3 End of year 4

1998–99 21,068 1.4 2.6 13.7

1999–00 21,344 0.6 1.7 —

2000–01 21,977 1.2 — —

—Indicates number for the cell is not available.

NOTE: Attainment of degree rate is cumulative.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Percent earning a bachelor’s degree:

Table 4.05. Percentage of SSS freshmen at two-year institutions who received certifi cates or associate 

degrees at the end of the fi rst, second and third years: 1998–99 to 2000–01

Freshman year Total Certifi cate Associate Certifi cate Associate Certifi cate Associate

1998–99 23,964 2.0 1.5 3.8 5.3 5.1 9.6

1999–00 24,399 2.3 1.0 3.9 4.6 5.2 12.5

2000–01 23,923 2.0 1.6 2.9 7.1 — —

—Indicates number for the cell is not available.

NOTE: Attainment of certifi cation or associate degree rates is cumulative.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Percent earning certifi cate or associate degrees:

End of year 1 End of year 2 End of year 3

Chapter 4: Program Outcomes and Impacts

Because it generally takes four years or longer to complete the bachelor’s degree in four-year 

institutions, only the 1998–99 cohort has suffi cient data for a meaningful measure of degree completion. 

As Table 4.06 shows, the completion rate for SSS participants was approximately 14 percent at the end 

of the fourth year in college. Because students from disadvantaged backgrounds generally take longer 

to complete their program, many SSS participants may take longer than four years to complete their 

bachelor’s degree. Future reports using additional years of data will provide a fuller picture on the degree 

completion rates of the 1998-99 cohort.
Chapter 4: Program Outcomes and Impacts

56 Student Support Services Program: 1998–1999 Through 2001–2002

The impact of the SSS Program

There is consistent evidence that students from low-income families have lower persistence rates in 

college than those from higher socioeconomic backgrounds. In fact, students’ family income was found 

to correlate positively with their enrollment, persistence, and graduation.12, 13, 14 The goal of the SSS 

Program is to help students overcome these challenges. To better understand the program outcomes, 

this report examines whether SSS participants performed similarly to or differently from students who 

did not receive SSS services.

The data used to provide this context come from a longitudinal study conducted by the U.S. 

Department of Education, the Beginning Postsecondary Students Longitudinal Study (BPS). BPS tracked 

a U.S. representative sample of more than 12,000 fi rst-time entrants in postsecondary education in 

1995–96 and collected data on their academic performance every other year (with the respondents 

providing information on both years when responding) until 2000–01. Because the BPS sample was 

designed to provide national estimates of students and did not oversample students from disadvantaged 

populations, a group extracted from the BPS sample that matches the distribution of SSS participants 

was too small to provide stable estimates.15 Instead, the report presents the following comparisons.

• SSS participants are compared with BPS students who were rated as either mildly or severely 

disadvantaged in their socioeconomic status and who satisfi ed at least one of the fi ve eligibility 

criteria for participation in the SSS Program (i.e., low-income, low-income and fi rst-generation, 

fi rst-generation, disabled, or disabled and low-income). This composite group of BPS freshmen, 

with a distribution of SSS eligibility characteristics different from that of SSS participants, will be 

referred to as the “1995–96 BPS freshmen from disadvantaged backgrounds” in this chapter.

• SSS participants are also compared with BPS students by eligibility status separately, where possible. 

Suffi cient numbers of BPS students categorized as “low-income and fi rst-generation” and “fi rstgeneration only” were reported to allow comparisons. Because of the relatively small number of 

cases when considered separately, a composite group was made that combined “low-income only,” 

“disabled only,” and “low-income with disabilities.” This composite group will be referred to as the 

“combined group” in this chapter.

Because all the SSS cohorts are from later years than the 1995–96 BPS sample, only the earliest SSS 

cohort, 1998–99, was used to minimize the time lag in the comparisons.

12 Heller, D.E. (2001). Trends in the Affordability of Public Colleges. The Contradiction of Increasing Prices and Increasing 

Enrollment. In D.E. Heller (Ed.), The States and Public Higher Education Policy: Affordability, Access, and Accountability

(pp. 11–38). Baltimore: Johns Hopkins University Press.

13 Manski, C., and Wise, D. (1983). College Choice in America. Cambridge, MA: Harvard University Press.

14 McDonough, P.M. (1997). Choosing Colleges: How Social Class and Schools Structure Opportunity. New York: 

SUNY Press.

