Fast Facts Report for the 

Student Support Services Program

Contents

What Is the Student 

Support Services Program? ..............1

What Are the Characteristics 

of Institutions of Higher Education 

That Have Student Support 

Services Grants? ..............................9

Who Are the Student Support Services 

Program Participants? ......................11

What Are the Student Support 

Services Program Outcomes? ...........13

What Is the Student Support Services Program?

Background

The Student Support Services (SSS) program—one of the federal TRIO 

programs—was authorized in 1968 by the Higher Education Act of 1965

(20 U.S.C. 1101a), as amended. The goal of SSS is to increase the 

postsecondary persistence and graduation rates of low-income students, 

first-generation college students (i.e., students whose parents have not 

received a bachelor’s degree), and students with disabilities. All students 

in the SSS program are enrolled in postsecondary education, meet at least 

one of these eligibility criteria (low-income status, first-generation status, 

or disability status), and exhibit academic need. 

The required services of the SSS program include

¡ academic tutoring;

¡ guidance in selecting postsecondary academic courses;

¡ information for students regarding public and private scholarships 

and financial aid programs;

¡ assistance with completing financial aid applications;

¡ counseling services to improve students’ financial and economic literacy;

¡ assistance with students’ applications to graduate and professional 

programs (for four-year grantees); and

¡ assistance with students’ applications to, and obtaining financial 

assistance from, four-year programs (for two-year grantees).

Grantees also provide a variety of personalized counseling services, expose 

students to cultural events and academic or mentoring programs, provide 

grant aid during their first two years of postsecondary education to SSS 

participants who receive Federal Pell Grants, and secure temporary housing 

for students who need a place to live (e.g., homeless youths and youths 

who have aged out of the foster care system).

Program services are provided by degree-granting postsecondary institutions 

that receive grants awarded through a competitive process every five years. 

Historically, postsecondary institutions could receive more than one SSS 

grant if each separate grant served a different campus or specifically served 

students with disabilities. 
Fast Facts Report for the Student Support Services Program | 2

Beginning in the 2010–15 funding cycle, additional types of grants were created to provide SSS program services to 

other populations of students (i.e., students studying in the science, technology, engineering, and mathematics [STEM]

fields; students studying in the health sciences fields; students preparing to teach [Teacher Preparation]; and students 

who speak English as a second language [ESL]). 

Taking into consideration these changes in the types of SSS grants between funding cycles, this report examines 

program characteristics and outcomes from the last year of the 2005–10 grant cycle through the fourth year of the 

2010–15 funding cycle (2009–10 through 2013–14). 

Data Sources

The information in this report comes from three main sources: grantees’ annual performance reports (APRs); the U.S. 

Department of Education Federal TRIO Programs Funded Projects Database; and the National Center for Education 

Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS). 

Each reporting period, grantees are required to submit an APR that details the background characteristics and 

academic progress of all participants who have ever received program services. Reporting periods correspond to 

academic years and (for most grantees) run from September through the following August. Participant-level data are 

linked from year to year to create a longitudinal APR data file, which is used to conduct analyses, such as trends in 

student academic achievements. 

Information regarding the characteristics of “grantee institutions” 

(i.e., institutions of higher education that have at least one SSS 

grant) is drawn from two data sources: information about grantee 

funding and minority-serving institutions came from the U.S. 

Department of Education Federal TRIO Programs Funded Projects 

Database; and additional institutional information was obtained 

from the NCES IPEDS.

Results in this report are based on grantees that 

submitted annual performance reports (APRs) in 

the given reporting year. In 2009–10 and 2013–14, 

three grantees did not submit APR data. In 2010–11, 

one grantee did not submit APR data.

Program Funding

During the 2005–10 grant cycle, institutions could receive “regular” SSS grants (i.e., grants that target the traditionally 

served SSS population), as well as grants that focused specifically on students with disabilities. Beginning in the 

2010–15 grant cycle, however, institutions were allowed to submit multiple grant applications to support the following 

special populations: ESL students, students studying in a STEM field, students studying in a health science field, and 

students interested in the teaching profession. The amount of funding awarded to grantees and the minimum number 

of program participants that grantees are required to serve vary across grant types. Table 1 presents the number of 

grantees by type of grant in the most recent reporting year (2013–14), as 

well as the amount of funding, the number of program participants, 

and the average cost per participant within each type of grant.

¡ Of the 1,024 grantees that submitted APR data in 2013–14, 

949 held regular SSS grants, 36 held grants specifically for students 

with disabilities, and 20 held grants for students studying in STEM 

fields. Fewer than 10 grantees held grants within each of the ESL, 

health sciences, and Teacher Preparation categories.

¡ The total number of participants that grantees were funded to 

serve in 2013–14 was 196,588; however, SSS grantees served 

a total of 204,756 participants (see table 2).

Grantees that have regular SSS grants and grants 

that focus services on ESL students and Teacher 

Preparation students are required to serve a 

minimum of 140 participants each funding year. 

For STEM and health science grants, a minimum 

of 120 participants is required. For grants that 

exclusively serve students with disabilities, a 

minimum of 100 participants is required.
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¡ In general, grants that focused services on special populations were expected to serve a smaller number of 

participants (with averages ranging between 118 and 139 participants) than regular SSS grants (with an average 

of 197 participants). 

¡ The total funding in 2013–14 was $275.2 million (see table 2). Generally, regular SSS grants and grants that 

focused on students with disabilities received more funding per grantee than grants that focused services on other 

special populations because it usually costs more to serve students with disabilities than it does to serve students 

without disabilities.

¡ Because it is more costly to provide services for students within the STEM and Health Sciences fields as well as 

students with disabilities, the average cost per participant was larger within these special population grants (with 

averages ranging from $1,507 to $1,658), compared with regular, ESL, and Teacher Preparation grants (averaging 

from $1,333 to $1,371).