15 More information of BPS data is available from Web site: http://nces.ed.gov/surveys/bps. The fi rst two reports listed in 

Appendix D used BPS data.
Student Support Services Program: 1998–1999 Through 2001–2002 57

A comparison of enrollment

Among students attending two-year institutions, a higher proportion of SSS participants remained 

enrolled than the BPS students from disadvantaged backgrounds (see Table 4.07). About sixty-seven 

percent of SSS participants remained enrolled in their second year, compared to 51 percent for the BPS 

sample, a difference of more than 15 percentage points. This pattern of higher persistence among SSS 

participants continues to the third year (48 percent vs. 33 percent).

Table 4.07. Comparison of enrollment rates in the second and third years in two-year institutions 

between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from disadvantaged 

backgrounds

 Number enrolled Percent Percent

 at beginning of still enrolled still enrolled

 fi rst year during year 2 during year 3

1998–99 SSS freshmen 23,964 66.5** 47.6**

1995–96 BPS freshmen from disadvantaged 

 backgrounds (estimated population) 942,000 51.3 32.8

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

When compared separately by eligibility criteria, for students enrolled at two-year institutions, the 

impact of the SSS Program is more evident in the second year as a much higher proportion of SSS 

participants who were “fi rst-generation only” and “combined group” remained enrolled in the second year 

than did students with similar backgrounds in the BPS sample (Table 4.08). The gap became narrower 

in the third year for these two groups of students, although the difference was still substantial. The 

persistence rate of the “low-income and fi rst-generation” group does not differ between the BPS students 

and the SSS participants (50 percent and 49 percent respectively in the third year).

Table 4.09 shows that the enrollment rate in the second year for students in four-year institutions 

was higher for the SSS participants than that of the BPS students, but the lead was less than that in 

two-year institutions, and it disappeared in the third year.

One explanation for the diminished lead may be attributed to the decline in the proportion of students 

participating in program activities previously discussed—only about one-third of the 1998–99 freshmen 

still actively participated in SSS Program activities in 2000–01. Further investigation also reveals that 

the distribution of the “at-risk” population differs between the SSS participants and the BPS students 

(Table B-1 in Appendix B). This difference may also explain in part the smaller lead in enrollment rate 

SSS participants had over the BPS sample at four-year institutions.

In the BPS data collection instrument, a “risk index” ranging from 0 to 7 is developed from summing 

over seven risk factors.16 The higher the score, the higher the risk is for not completing postsecondary 

education. Although only 20 percent of the BPS sample used in the comparison for the two-year institution 

participants was classifi ed as having zero risk, about 65 percent of the BPS sample in the comparison 

16 Please refer to Appendix B for a description of the BPS risk factors.

Chapter 4: Program Outcomes and Impacts
Chapter 4: Program Outcomes and Impacts

58 Student Support Services Program: 1998–1999 Through 2001–2002

Table 4.09. Comparison of enrollment rates in the second and third years in four-year institutions 

between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from disadvantaged 

backgrounds

 Percent enrolled Percent enrolled

 Total in 1999–2000 in 2000–01

1998–99 SSS freshmen 21,068 78.8 ** 63.5

1995–96 BPS freshmen from disadvantaged 

 backgrounds (estimated population) 507,000 68.4 61.7

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

Table 4.08. Comparison of enrollment rates in the second and third years in two-year institutions 

between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen from various 

backgrounds

 Percent Estimated Percent

 N enrolled population enrolled

Second year

 Low-income and fi rst-generation 14,485 66.6 175,000 58.3

 First-generation only 4,961 63.8 ** 656,000 46.8

 Combined group 

 (low-income only, disabled only 

 and disabled and low-income) 4,428 69.0 ** 111,000 50.2

Third year

 Low-income and fi rst-generation 14,485 48.9 175,000 50.1

 First-generation only 4,961 43.5 ** 656,000 31.1

 Combined group 

 (low-income only, disabled only, 

 and disabled and low-income) 4,428 48.3 ** 111,000 32.0

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

Sample sizes for the BPS students who were low-income and disabled in two-year institutions are too small to provide stable 

estimates and are combined.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

1998–99 SSS freshmen 1995–96 BPS freshmen

of the four-year institutions was classifi ed as zero risk. The high percent of low-risk students attending 

four-year institutions in the BPS sample could account for their higher percent of continued enrollments 

in the third year when compared with the SSS participants.17 The same pattern persists when analyzed 

by eligibility criteria separately, but the results are not shown.

17 Enrollment and degree completion rates for the BPS four-year institution students who had risk scores greater than zero were 

much lower than those of the SSS participants. Please see Appendix B, Table B-2 for more details. Because the distribution of 

the risk scores among the SSS participants is unknown, a direct comparison of the program outcomes between SSS participants 

with the BPS sample who had risk scores greater than zero is not valid, even though it is reasonable to hypothesize that the 

results would favor the SSS Program.
Student Support Services Program: 1998–1999 Through 2001–2002 59

Table 4.11. Comparison of enrollment rates during the second and third years in four-year institutions 

between the 1998–99 full-time SSS freshmen and the 1995–96 BPS full-time freshmen 

from disadvantaged backgrounds

 Number enrolled Percent Percent

 at beginning still enrolled still enrolled

Four-year institutions of fi rst year during year 2 during year 3

1998–99 SSS freshmen (full-time only) 16,423 82.5 ** 67.0

1995–96 BPS freshmen 

 from disadvantaged backgrounds 

 (full-time only, estimated population) 427,000 71.9 66.1

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

Table 4.10. Comparison of enrollment rates during the second and third years in two-year institutions 

between the 1998–99 full-time SSS freshmen and the 1995–96 BPS full-time freshmen 

from disadvantaged backgrounds

 Number enrolled Percent Percent

 at beginning still enrolled still enrolled

 of fi rst year during year 2 during year 3

1998–99 SSS freshmen (full-time only) 12,274 74.4 ** 46.7 **

1995–96 BPS freshmen 

 from disadvantaged backgrounds 

 (full-time only, estimated population) 418,000 55.3 35.5

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

Comparisons of enrollment thus far have been based on the entire cohort regardless of freshman 

year enrollment status. Students who registered full-time in their freshman year could be in a more 

favorable position to continue their education than those who registered less than full-time. To attain 

a more precise measure of the program impact, freshman year enrollment status should be controlled. 

Tables 4.10 and 4.11 summarize the enrollment rates of the two cohorts who registered full-time in 

their freshman year in two-year and in four-year institutions.

The tables show that, similar to fi ndings discussed previously, the proportion of students who registered 

full-time in their freshman year and remained enrolled in their second year was higher among the SSS 

participants than their BPS counterparts by 19 percentage points for two-year institution students and 

by almost 11 percentage points for four-year institution students. The gap once again became smaller 

in the third year for the four-year institution students (Table 4.11).

Chapter 4: Program Outcomes and Impacts
Chapter 4: Program Outcomes and Impacts

60 Student Support Services Program: 1998–1999 Through 2001–2002

A comparison of degrees earned

Table 4.12 shows that among students enrolled in two-year institutions, a small percent of the SSS 

participants obtained their associate degrees at the end of their fi rst year, which is shorter than normally 

expected. One possible explanation is that some SSS participants may have previously attended these 

institutions and accumulated some college credits, and have now returned to fi nish their programs.

At the end of the second year, the associate degree completion rate of the SSS cohort was higher 

than that of the BPS sample, but the difference was not signifi cant.

When analyzed separately by eligibility status as presented in Table 4.13, the SSS Program seems to 

benefi t most students who are fi rst-generation attending college. Seven percent of SSS fi rst-generation 

freshmen attained associate degrees at the end of the second year compared with 4 percent of the 

BPS sample.

Table 4.13. Comparison of percentage of associate degrees earned in two-year institutions at the end 

of the second year between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen 

from different disadvantaged backgrounds

 Percent earning an Estimated Percent earning an

 N associate degree population associate degree

End of second year

Low-income and fi rst-generation 14,485 4.7 175,000 3.9

First-generation only 4,961 7.1 ** 656,000 3.7

Combined of low-income only, 

 disabled only, and disabled 

 and low-income 1,427 3.4 111,000 3.4

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

NOTE: Sample sizes for the BPS students who were low-income and/or disabled in two-year institutions are too small to 

provide stable estimates and are combined.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

1998–99 SSS freshmen

1995–96 BPS freshmen from 

different disadvantaged backgrounds

Table 4.12. Comparison of percentage of credentials earned in two-year institutions at the end of 

the fi rst and second years between the 1998–99 SSS freshmen and the 1995–96 BPS 

freshmen from disadvantaged backgrounds

 Percent earning Percent earning Percent earning Percent earning

 a certifi cate an associate degree a certifi cate an associate degree

End of fi rst year 2.0 * 1.5 ** 3.3 0.0

End of second year 3.8 5.3 6.1 3.6

*Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .05 level.