Table 1. Number of Student Support Services (SSS) grants, number of program participants, and amount of program funding, 

by type of grant: 2013–14

Type of grant

SSS program funding 

characteristics Regular Disabled STEM ESL

Health 

sciences

Teacher 

preparation

Total number of grants 949 36 20 7 6 6

Total funding $259,109,187 $8,334,726 $4,020,151 $1,414,215 $1,101,671 $1,193,819

Average funding 

per grantee $273,034 $231,520 $201,008 $202,031 $183,612 $198,970

Total number of 

participants funded 

to serve

186,829 4,862 2,361 973 744 819

Average number of 

participants funded 

to serve per grantee

197 135 118 139 124 137

Total number of program 

participants 194,438 5,028 2,635 1,053 731 871

Average number of 

program participants 

per grantee

205 140 132 150 122 145

Average cost per 

program participant $1,333 $1,658 $1,526 $1,343 $1,507 $1,371

NOTE: STEM stands for science, technology, engineering, and mathematics. ESL stands for English as a second language. Results are based on grantees that submitted 

annual performance reports (APRs) in 2013–14.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, 

Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014. 
Fast Facts Report for the Student Support Services Program | 4

Table 2 shows SSS program characteristics related to the total number of SSS grantees, program funding, and the 

number of program participants in each reporting year between the last year of the 2005–10 funding cycle (2009–10) 

and the fourth year of the 2010–15 funding cycle (2013–14).

¡ At the end of the 2005–10 grant cycle (2009–10), 943 grantees received funding and submitted APR data. In 

2010–11, the first year of the 2010–15 grant cycle, 1,031 grantees received funding and submitted APR data. 

Among grantees that submitted APR data, the total amount of funding increased from $300,501,410 to 

$301,746,383 during this time. 

¡ Between 2010–11 and 2013–14, the number of grantees that received funding and submitted APR data decreased 

from 1,031 to 1,024 because five of the grantees that submitted an APR in 2010–11 were not funded under the 

2010–15 grant cycle, but their grants from the previous funding cycle extended into the 2010–11 reporting year. 

In addition, while only one grantee did not submit APR data in 2010–11, three grantees did not submit APR data 

in 2013–14.

¡ The average amount of funding per grantee decreased from $282,418 to $268,724 between 2012–13 and 2013–14 

due to the budget sequestration in fall 2013.1

¡ The average number of participants that grantees were funded to serve declined between funding cycles from 209 

in 2009–10 to 197 in 2010–11. This was due in part to new grantees that served special populations, because the 

required number of participants for many of these grants was lower than the required number of participants for 

regular grants. 

¡ The average number of participants that grantees were funded to serve remained constant between 2010–11 and 

2012–13 (197). In 2013–14, the average number of participants that grantees were funded to serve declined to 

192 participants due to the budget sequestration in fall 2013.

¡ Notably, in each reporting year between 2009–10 and 2013–14, the total number of program participants exceeded 

the total number of participants that grantees were funded to serve.

Table 2. Student Support Services (SSS) program funding characteristics, by reporting year: 2009–10 through 2013–14

Reporting year

SSS program funding characteristics 2009–10 2010–11 2011–12 2012–13 2013–14

Total number of grantees 943 1,031 1,028 1,028 1,024

Total funding $300,501,410 $301,746,383 $290,572,673 $290,325,810 $275,173,769

Average funding per grantee $318,665 $292,674 $282,658 $282,418 $268,724

Total number of participants funded to 

serve

197,407 203,352 202,666 202,633 196,588

Average number of participants 

funded to serve per grantee

209 197 197 197 192

Total number of program participants 208,956 206,411 210,361 209,668 204,756

Average number of program 

participants per grantee

222 200 205 204 200

Average cost per program participant $1,438 $1,462 $1,381 $1,385 $1,344

NOTE: This table reflects the last year of the 2005–10 funding cycle (i.e., 2009–10) and the first four years of the 2010–2015 funding cycle. Results are based on 

grantees that submitted annual performance reports (APRs) in the given reporting year. In reporting years 2009–10 and 2013–14, three grantees did not submit APR 

data. In 2010–11, one grantee did not submit APR data. Due to the budget sequestration in fall 2013, there was a decrease in funding between 2012–13 and 

2013–14 of approximately 5.2 percent.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2009–10 through 2013–14; and U.S. Department of Education, Federal 

TRIO Programs, Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014.

1 Budget sequestration refers to the automatic cuts to United States federal government spending in particular categories of outlays (including education) 

in fall 2013. Each TRIO program’s funding was reduced by 5.2 percent in 2013–14 due to the budget sequestration.
Fast Facts Report for the Student Support Services Program | 5

Table 3 presents the number of grantees, the number of participants, the average number of program participants per 

grantee, the total amount of funding, and the average cost per program participant by type of grantee. 

¡ In each reporting year, there was a larger number of grantees at two-year institutions than at four-year institutions.

¡ On average, four-year institutions had between 20 and 25 more participants per grantee within each reporting year 

than two-year institutions.

¡ In 2009–10, four-year institutions received slightly more funding than two-year institutions. However, beginning in 

2010–11 (the first year of the 2010–15 funding cycle), two-year institutions received slightly more funding 

than four-year institutions.

¡ Between 2010–11 and 2013–14, the average cost per program participant was lower at four-year institutions than 

at two-year institutions because four-year institutions had a larger number of program participants and received a 

slightly smaller amount of funding than two-year institutions. 