**Indicates the difference is signifi cant at the p < .01 level.

NOTE: The percentages are cumulative.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

1998–99 SSS freshmen (23,964)

1995–96 BPS freshmen 

from disadvantaged backgrounds

(estimated population: 942,000)
Student Support Services Program: 1998–1999 Through 2001–2002 61

Table 4.14. Comparison of percentage of bachelor’s degrees earned in four-year institutions at the end 

of the fourth year between the 1998–99 SSS freshmen and the 1995–96 BPS freshmen 

from disadvantaged backgrounds

 Percent earned bachelor’s degree Percent earned bachelor’s degree

End of fourth year 13.7 * 17.4

*Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .05 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

1998–99 SSS freshmen (21,068)

1995–96 BPS freshmen 

from disadvantaged backgrounds 

(Estimated population: 507,000)

Analysis on enrollment already showed that the lead that SSS participants had over the BPS sample 

narrowed in the third year. The decline continued on to graduation. As Table 4.14 shows, 17 percent 

of the 1995–96 BPS freshmen from disadvantaged backgrounds obtained bachelor’s degrees at the end 

of the fourth year, whereas 14 percent of the 1998–99 SSS freshmen did so. Again, this pattern may 

be partially explained by the continued decline in the proportion of students actively participating in 

program activities and by the differences in the distribution of the at-risk population between the two 

freshman cohorts of four-year and two-year institutions. As shown in Table B-1, BPS students in fouryear institutions were less likely than their counterparts in two-year institutions to have many of the 

risk factors that make degree attainment less likely. For the same reason as explained previously, SSS 

cohorts in two-year institutions had higher graduation rates than the BPS cohort, but this does not hold 

for the cohorts in four-year institutions.

Chapter 4: Program Outcomes and Impacts
62 Student Support Services Program: 1998–1999 Through 2001–2002
Student Support Services Program: 1998–1999 Through 2001–2002 63

CHAPTER 5

Future Plans

The analysis in this report suggests that students in two-year institutions benefi ted more from the SSS 

Program than their counterparts in four-year institutions. For example, more SSS participants in two-year 

institutions enrolled during the second year, and more “fi rst-generation only” students graduated in the 

second year than BPS students. The result is less clear among participants in four-year institutions—the 

enrollment in their third year and the graduation rates of the SSS participants were not better than those 

of students from disadvantaged backgrounds in general. As explained in chapter 4, the smaller success 

rate among four-year institutions could be a result of differences in the proportion of students actually 

receiving services and the distributions of the at-risk populations. This phenomenon will continue to 

be tracked in future reports. Furthermore, BPS is planning to follow a new freshman cohort in the near 

future which will offer opportunities for drawing conclusions from comparisons made between the BPS 

and the SSS participants of the same time period.

The response rate for participant-level data increased from 96 percent in 1998–99 to 98 percent in 

2001–02 (Table A-1). The percentage of missing records for degree completed decreased from 47 percent 

in 1998–99 to 16 percent in 2000–01 (Table A-4). Still, full understanding of the SSS Program’s impact 

on the participants requires data that even an error-free APR cannot provide: enrollment and degrees 

attained by participants outside of the grantee institution. Adjusting the persistence rate and graduation 

rate by fi nancial aid data will be continued in future reports.
64 Student Support Services Program: 1998–1999 Through 2001–2002
Student Support Services Program: 1998–1999 Through 2001–2002 65

Appendix A

Response Rates and Data Issues

Table A-1 presents the percentage of SSS projects submitting performance reports and participant 

records from 1998–99 to 2001–02, by sector. When compared with the other sectors, private two-year 

grantees showed the lowest response rate in submitting the APRs during the 1999–2000 and 2000–01 

program years. This may be attributed to the small number of private two-year grantees included in the 

population; one non-responding grantee accounts for a larger percentage than in other sectors. In the 

2001–02 program year, all private two-year grantees submitted a complete APR. Overall, the APR response 

rate of participant-level data has improved from 1998–99 to 2001–02 (from 96 percent to 98 percent).

Table A-1. Percentage of SSS projects submitting aggregate performance reports (“Agg.”) and 

individual participant records (“Ind.”), by sector: 1998–99 to 2001–02

 Percent Percent Percent Percent Percent Percent Percent Percent

Sector Agg. Ind. Agg. Ind. Agg. Ind. Agg. Ind.

All sectors — 96.2 98.0 97.4 97.7 96.9 99.1 98.4

Public four-year — 95.9 97.3 96.6 96.6 95.9 98.8 98.5

Private four-year — 93.3 98.5 96.3 97.8 97.8 98.6 97.2

Public two-year — 97.4 98.6 98.6 98.9 97.4 99.3 98.7

Private two-year — 100.0 94.1 94.1 94.1 94.1 100.0 100.0

—Indicates number for the cell is not available.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

1998–99 1999–00 2000–01 2001–02

Table A-2 reports the APR response rate by federal region. In general, the response rates of both 

grantee-level and student-level data increased over the four years, but the rates varied by region. The largest 

increase in the response rate of aggregate-level data was 6 percent in region II (94 percent in 1998–99 

to 100 percent in 2001–02). (Table A-3 shows the states and territories associated with each region.)