Table 3. Number of Student Support Services (SSS) grantees, total number of program participants, average number of program 

participants per grantee, amount of program funding, and average cost per program participant, by reporting year and 

 type of grantee: 2009–10 through 2013–14

Reporting year

SSS program funding characteristics 

and type of grantee 2009–10 2010–11 2011–12 2012–13 2013–14

Total grantees 943 1,031 1,028 1,028 1,024

Four-year institutions 459 490 490 490 486

Two-year institutions 484 541 538 538 538

Total number of program participants 208,956 206,411 210,361 209,668 204,756

Four-year institutions 106,714 104,338 106,264 106,266 103,691

Two-year institutions 102,242 102,073 104,097 103,402 101,065

Average number of program 

participants per grantee 

222 200 205 204 200

Four-year institutions 232 213 217 217 213

Two-year institutions 211 189 193 192 188

Total funding $300,501,410 $301,746,383 $290,572,673 $290,325,810 $275,173,769

Four-year institutions $150,820,787 $148,692,247 $143,608,051 $143,284,482 $135,471,587

Two-year institutions $149,680,623 $153,054,136 $146,964,622 $147,041,328 $139,702,182

Average cost per program participant $1,438 $1,462 $1,381 $1,385 $1,344

Four-year institutions $1,413 $1,425 $1,351 $1,348 $1,306

Two-year institutions $1,464 $1,499 $1,412 $1,422 $1,382

NOTE: This table reflects the last year of the 2005–10 funding cycle (i.e., 2009–10) and the first four years of the 2010–15 funding cycle. Results are based on grantees 

that submitted annual performance reports (APRs) in the given reporting year. Due to the sequestration in fall 2013, there was a decrease in funding between 2012–13 

and 2013–14 of approximately 5.2 percent, and the number of participants that grantees were funded to serve also declined.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2009–10 through 2013–14; and U.S. Department of Education, Federal 

TRIO Programs, Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014.
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Summer Bridge Programs, Grant Aid, and Supplemental Institutional 

and Other Non-Federal Funds

Each year, grantees provide information about summer bridge programs, grant aid provided to program participants, 

and institutional and other non-federal funds used to supplement SSS grants. This information, which is reported at 

the grantee level, is displayed by type of grantee in table 4.

To reduce the gap in persistence and completion rates between economically advantaged and disadvantaged students, 

SSS programs may include summer bridge programs or opportunities for grant aid. Although summer bridge programs 

vary in intensity and length (e.g., from a few days to six weeks), the goal is the same—to support students’ transition 

from high school to college. 

The goal of grant aid is to help reduce program participants’ unmet financial need or loans so that they are more 

inclined to stay in school and graduate. Participants who are in their first two years of postsecondary education and 

who are receiving Federal Pell Grants are eligible to receive grant aid. Grantees that use SSS funds to provide grant 

aid must match at least 33 percent of these funds with funding from other sources.2

¡ Over one-fifth (22 percent) of four-year institutions and 16 percent of two-year institutions operated a summer 

bridge program.

¡ Over three-quarters (79 percent) of four-year institutions used SSS funds to provide grant aid to participants, 

compared with over two-thirds (69 percent) of two-year institutions.

¡ Thirty-one percent of four-year institutions and 6 percent of two-year institutions were required to provide 

matching funds for grant aid.

¡ Forty-seven percent of four-year institutions received institutional or other non-federal funds to supplement 

SSS grant funds, compared with 27 percent of two-year institutions.

2 Grantees may be exempt from the matching requirement if they are eligible to receive funds under Part A or B of Title III or Title V (e.g., strengthening 

institutions program) of the Higher Education Opportunity Act of 2008.

Table 4. Number and percentage of Student Support Services (SSS) grantees with summer bridge programs, grant aid for 

 program participants, and institutional or other non-federal funds, by type of grantee: 2013–14

Four-year institutions Two-year institutions

Summer bridge programs, grant aid for 

program participants, and institutional 

or other non-federal funds

Number Percent Number Percent

Total number of grantees 486 100.0 538 100.0

Has a summer bridge program 108 22.2 86 16.0

Used SSS funds to provide grant aid 386 79.4 369 68.6

Required to provide matching funds for grant aid 152 31.3 31 5.8

Received institutional or other non-federal funds 226 46.5 144 26.8

NOTE: Results are based on grantees that submitted annual performance reports (APRs) in 2013–14. Information about summer bridge programs, grant aid, matching 

funds, and institutional or other non-federal funds was collected at the grantee level. 

SOURCE : U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, Student 

Support Services Annual Performance Reports, 2013–14.
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Table 5 provides more detailed information about the amount of matching funds and institutional or other non-federal 

funds that grantees received in 2013–14. Typically, institutional and other non-federal funds are monetary contributions 

such as cash and do not include in-kind support (e.g., supplies or equipment). 

¡ Among the institutions that were required to provide matching funds (183), nearly $3.5 million were at four-year 

institutions, which was six times larger than the amount at two-year institutions (under $0.5 million). 

¡ The median amount of matching funds provided by grantees that were required to provide matching funds was 

larger at four-year institutions ($12,000) than at two-year institutions ($8,465), likely reflecting the higher costs 

associated with attending a four-year institution.

¡ The total amount of institutional or other non-federal funds at four-year institutions (over $16 million) was more than 

twice as large as the amount at two-year institutions (approximately $7.3 million). The median value of institutional 

or other non-federal funds was also higher at four-year institutions than at two-year institutions.

Table 5. Total and median value of matching funds for grant aid and total and median value of institutional or other 

 non-federal funds, by type of grantee: 2013–14 

Matching funds for grant aid and institutional or other non-federal funds

Four-year 

institutions

Two-year 

institutions

Matching funds for grant aid

Total amount $3,452,486 $448,231

Median value $12,000 $8,465

Institutional or other non-federal funds

Total amount $16,391,164 $7,358,497

Median value $34,552 $27,781

NOTE: Results are based on grantees that submitted annual performance reports (APRs) in 2013–14. Information about matching funds and institutional or other 

non-federal funds was collected at the grantee level. The median value of matching funds was calculated among grantees that were required to provide matching 

funds. Among four-year institutions, 152 grantees were required to provide matching funds, and among two-year institutions, 31 grantees were required to provide 

matching funds.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, Student 

Support Services Annual Performance Reports, 2013–14. 

Program Services

Each year, grantees report the number of participants that received the required SSS program services. Grantees may 

offer services directly to participants, or they may refer participants to another service provider. While participants’ 

background information and outcomes are collected at the individual level, grantees report information about program 

services at the grantee level. 