Because most aggregate data were generated from individual-level data, the quality of the aggregate 

data depends on the quality of the individual-level data. Table A-4 reports the percentage of missing 

cases and out-of-range values for selected individual-level data elements. As shown in Table A-4, the 

percentage of missing or out-of-range values declined for some items (i.e., date of birth, participant status 

and the degree completed) in recent program years. For other items, such as gender, project entry date, 

college grade level at entry into project, and end-of-year enrollment status, the percentage of missing or 

out-of-range values increased slightly.
Appendix A: Response Rates and Data Issues

66 Student Support Services Program: 1998–1999 Through 2001–2002

Table A-2. Percentage of SSS projects submitting aggregate performance reports (“Agg.”) and 

individual participant records (“Ind.”), by region: 1998–99 to 2001–02

 Percent Percent Percent Percent Percent Percent Percent Percent

Region Agg. Ind. Agg. Ind. Agg. Ind. Agg. Ind.

Region I — 100.0 100.0 100.0 97.6 97.6 100.0 100.0

Region II — 93.5 98.7 98.7 98.7 98.7 100.0 100.0

Region III — 95.5 98.5 98.5 95.5 95.5 98.6 98.6

Region IV — 96.4 98.8 98.8 99.4 99.4 98.9 98.4

Region V — 98.5 100.0 98.5 98.5 98.5 99.3 98.6

Region VI — 93.8 95.9 93.8 94.8 92.8 99.2 97.7

Region VII — 98.3 98.3 98.3 100.0 100.0 100.0 100.0

Region VIII — 98.1 96.2 94.2 96.2 94.2 100.0 100.0

Region IX — 92.1 93.4 93.4 96.1 92.1 95.9 93.8

Region X — 100.0 100.0 100.0 100.0 96.8 100.0 100.0

—Indicates number for the cell is not available.

SOURCE: Data from program fi les of the U.S. Department Of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

1998–99 1999–00 2000–01 2001–02

Table A-3. States and territories in each region

Region Associated states and territories

Region I Connecticut, Maine, Massachusetts, Rhode Island, and Vermont

Region II New Jersey, New York, Puerto Rico, and Virgin Islands

Region III Delaware, Maryland, Pennsylvania, Virginia, West Virginia, and Washington, DC

Region IV Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee

Region V Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin

Region VI Arkansas, Louisiana, New Mexico, Oklahoma, and Texas

Region VII Iowa, Kansas, Missouri, and Nebraska

Region VIII Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming

Region IX Arizona, California, Hawaii, Nevada, Guam, The Commonwealth of Northern Mariana Islands, and American Samoa

Region X Alaska, Idaho, Oregon, and Washington

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs.
Student Support Services Program: 1998–1999 Through 2001–2002 67

The percentage of missing or out-of-range values on some items was different for different sectors. As 

Tables A-5 and A-6 show, the percentages of invalid fi rst school enrollment date, project entry date, and 

end-of-year enrollment status decreased in four-year institutions but increased in two-year institutions. For 

example, the percentage of missing or out-of-range project entry dates for two-year grantees in 2001–02 

(15 percent) was more than the percentage recorded in the 1998–99 program year (10 percent).18 During 

the same period, the percentage of missing or out-of-range project entry dates for the four-year sector 

decreased from 17 percent in 1998–99 to 10 percent in 2001–02. Starting in the 2001–02 reporting 

year, the APR began to include records for prior participants no longer enrolled. The greater mobility 

of students at two-year vs. four-year institutions limits accurate updating of information for some prior 

participants no longer enrolled.

Two-year grantees reduced the percentage of missing or out-of-range values in student ethnicity from 

2 percent in the 1998–99 program year to 1 percent in the 2001–02 program year. During the same 

program years, missing or out-of-range values for ethnicity in four-year grantee institutions increased 

from 1 percent to 2 percent.

Table A-4. Percentage of student records with missing or out-of-range values, all sectors: 

1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Selected data element N = 236,3831

 N = 236,3831 N = 254,0931 N = 297,3481

Gender 0.1 0.2 0.1 0.7

Ethnicity 2.0 1.4 1.4 1.9

Date of birth 4.4 3.0 2.6 2.3

First school enrollment date 8.4 8.8 8.2 8.9

Project entry date 12.4 12.6 12.9 14.6

Eligibility status 1.2 1.0 1.2 1.8

Participant status 0.9 2.1 0.8 0.6

College grade level at entry into project 2.4 1.9 1.3 2.7

College grade level—current 4.0 3.3 3.2 8.0

Enrollment status—end of year 8.6 7.3 6.1 9.9

Degree completed 47.4 35.7 30.2 16.3

1Total number of records found in APR.

SOURCE: Data from program fi les of the U.S. Department of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

18 The APR does not defi ne a valid cutpoint for project entry date. In this report, project entry dates started longer than 22 years 

ago are arbitrarily considered invalid. It is possible that a participant’s project entry date was reported 22 years ago, as he/she 

started SSS Program at 18 years old and reentered after 40 years old, but this case is rare and more likely subject to reporting 

error. For this reason, a project entry date reported as more than 22 years ago was considered as out-of-range or invalid.

Appendix A: Response Rates and Data Issues

The percentage of missing or out-of-range values for degree completed decreased signifi cantly over 

the reporting period (Table A-4). Overall, the percentage decreased more than 30 percentage points, 

from 47 percent in 1998–99 to 16 percent in 2001–02, indicating remarkable improvement in the 

quality of APR reporting.
Appendix A: Response Rates and Data Issues

68 Student Support Services Program: 1998–1999 Through 2001–2002

Table A-5. Percentage of student records with missing or out-of-range values, four-year sector: 

1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Selected data element N = 144,0511

 N = 159,8291 N = 157,3421 N = 178,7591

Gender 0.1 0.3 0.5 0.5

Ethnicity 1.4 1.8 1.7 2.4

Date of birth 3.7 2.5 4.1 2.1

First school enrollment date 11.0 6.4 9.2 6.5

Project entry date 17.1 9.3 12.8 10.2

Eligibility status 1.4 1.0 1.0 2.2

Participant status 1.3 2.4 1.2 0.8

College grade-level at entry into project 1.8 2.0 1.4 2.7

College grade-level—current 2.0 4.0 2.9 8.0

Enrollment status—end of year 10.5 7.3 4.6 10.3

Degree completed 47.2 36.3 24.6 17.2

1Total number of records found in APR.

SOURCE: Data from program fi les of the U.S. Department Of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

Table A-6. Percentage of student records with missing or out-of-range values, two-year sector: 

1998–99 to 2001–02

 1998–99 1999–00 2000–01 2001–02

Selected data element N = 92,3321

 N = 76,5541 N = 96,7511 N = 118,5891

Gender 0.1 0.2 0.0 1.0

Ethnicity 2.4 0.7 0.0 1.1

Date of birth 4.8 3.7 3.1 2.7

First school enrollment date 6.8 12.8 6.2 12.5

Project entry date 9.5 18.1 16.1 14.7

Eligibility status 1.0 0.9 0.3 1.3

Participant status 0.6 1.7 0.6 0.3

College grade-level at entry into project 2.8 1.9 0.3 2.7

College grade-level—current 5.3 2.0 0.6 8.1

Enrollment status—end of year 7.4 7.3 3.1 9.3

Degree completed 48.0 34.7 24.8 14.9

1Total number of records found in APR.

SOURCE: Data from program fi les of the U.S. Department Of Education, Federal TRIO Programs, SSS Annual Performance 

Reports.

The trends in the numbers of awards, the numbers of participants, the amount of funding, and the 

average per-person award suggest an improvement in the scope and quality of service provided by the 

program in recent years. The quality of the APR has improved, although efforts to decrease missing and 

invalid numbers must be ongoing.
Student Support Services Program: 1998–1999 Through 2001–2002 69

Appendix B

Risk Factors of 1995–96 BPS Freshmen

from Disadvantaged Backgrounds

The BPS risk index is a score that ranges between 0 to 7 derived from seven characteristics known 

to adversely affect persistence and attainment: delayed enrollment, no high school diploma (including 

GED recipients), part-time enrollment, fi nancial independence, having dependents other than spouse, 

single parent status, and working full-time while enrolled (35 hours or more). Table B-1 shows that the 

1995–96 BPS freshmen in two-year institutions had higher percentages of at least one risk factor than 

did those in four-year institutions.

Table B-1. Percentage distribution of risk factors of 1995–96 BPS freshmen, by type of institution

 Estimated population Percent Estimated population Percent

No risk factor 331,000 65.3 192,000 20.4

At least one risk factor 159,000 31.4 701,000 74.4

Missing 17,000 3.3 49,000 5.2

Total 507,000 100.0 942,000 100.0

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

Four-year institutions Two-year institutions

Table B-2 reports the comparison of enrollment rates as reported in Table 4.09 in chapter 4, using 

BPS students who had at least one risk factor. The pattern of higher persistence among SSS participants 

continues to the end of the third year even though the difference narrows. Table B-3 reports the completion 

rate of bachelor’s degree at the end of fourth year. The completion rate of the SSS 1998–99 cohort is 

higher than that of the BPS sample. However, since the distribution of the at-risk population of the SSS 

1998–99 freshmen was not known, comparisons with those at risk only may not be appropriate. The 

data are presented here for reference only.
Appendix B: Risk Factors of 1995–96 BPS Freshmen from Disadvantaged Backgrounds

70 Student Support Services Program: 1998–1999 Through 2001–2002

Table B-3. Comparison of percentage of bachelor’s degrees earned at the end of the fourth year in fouryear institutions between the 1998–99 SSS freshmen and the 1995-96 BPS freshmen from 

disadvantaged backgrounds with at least one risk factor

 Percent Percent

At the end of the fourth year 13.7** 8.9

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.