Table 6 shows the number and percentage of participants who received specific program services during the 2013–14 

academic year. Percentages in table 6 do not sum to 100 percent because (1) it is not required that all participants 

receive all services, (2) some participants may both receive specific services from the grantee and be referred to 

another service provider, and (3) participants may receive multiple services during the reporting year.

¡ At both four-year and two-year institutions, the most common services that grantees provided participants were 

guidance related to course selection (75 percent and 84 percent, respectively) and information related to federal 

financial aid (61 percent and 70 percent, respectively). 

¡ With the exception of academic tutoring, the percentage of participants who received program services from grantees 

was larger at two-year institutions than at four-year institutions for each of the specified services. Almost half of the 

participants received academic tutoring from grantees within both two-year and four-year institutions. 
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¡ At four-year institutions, approximately one-fifth of participants received assistance with applying to graduate or 

professional programs from grantees. (This service is applicable only to four-year institutions.)

¡ At two-year institutions, approximately one-third of participants received assistance with applying to four-year institutions 

from grantees. (This service is applicable only to two-year institutions.)

¡ With the exception of assistance in completing forms and applying for federal financial aid at four-year institutions, 

for each of the required program services, the percentage of participants who received services from their grantee 

was larger than the percentage of participants who were referred to another service provider.

Table 6. Number and percentage of Student Support Services (SSS) participants who received specific program services, 

by type of grantee and service provider: 2013–14 

Four-year institutions Two-year institutions

Type of program service and provider

Number of 

participants

Percent

Number of 

participants

Percent

Total number of participants 98,492 100.0 98,096 100.0

Academic tutoring

Provided by grantee 47,696 48.4 47,978 48.9

Referred to another service provider 30,232 30.7 31,801 32.4

Advice and assistance in postsecondary 

course selection

Provided by grantee 73,847 75.0 82,406 84.0

Referred to another service provider 37,071 37.6 22,380 22.8

Education/counseling to improve financial 

and economic literacy

Provided by grantee 56,478 57.3 61,865 63.1

Referred to another service provider 25,532 25.9 22,538 23.0

Information on applying for federal student aid

Provided by grantee 60,043 61.0 68,436 69.8

Referred to another service provider 31,169 31.6 28,522 29.1

Assistance in completing forms and applying 

for federal student aid

Provided by grantee 30,600 31.1 34,205 34.9

Referred to another service provider 31,833 32.3 27,013 27.5

Assistance in applying for admission to a four-year 

institution and obtaining federal student aid

Provided by grantee † † 32,207 32.8

Referred to another service provider † † 14,133 14.4

Assistance in applying for admission to graduate school 

and obtaining federal student aid

Provided by grantee 20,070 20.4 † †

Referred to another service provider 14,881 15.1 † †

† Not applicable. 

NOTE: Results are based on grantees that submitted annual performance reports (APRs) in 2013–14. Information about participation in program services was collected 

at the grantee level. Percentages do not sum to 100 percent because (1) it is not required that all participants receive all services, (2) some participants may both 

receive specific services from the grantee and be referred to another service provider, and (3) participants may receive multiple services during the reporting year.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, 

Student Support Services Annual Performance Reports, 2013–14. 
Fast Facts Report for the Student Support Services Program | 9

What Are the Characteristics of Institutions of Higher Education That Have 

Student Support Services Grants?

Table 7 shows the characteristics of SSS grantee institutions (i.e., institutions of higher education that have at least 

one SSS grant) that submitted an APR in 2013–14.3 To provide context, table 7 also contains information about all 

public and private, not-for-profit two-year and four-year institutions of higher education included in the 2013–14 

Integrated Postsecondary Education Data System (IPEDS). 

¡ In general, SSS grantee institutions had a higher representation of Historically Black Colleges or Universities (HBCUs) 

than two-year and four-year institutions nationally. Ten percent of four-year grantee institutions and 1 percent of two-year 

grantee institutions were HBCUs, compared with 4 percent of four-year institutions and less than 1 percent of two-year 

institutions nationally.

¡ Ten percent of four-year grantee institutions and 13 percent of two-year grantee institutions were Hispanic-serving 

institutions.4

¡ Four-year SSS grantee institutions were more likely to be located in rural areas (30 percent) than four-year institutions 

nationally (23 percent). They were also less likely to be located in suburban areas (17 percent) than four-year institutions 

nationally (26 percent).

¡ The distribution of institutions across geographic locales (e.g., urban, suburban, rural) was similar between two-year 

SSS grantee institutions and two-year institutions nationally.

¡ SSS grantee institutions had a higher representation of public institutions than the national sample. Seventy percent 

of four-year grantee institutions were public institutions, compared with 28 percent of four-year institutions nationally. 

Nearly all of the two-year grantee institutions were public institutions (97 percent), compared with 83 percent of 

two-year institutions nationally.

¡ SSS grantee institutions enrolled more undergraduate students on average (9,595 students at four-year institutions 

and 8,155 students at two-year institutions) than the national average (3,875 students at four-year institutions and 

5,663 students at two-year institutions).

¡ Among SSS grantee institutions, 50 percent of students in four-year institutions and 23 percent of students in two-year 

institutions on average received federal student loans. This was similar to the national average, where 52 percent of 

students in four-year institutions and 22 percent of students in two-year institutions received federal student loans.

¡ The six-year graduation rate at four-year institutions was 48 percent for SSS grantee institutions, which was slightly 

lower than the national average of 52 percent.5

¡ The three-year graduation rate at SSS two-year grantee institutions was 21 percent, while the three-year graduation 

rate was 31 percent for two-year institutions nationally.5

3 Among SSS grantee institutions that submitted APR data in the 2013–14 reporting year, 59 had two grants, 10 had three grants, and one had four grants.

4 Information about Hispanic-serving institutions was not available in the IPEDS.

5 Graduation rates in table 7 represent the graduation rates at two-year and four-year SSS grantee institutions as reported in the IPEDS; they are not the 

graduation rates for SSS participants.
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Table 7. Number and percentage distribution of two- and four-year SSS grantee institutions and institutions in the Integrated 

 Postsecondary Education Data System (IPEDS) subpopulation, by selected characteristics: 2013–14

SSS grantee institutions IPEDS sample

Institutional characteristics

Four-year 

institutions

Two-year 

institutions

Four-year 

institutions

Two-year 

institutions

Total number of institutions 450 492 2,270 1,366

Percentage distribution of grantees by 

minority serving status 

Historically Black Colleges and Universities 9.6% 1.2% 3.9% 0.8%

Hispanic-serving institutions 10.0% 13.2% — —

Tribally controlled colleges and universities 0.4% 2.4% 0.6% 1.5%

Asian American and Native American Pacific 

Islander-serving institutions 3.6% 5.5% — —

Institutions classified as serving multiple minority populations 3.8% 3.3% — —

Predominantly black institutions 0.7% 3.5% — —

Percentage distribution of grantees by degree of urbanization

Urban 52.4% 34.4% 50.6% 35.5%

Suburban 17.3% 18.6% 26.0% 21.0%

Rural 30.2% 46.9% 23.4% 43.5%

Percentage distribution by institutional control

Public 69.8% 96.5% 28.0% 83.1%

Private, not-for-profit 30.2% 2.6% 72.0% 16.9%

Additional institutional characteristics

Average total enrollment 9,595 8,155 3,875 5,663

Percent of undergraduate students receiving federal student loans 50.2% 22.7% 51.5% 21.5%

Average amount of federal student loan aid received by 

undergraduate students $6,997 $5,117 $7,257 $5,492

Average amount of Pell Grants received by undergraduate students $4,093 $3,729 $3,998 $3,725

Graduation rate within 150 percent of normal time (bachelor’s 

degree for four-year institutions and certificate or associate degree 

for two-year institutions)

48.2% 21.4% 52.4% 30.5%

— Not available. 

NOTE: Results are based on grantees that submitted annual performance reports (APRs) in 2013–14. In this table, grantee institutions that have more than one Student 

Support Services (SSS) grant are only counted once. In the 2013–14 reporting year, 59 institutions that submitted APR data had two grants, 10 had three grants, and one 

had four grants. SSS grantee information about minority-serving institutions and institutional control was obtained from the Funded Projects Database. Information about 

enrollment, student loans, Pell Grants, degree of urbanization, and graduation rates was obtained from IPEDS. Graduation data were not available in IPEDS for a total of 37 

grantee institutions. SSS grantee institutions were classified as two-year or four-year institutions based on the primary degree awarded at the institution; institutions in IPEDS 

were classified as two-year or four-year institutions based on the highest degree awarded at the institution. Institutions in IPEDS that awarded bachelor’s degrees and had 

the Carnegie classification of “Associate’s college” were re-classified as two-year institutions. For-profit institutions and institutions where the highest degree awarded was 

less than an associate degree are excluded from this table because zero SSS grantee institutions fall into these categories. In IPEDS, information on degree of urbanization 

is reported in four major groupings (city, suburb, town, and rural) based on schools’ locations relative to urbanized areas. The three town and rural codes (fringe, distant, and 

remote) constitute the “rural” grouping. Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; U.S. Department of Education, National Center for Education 

Statistics, Integrated Postsecondary Education Data System (IPEDS), Fall 2013.
Fast Facts Report for the Student Support Services Program | 11

Who Are the Student Support Services Program Participants? 

Table 8 shows selected demographic characteristics of SSS participants during the 2013–14 academic year. 

¡ Approximately two-thirds of SSS participants were female (65 percent at four-year institutions and 68 percent at 

two-year institutions). 

¡ Thirty percent of participants at four-year institutions and 27 percent of participants at two-year institutions were 

African American. Twenty-five percent of participants at four-year institutions and 21 percent of participants at 

two-year institutions were Hispanic. Thirty-four percent of participants at four-year institutions and 43 percent of 

participants at two-year institutions were white.6

¡ Some observed differences between the characteristics of participants who received services at two-year and four-year 

institutions follow conventional expectations. In 2013–14, 74 percent of participants at four-year institutions were 

between 17 and 22 years of age, compared with 50 percent of participants at two-year institutions. In contrast, 8 percent 

of participants at four-year institutions and 29 percent of participants at two-year institutions were over 30 years old.7

¡ The distribution of participants by eligibility status was similar at two-year and four-year institutions. Sixty-six percent 

of participants at four-year institutions and 69 percent of participants at two-year institutions were both low-income 

and first-generation students, fulfilling the SSS program requirement that two-thirds of participants at each grantee 

meet both of these eligibility criteria. 

6 All SSS participants of Hispanic ethnicity were classified as Hispanic and were not classified into other race categories.

7 The median age of new (and summer bridge) participants was 19 years of age at four-year grantees and 21 years of age at two-year grantees; and the median 

age for continuing participants (i.e., participants who received services in a previous reporting year) was 21 years of age at four-year grantees and 24 

years of age at two-year grantees (not shown in table 8).

Table 8. Number and percentage distribution of Student Support Services (SSS) participants by gender, race/ethnicity, age, 

eligibility status, and type of grantee: 2013–14 

Four-year institutions Two-year institutions

Participant characteristics

Number of 

participants Percent Number of 

participants Percent

Total number of participants 103,691 100.0 101,065 100.0

Gender

Female 67,403 65.0 68,148 67.5

Male 36,263 35.0 32,869 32.5

Race/ethnicity

White 34,866 33.8 43,055 42.7

Black/African American 31,076 30.1 26,768 26.6

Hispanic 26,125 25.3 20,803 20.7

Asian 6,576 6.4 3,425 3.4

Native Hawaiian or Pacific Islander 632 0.6 1,294 1.3

American Indian/Native Alaskan 1,760 1.7 3,485 3.5

More than one race 2,269 2.2 1,910 1.9

Age

17–22 years old 76,724 74.3 50,300 50.0

23–30 years old 17,996 17.4 20,703 20.6

Over 30 years old 8,494 8.2 29,542 29.4

Eligibility status

Low-income and first-generation 68,314 65.9 69,271 68.5

Low-income only 9,878 9.5 6,832 6.8

First-generation only 14,263 13.8 14,107 14.0

Disabled 5,370 5.2 4,141 4.1

Disabled and low-income 5,866 5.7 6,714 6.6

NOTE: Results are based on grantees that submitted annual performance reports (APRs) in 2013–14. All SSS participants of Hispanic ethnicity were classified as 

Hispanic and were not classified into other race categories. Percentages may not sum to 100 percent due to rounding. 