1998–99 SSS freshmen 

(21,068)

1995–96 BPS freshmen 

(estimated population 159,000)

Table B-2. Comparison of enrollment rates during the second and third year in four-year institutions 

between the 1998–99 SSS freshmen and the 1995-96 BPS freshmen from disadvantaged 

backgrounds with at least one risk factor

 Percent enrolled Percent enrolled

 Total during year 2 during year 3

1998–99 SSS freshmen 21,068 78.8 ** 63.5 **

1995–96 BPS freshmen 

 from disadvantaged backgrounds 

 (estimated population) 159,000 54.1 49.8

**Indicates the difference between the SSS participants and the BPS sample is signifi cant at the p < .01 level.

SOURCE: Data for SSS from the program fi les of the U.S. Department of Education, Federal TRIO Program, SSS Annual 

Performance Reports; data for the BPS from program fi les of the U.S. Department of Education, National Center for 

Education Statistics.
Student Support Services Program: 1998–1999 Through 2001–2002 71

Appendix C

Glossary

This glossary contains a listing of terms used in the report. Some of them are specifi c to the TRIO 

program and do not necessarily apply to other Department of Education programs or grants.

Academic instruction falls into two categories: (1) remedial or developmental courses supported with 

project funds and which allow the students to receive institutional credit for successfully completing 

the courses; and (2) formal instruction provided for academic support, paid for with project funds, 

but which does not qualify for institutional credit.

Academic support is defi ned as follows:

• Peer tutoring means individual or small group tutoring provided by other students.

• Professional tutoring means individual or small group tutoring provided by a graduate student 

or a professional staff person.

• Supplemental instruction means organized tutoring sessions for specifi c courses that are tied 

directly to the instruction in the courses.

• Assisted labs means academic support or tutoring provided through a learning center or other 

formal means.

• Computer assisted instruction means academic support or tutoring provided via computers 

instead of peer or professional tutors.

• Study skills classes/workshops means activities designed to help students gain the skills needed 

to succeed in the academic programs of the institution.

• Orientation classes/workshops means sessions or classes that help students adjust to the 

institution, and may include help in registering for courses and familiarizing them with the academic 

requirements of the institution.

Annual Performance Report (APR) is the program report submitted by grantees to TRIO annually. 

The SSS APRs include information describing the participants, activities and outcomes for the 

funded programs.

The Beginning Postsecondary Students Longitudinal Study (BPS), sponsored by the U.S. 

Department of Education’s National Center for Education Statistics, is a longitudinal study that follows 

students who begin their postsecondary education for the fi rst time. BPS students are a subsample of 

the students selected for the National Postsecondary Student Aid Study (NPSAS). These students are 

asked to provide information about their experiences during, and transitions through, postsecondary 

education and into the labor force, as well as on family formation. 
Appendix C: Glossary

72 Student Support Services Program: 1998–1999 Through 2001–2002

 In the fi rst BPS, about 10,600 students were identifi ed in NPSAS:90 as being fi rst-time beginning 

postsecondary students during academic year 1989–90. These students were followed in 1992 

(BPS:90/92) and in 1994 (BPS:90/94). A second cohort of 12,085 fi rst-time beginning students was 

identifi ed in NPSAS:96, with follow-ups in 1998 (BPS:96/98) and in 2001 (BPS:96/2001). The next 

cohort was identifi ed in NPSAS:04. See http://nces.ed.gov/surveys/bps/. Comparisons presented in 

chapter 4 of this report are based on students from BPS:96/2001. 

BPS freshmen from disadvantaged backgrounds were selected and grouped by applying the SSS 

eligibility criteria to the following BPS variables:

• Socioeconomic diversity index—DISADVAN

• Analysis weight BPS 96/98—B98AWT

• First institution level 1995–96—ITNPLV

• First institution percent of full-time months 1995–96—FTPCT1

• Parents income—PARINC95

• Parent family size—PBFMSZY1

• Parents highest education—PBEDHI3

• Student have any disabilities—DSANY

Rates of enrollment and degree completed were estimated with the following BPS variables:

• Cumulative persistence outcome in 1996–97 to 1997–98—PROUTYX2 and PROUTYX3

• Outcome of enrollment in 1996–97 to 1997–98—PROUTY2 and PROUTY3

Counseling and mentoring are defi ned as follows:

• 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 graduation and further education.