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, 

Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014. 
Fast Facts Report for the Student Support Services Program | 12

Table 9 shows characteristics of SSS participants that are related to their participation in the SSS program and their 

college enrollment.

¡ In 2013–14, 32 percent of participants at four-year institutions and 39 percent of participants at two-year institutions 

were new participants, receiving program services for the first time during the reporting year. In addition, a small 

percentage (2 to 3 percent) of participants at both two-year and four-year institutions received program services for 

the first time during the summer prior to their freshman year (i.e., summer bridge participants).

¡ A larger percentage of participants at four-year institutions (65 percent) were continuing participants—meaning that 

they received services in a previous reporting year as well—than at two-year institutions (59 percent). 

¡ Similar to national trends in postsecondary enrollment, SSS participants at four-year institutions were more likely 

to be enrolled full-time (79 percent) than participants at two-year institutions (52 percent). 

¡ At both two-year and four-year institutions, most SSS participants (85 and 74 percent, respectively) entered the 

program during their freshman year. Approximately 62 percent of participants at four-year institutions and 50 percent 

of participants at two-year institutions received program services for the first time during the first year they attended 

college. An additional 12 percent of participants at four-year institutions and 36 percent of participants at two-year 

institutions received program services for the first time as freshmen but had attended another institution in the past. 

Table 9. Number and percentage distribution of Student Support Services (SSS) participants by participant status, enrollment 

 status, grade level at program entry, and type of grantee: 2013–14 

Four-year institutions Two-year institutions

Participant characteristics

Number of 

participants 

Percent

Number of 

participants

Percent

Total number of participants 103,691 100.0 101,065 100.0

Participant status

New 32,834 31.7 39,697 39.3

Continuing 67,563 65.2 59,392 58.8

Summer bridge (earning credits) 1,062 1.0 579 0.6

Summer bridge (not earning credits) 2,232 2.2 1,397 1.4

Enrollment status in 2013–14

Full-time 82,241 79.4 52,716 52.2

Part-time 19,157 18.5 46,879 46.4

Summer bridge (not earning credits) 2,232 2.2 1,397 1.4

Grade level at program entry

First year (never attended college before) 64,026 62.0 50,231 49.7

First year (attended college before) 12,741 12.3 35,982 35.6

Second year 13,317 12.9 14,632 14.5

Third year 10,089 9.8 113 0.1

Fourth year 2,933 2.8 22 #

Fifth year/other undergraduate 158 0.2 4 #

# Rounds to zero.

NOTE: Results are based on grantees that submitted annual performance reports (APRs) in 2013–14. Percentages may not sum to 100 percent due to rounding. 

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, 

Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014. 
Fast Facts Report for the Student Support Services Program | 13

What Are the Student Support Services Program Outcomes?

The Government Performance and Results Act (GPRA) mandates reporting on the performance of each TRIO program. 

Program-level and grantee-level performance measures are calculated and reported annually on the TRIO website. 

(For additional information regarding performance data, please go to http://www2.ed.gov/programs/triostudsupp/

performance.html.) For the SSS program, participant success is measured using two outcomes: persistence to the 

second year of college and degree completion. Each of these outcomes is measured separately for four-year and 

two-year institutions and is described in more detail below. 

Each outcome in the GPRA report focuses on a different cohort of full-time, first-time freshmen because the length of time 

necessary to observe student outcomes differs across the measures of persistence (by the fall of the second year of 

college); completion at four-year institutions (by the end of the sixth year of college); and completion at two-year institutions 

(by the end of the third year of college). For example, in the 2013–14 reporting year, persistence was measured among 

participants who were full-time, first-time freshmen in 2013–14, completion at two-year institutions was measured among 

participants who were full-time, first-time freshmen in 2011–12, and 

completion at four-year institutions was measured among participants 

who were full-time, first-time freshmen in 2008–09.

Persistence

Figure 1 displays SSS program-level persistence rates by type of grantee 

for reporting years between 2009–10 and 2013–14. At both four-year and 

two-year institutions, persistence is measured among new participants 

who were full-time, first-time freshmen during the reporting year.

¡ The persistence rate at four-year institutions increased across 

the five reporting years, beginning with a rate of 87 percent in 

2009–10 and increasing to a rate of 90 percent in 2013–14.

¡ The persistence rate at two-year institutions remained relatively 

constant at approximately 85 percent during the same time period. 

At four-year institutions, the persistence rate is 

calculated as the percentage of full-time, first-time 

freshmen who continue to be enrolled in the 

institution in the fall of the second year of college. 

At two-year institutions, the persistence rate is 

calculated as the percentage of full-time, first-time 

freshmen who continue to be enrolled in the 

institution or transfer to a four-year institution in the 

fall of the second year of college, or complete an 

associate degree by the end of the academic year. 

Figure 1. Persistence rates for Student Support Services (SSS) participants who were full-time, first-time freshmen, by 

 reporting year and type of grantee: 2009–10 through 2013–14 

NOTE: This figure reflects the last year of the 2005–10 funding cycle (i.e., 2009–10) and the first four years of the 2010–15 funding cycle. Results are based on grantees that 

submitted annual performance reports (APRs) in the given reporting year. Persistence at four-year institutions is defined as enrollment in the grantee institution in the fall of the 

second year of college. At two-year institutions, persistence is defined as enrollment in the grantee institution in the fall of the second year of college, transfer to a four-year 

institution by the fall of the second year of college, or completion of an associate degree by the end of the academic year. Persistence was measured among full-time, first-time 

freshmen who entered the program during the reporting year.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2009–10 through 2013–14; and U.S. Department of Education, Federal 

TRIO Programs, Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014. 

70

50

60

80

90

75

55

65

85

85% 85% 84% 85% 85%

87% 88% 88% 89% 90%

95

100

Persistence application rate

Reporting years

Four-year instituions Two-year instituions 

2009–10 2010–11 2011–12 2012–13 2013–14
Fast Facts Report for the Student Support Services Program | 14

Completion

This section presents information on the degree completion 

outcomes separately for four-year grantees and two-year grantees.8 

Completion at Four-Year Institutions

Each reporting year, completion rates at four-year institutions are calculated using the cohort of full-time, first-time 

freshmen who received program services for the first time five years prior to the reporting year. Figure 2 displays the 

completion rates at four-year institutions between 2009–10 and 2013–14. 

¡ Between 2009–10 and 2010–11, the completion rate increased from 42 percent to 49 percent.9

¡ The completion rate at four-year institutions increased from 49 percent to 51 percent between 2010–11 

and 2013–14.

8 To measure degree completion, grantees who are four-year institutions follow full-time, first-time freshmen for six years and grantees who are two-year 

institutions follow full-time, first-time freshmen for three years. Grantees that were funded for the first time during the 2010–15 grant cycle were not included 

in the calculation of completion rates until they followed a group of full-time, first-time freshmen for the requisite number of years (i.e., 2012–13 for two-year 

grantees and 2015–16 for four-year grantees).

9 In 2005–06, a web-based data collection system was initiated that included data checks to improve data quality. Therefore, the bachelor’s degree completion 

rate in 2010–11 was based on higher-quality data than the rate calculated in 2009–10, which included participants who were full-time, first-time freshmen 

before the web-based data collection system started. In 2010–11, the TRIO office performed a data quality check with all SSS grantees. During this process, 

grantees verified the list of participants who were identified as full-time, first-time freshmen during each reporting year, improving the quality of the data. When 

comparing completion rates between 2009–10 and 2010–11, it is important to consider how improvements in data quality between reporting years may have 

affected the completion rates.

Figure 2. Bachelor’s degree completion rates for Student Support Services (SSS) participants who were full-time, first-time 

 freshmen at four-year institutions, by reporting year: 2009–10 through 2013–14 

NOTE: This figure reflects the last year of the 2005–10 funding cycle (i.e., 2009–10) and the first four years of the 2010–15 funding cycle. Results are based on 

grantees that submitted annual performance reports (APRs) in the given reporting year. Completion at four-year institutions is defined as completing a bachelor’s 

degree (or the equivalent of a bachelor’s degree) at the institution within six years of college entry. In each reporting year, only grantees that had received SSS funding 

for at least six years were included in the calculation of completion rates. Completion rates were calculated among full-time, first-time freshmen who entered the 

program five years prior to the reporting year.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2009–10 through 2013–14; and U.S. Department of Education, Federal TRIO 

Programs, Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014.

40

0

20

60

80

50

10

30

70

42%

49% 49% 50% 51%

90

100

Completion rate

Reporting years

2009–10 2010–11 2011–12 2012–13 2013–14

At four-year institutions, completion is defined as 

earning a bachelor’s degree or the equivalent of a 

bachelor’s degree within six years of college entry.
Fast Facts Report for the Student Support Services Program | 15

Figure 3 provides information about the fields of study in which SSS participants completed their bachelor’s degrees. 

Specifically, the figure presents the fields of study in which participants who received program services for the first 

time as full-time, first-time freshmen in 2008–09 received their bachelor’s degrees: science, technology, engineering, 

and mathematics (STEM) fields (e.g., life sciences, engineering, physical sciences, computer/information sciences, 

and mathematics); social, behavioral, and economic sciences (SBE) fields (e.g., psychology, sociology, economics); 

or other fields that are not classified as STEM or SBE fields.

0

20

40

60

80

100

¡ Fifty-seven percent of bachelor’s degree recipients received their degree in a field that was not classified as a STEM 

or SBE field.

¡ Twenty-six percent of bachelor’s degree recipients received a degree in an SBE field.

¡ Relative to the SBE fields, a smaller percentage (17 percent) of bachelor’s degree recipients received degrees in a 

STEM field, which includes the life sciences (9 percent of degrees), engineering (3 percent of degrees), physical 

sciences (2 percent of degrees), computer/information sciences (2 percent of degrees), and mathematics (less 

than 1 percent of degrees).

Figure 3. Percentage distribution of field of study for Student Support Services (SSS) participants who were full-time, first-time 

 freshmen in the 2008–09 reporting year and who received a bachelor’s degree between 2009–10 and 2013–14

NOTE: STEM stands for science, technology, engineering, and mathematics. SBE stands for social, behavioral, and economic sciences. Results are based on grantees that 

submitted annual performance reports (APRs) in 2013–14.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, Student 

Support Services Annual Performance Report Longitudinal Data File, 1999–2014.

Completion at Two-Year Institutions

Figure 4 displays the overall completion rates, as well as rates for the different types of completion (i.e., completion 

of an associate degree and transfer to a four-year institution, completion of an associate degree without transfer to 

a four-year institution, and transfer to a four-year institution without completion of an associate degree) for two-year 

institutions between 2009–10 and 2013–14.

¡ The overall completion rate at two-year institutions increased by 5 percentage points, from 36 percent to 41 percent, 

between the 2009–10 and 2010–11 reporting years.10 The same rate declined from 41 percent to 39 percent 

between 2010–11 and 2013–14.

10 The increase in completions between 2009–10 and 2010–11 may be due to data quality improvements. In 2010–11, the APR data field that measures degree completion 

was changed so that “received an associate degree and transferred to a four-year institution” was measured using a single data field. In 2009–10, “received an associate 

degree and transferred to a four-year institution” required information from two separate data fields (referring to degree completion and transfers). Additionally, in 2010–11, 

the TRIO office performed a data quality check with all SSS grantees. During this process, grantees verified the list of participants who were identified as full-time, first-time 

freshmen during each reporting year, improving the quality of the data. When comparing completion rates between 2009–10 and 2010–11, it is important to consider 

how improvements in data quality between reporting years may have affected the calculated completion rates.