• Financial aid counseling means assisting students individually or in small groups in completing 

fi nancial aid applications or in working with the institution’s fi nancial aid offi ce to develop aid 

packages that will meet the students’ fi nancial needs for attendance at the institution.

• Career counseling and employment assistance mean helping students learn about career 

opportunities through written and computerized information, assessing their career interests and 

capabilities, and making occupational plans.

• Transfer counseling means assisting students interested in four-year programs in meeting 

the academic requirements of those programs, choosing four-year institutions, and applying for 

admission and fi nancial aid at those institutions.

• Graduate school counseling means assisting students in choosing graduate or professional 

programs and applying for admission and fi nancial aid for those programs.
Student Support Services Program: 1998–1999 Through 2001–2002 73

• Professional mentoring means professionals, other than project staff, working with project 

students to expose them to career and other opportunities available to them.

• Peer counseling/mentoring means a variety of support, personal or academic, provided by other 

students designed to help project participants adjust to the institution.

Cultural and enrichment activities are defi ned as follows:

• Cultural activities means any project-sponsored activities, such as fi eld trips, special lectures, 

and symposia, that have as their purpose the improvement of the project participants’ academic 

progress and personal development.

• Campus visitations means project-sponsored trips to other postsecondary institutions for the 

purpose of acquainting students with institutions that the project participants may wish to attend to 

further their education (i.e., two-year/four-year transfers or graduate and professional schools).

• 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.

First-generation college student means an individual neither of whose natural or adoptive parents 

received a baccalaureate degree; or 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 receive 

a baccalaureate degree.

Individual with disabilities means a person who has a diagnosed physical or mental impairment that 

substantially limits that person’s ability to participate in the educational experiences and opportunities 

offered by the grantee institution.

Low-income individual means an individual 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 

participates in the project. The poverty level amount is determined using criteria established by the 

Bureau of the Census of the U.S. Department of Commerce.

Objectives refer to the approved project objectives on persistence, good academic standing, graduation, 

transfer, and administrative requirements.

Participant status indicates involvement in the SSS Program for each student in the reporting year. We 

describe two types of participant status—the status as reported by grantees in the APRs and status as 

verifi ed by the data. Participant status as reported by grantees could be one of the following:

• A new participant is an individual who participated in the SSS Program for the fi rst time in the 

reporting period.

• A continuing participant is an individual who participated in the project in both the current reporting 

period and in a previous reporting period.

• A prior-year participant is a former project participant who did not participate in the project during 

the current reporting period.

Appendix C: Glossary
Appendix C: Glossary

74 Student Support Services Program: 1998–1999 Through 2001–2002

• A prior-year participant no longer enrolled is a former project participant who did not participate 

in the project during the current reporting period and is no longer enrolled at the original grantee 

institution.

• Active participants include those students whom grantees classify as “new” and “continuing.”

We verifi ed participant status to resolve inconsistencies in this variable as reported by grantees. 

Participant status was verifi ed using prior-year data as described below, and all students reported in 

each year were reclassifi ed into one of the following participant groups for that year: new participant, 

continuing participant, and prior participant. We used the following criteria to verify the participation 

status of active participants:

• New participants include those students whom grantees classify as “new” participants and who 

(a) are not reported in previous years or (b) have a project entry date in the academic year in 

which they are reported as “new.”

• Continuing participants include students classifi ed as “continuing” who (a) are also currently 

enrolled as an undergraduate and (b) have a project entry date falling prior to the year in which 

they are reported as “continuing.”

Proposed number of students served is the approved number of students SSS projects are expected 

to serve with the funds provided.
Student Support Services Program: 1998–1999 Through 2001–2002 75

Appendix D

Bibliography

U.S. Department of Education. National Center for Education Statistics (2002). Persistence and 

Attainment of Beginning Students With Pell Grants (NCES 2002-169). By C.C. Wei and L. Horn. 

Washington, DC: Author.

U.S. Department of Education. National Center for Education Statistics (2003). Community College 

Students: Goals, Academic Preparation, and Outcomes, (NCES 2003-164). By G. Hoachlander, 

A.C. Sikora, and L. Horn. Washington, DC: Author.

U.S. Department of Education. Offi ce of Postsecondary Education (2001). A Profi le of the Student Support 

Services Program: 1996–97. By M.W. Cahalan and A. Overton. Washington, DC: Author.

U.S. Department of Education. Offi ce of Postsecondary Education (2004). A Profi le of the Student Support 

Services Program: 1997–98 and 1998–99, with Selected Data from 1999–2000. By N. Carey, M.W. 

Cahalan, K. Cunningham, and J. Agufa. Washington, DC: Author.