57%

Not STEM 

or SBE

SBE Life 

sciences

Engineering Physical 

sciences

Computer/

information

 sciences

Mathematics

26%

9%

3% 2% 2% 1%
Fast Facts Report for the Student Support Services Program | 16

¡ In 2009–10, participants were more likely to receive an associate 

degree without transferring to a four-year institution (15 percent) 

than to receive an associate degree and transfer to a four-year 

institution (11 percent) or to transfer to a four-year institution 

without receiving an associate degree (10 percent). 

¡ Between 2010–11 and 2013–14, the rate of completing an associate 

degree and transferring to a four-year institution remained relatively 

stable at between 17 and 18 percent. During this same time, 

participants were more likely to complete a degree and transfer 

than to complete an associate degree without transferring to a 

four-year institution (between 11 percent and 12 percent) or to 

transfer to a four-year institution without receiving an associate 

degree (between 10 percent and 12 percent). 

At two-year institutions, the completion rate is 

calculated as the percentage of full-time, first-time 

freshmen who completed an associate degree and 

transferred to a four-year institution, completed an 

associate degree without transferring to a fouryear institution, or transferred to a four-year 

institution without receiving an associate degree 

within three years of college entry. 

Figure 4. Completion rates for Student Support Services (SSS) participants who were full-time, first-time freshmen at two-year 

 institutions, by reporting year: 2009–10 through 2013–14

NOTE: This figure reflects the last year of the 2005–10 funding cycle (i.e., 2009–10) and the first four years of the 2010–15 funding cycle. Results are based on grantees that 

submitted annual performance reports (APRs) in the given reporting year. Overall completion at two-year institutions includes (1) completion of an associate degree and transfer 

to a four-year institution within three years of college entry, (2) completion of an associate degree without transfer to a four-year institution within three years of college entry, and 

(3) transfer to a four-year institution without receiving an associate degree within three years of college entry. In each reporting year, only grantees that had received SSS funding 

for at least three years were included in the calculation of completion rates. Completion rates were calculated among full-time, first-time freshmen who entered the program two 

years prior to the reporting year.

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2009–10 through 2013–14; and U.S. Department of Education, Federal TRIO 

Programs, Student Support Services Annual Performance Report Longitudinal Data File, 1999–2014. 

Transferred to a four-year institution without receiving an associate degree

10.1% 12.1% 11.5%

Overall completion rate

Received an associate degree, did not transfer

Received an associate degree and transferred to a four-year institution

20

0

10

30

40

50

2009–10 2010–11 2011–12 2012–13 2013–14

36.1% 40.7% 39.9%

15.1% 10.9% 11.6%

10.8% 17.7% 16.8%

10.3% 9.7%

39.0% 39.2%

11.0% 11.5%

17.8% 18.0%

Completion rate
Fast Facts Report for the Student Support Services Program | 17

Figure 5 provides information about the fields of study in which SSS participants completed their associate degrees, 

including participants who did and did not transfer to four-year institutions. Specifically, the figure presents the fields of 

study in which participants who entered the SSS program as full-time, first-time freshmen in 2011–12 received their 

associate degrees: STEM fields, SBE fields, or other fields that are not classified as STEM or SBE fields.

¡ Eighty-one percent of associate degree recipients received their degrees in a field that was not classified as a STEM 

or SBE field.

¡ Ten percent of associate degree recipients received degrees in an SBE field.

¡ Relative to the SBE fields, a smaller percentage of associate degree recipients received degrees in a STEM field 

(8 percent). Three percent of degree recipients earned an associate degree in life sciences, 2 percent of degree 

recipients earned an associate degree in computer/information sciences, 2 percent of degree recipients earned an 

associate degree in engineering, less than 1 percent of degree recipients earned an associate degree in physical 

sciences, and less than 1 percent of degree recipients earned an associate degree in mathematics.

Figure 5. Percentage distribution of field of study for Student Support Services (SSS) participants who were full-time, first-time 

 freshmen in the 2011–12 reporting year and who received an associate degree between 2011–12 and 2013–14

# Rounds to zero.

NOTE: STEM stands for science, technology, engineering, and mathematics. SBE stands for social, behavioral, and economic sciences. Results are based on grantees that 

submitted annual performance reports (APRs) in 2013–14. 

SOURCE: U.S. Department of Education, Federal TRIO Programs, Funded Projects Database, 2013–14; and U.S. Department of Education, Federal TRIO Programs, Student 

Support Services Annual Performance Report Longitudinal Data File, 1999–2014. 

0

20

40

60

80

100

81%

Not STEM 

or SBE

SBE Life 

sciences

Engineering Physical 

sciences

Computer/

information

 sciences

Mathematics

10%

3% 2% 2% 1% #
7302_10/16

This report was produced under U.S. Department of Education (Department) Contract No. ED-OPE-12-C-0066. 

Daveta Brown served as the contracting officer’s representative. The views expressed herein do not necessarily 

represent the positions or policies of the Department. No official endorsement by the Department of any product, 

commodity, service, or enterprise mentioned in this publication is intended or should be inferred.

U.S. Department of Education 

John King, Jr. 

Secretary

Office of Postsecondary Education 

Lynn Mahaffie 

Deputy Under Secretary Delegated Duties of Assistant Secretary

Office of Postsecondary Education 

Higher Education Programs

James T. Minor 

Deputy Assistant Secretary

Office of Postsecondary Education 

Higher Education Programs 

Student Service

Linda Byrd-Johnson 

Senior Director

September 2016

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, Office of Postsecondary 

Education, Student Service, Fast Facts Report for the Student Support Services Program, Washington, D.C., 2016. 

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programs/triostudsupp/resources.html.

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