Graham County Community College District, dba Eastern Arizona College (EAC)

Targeting Rural Accessibility to College and Career (TRACC)

Partners: EAC has Letters of Support from 23 formal partners and will work with an additional 

42 high schools in eastern Arizona and western New Mexico. The 23 partners are listed below.

AZ@Work Graham Co. Board of 

Supervisors

Greenlee Co. School 

Superintendent

Rural Community 

College Alliance

Duncan USD Graham Co. Chamber 

of Commerce

Local First Arizona Safford USD

EAC Alumni 

Foundation

Graham Co. Schools 

Superintendent

Morenci USD EAC Small Business 

Development Center

Freeport

McMoRan

Graham Co.

Development Corp.

Mt. Graham Regional 

Med. Center

Thatcher USD

Ft. Thomas USD Graham Co. Economic 

Development Org.

Open Loop Energy United Way of Graham 

and Greenlee Counties

Gila Institute for 

Technology

Greenlee Co. Board of 

Supervisors

Pima USD

Project Mission Statement: EAC’s TRACC program will work collaboratively with community 

partners and schools to inspire and empower rural students to successfully enter in-demand 

fields through preparation, enrollment, and completion of postsecondary certificates or degrees.

Services, Proposed Activities, Target Populations [TP]: The TRACC program will (1) 

establish an Early College Program [TP: high school students in Graham and Greenlee 

Counties], (2) create a Career Service Center [TP: EAC students, community partners, and 

employers] and (3) enhance rural school outreach [8th-12th graders in recruitment areas of 

eastern AZ and western NM].

Anticipated Results include: (1) Increase the # of rural secondary and postsecondary students 

served by TRACC to 1,250, (2) Double the # of concurrent credits earned by rural high school 

students, (3) Increase annual fall enrollment by 20%, (4) Double the # of students who meet with 

an advisor, (5) Increase retention rate of TRACC students by 16%, (6) Increase TRACC students 

transfer rate to 4-yr institutions by 20%, (7) Increase TRACC student completion rate of 

occupational and academic certificates, degrees or industry-recognized credentials by 10%, (8)

Increase rural student visits to Career Service Center to 2,000, (9) Increase # of rural students 

who receive jobs or work-based learning opportunities by 24%, (10) Establish 100 community 

partnerships in the Career Service Center.

Priorities: Through the above-listed activities and referenced partnership with schools, 

workforce and economic development agencies, and other community partners, EAC TRACC 

addresses all Absolute, Competitive, and Invitational Priorities as detailed in the grant narrative. 

The College is located in a “Town: Remote” area, and all the secondary schools the grant serves

are in locale codes 32, 33, 41, 42, or 43.
COLLEGE TRANSITION BRIDGE PROJECT

A PROPOSAL FOR THE RPED PROGRAM

Abstract

1. Applicant institution, or nonprofit organization or agency and partner institutions 

Applicant nonprofit: College Bridge. Partner nonprofits: CVHEC and RAND.

College Partners: Columbia, Merced, Reedley, San Joaquin Delta, Coalinga, and Lemoore. 

2. Project title: College Transition Bridge (CT Bridge) Project

3. Proposed partners for the purpose of meeting the priorities:

High School Partners: Coalinga (32), Firebaugh (41), Tranquillity (42), Dinuba (32), Orosi 

(32), Parlier (41), Reedley (32), Sonora (32), Bret Harte (32), and Summerville (41).

4. Target Population (e.g., faculty, staff, students) 

Black, Hispanic, low-income students from rural communities.

5. Services and Proposed Activities 

The proposed services are expansion of CT Bridge to provide students and educators access 

to college knowledge and workforce needs. Activities include program revision, professional 

development, program implementation, and evaluation for continuous improvement. The 

activities are grounded in four aligned Communities of Practice.

6. Anticipated Results 

Improve student knowledge of regional workforce needs; Improve high school 

counselor/teacher knowledge of regional workforce, associate degrees for transfer (ADTs) 

offered at partnering colleges, and math requirements; Determine impact of CT Bridge on 

students pursuing majors aligned with high-demand jobs; College matriculation rate will 

increase from regional rate of 57% to at least the state average of 63%, and Attainment of 30-

units in first year of college will increase from state average of 4% to 8%.

7. Absolute Priorities Addressed: Yes, meeting 1 subpart of AP1 and all 6 subparts of AP2.

• Absolute Priority 1: Part b, 59% of schools have locale codes of 32, 33, 41, 42, or 43.

• Absolute Priority 2: A few examples: Part a: Using supported dual enrollment to create 

a seamless transition to college; Part b: Increasing the college access and success rates 

for Black, Hispanic, low-income, and rural students Part f: expanding college 

counseling to include career exploration tied to regional workforce needs.

8. Competitive Preference Priority Addressed: Yes. The CT Bridge project is a cross-agency

collaboration of 30 intersegmental partners focused on the common goal of improving 

student transitions from high school through college and into the workforce. Partners include 

the UC, three CSUs, six CCCs, and 17 high schools.

9. Invitational Priority or Priorities Addressed: Yes, all three are addressed.

CT Bridge supports students in the transition from high school through college, is driving by 

career pathways that lead to regional workforce needs, and continues through the transition 

from community college through the university. 
Invest in Our Children; Invest in Our Future

Project Abstract

Project Meets the absolute priorities, including the relevant NCES locale codes:

The Invest in Our Children; Invest in Our Future (Invest) project is a partnership between 

Arizona State University (ASU), the Gila River Indian Community (GRIC), the San Carlos 

Apache Tribe (SCAT), their schools, and the American Indian Chamber of Commerce to 

improve rates of postsecondary enrollment and completion to prepare future leaders for careers 

that will lead to personal success and the betterment of their respective Tribes. The Invest meets:

● Absolute Priority 1: The Applicant Agency, Arizona State University, is an Institution of

Higher Education and will serve communities, schools and campuses with a locale code of 33,

41, 42, or 43. The schools include the San Carlos USD schools located in and around San

Carlos Arizona, Ft Turnbull Elementary School and Mt Turnbull Academy, Ft Thomas High

School located in and around Bylas, Arizona, and Sacaton School and Blackwater Community

School, both located in GRIC.

● Absolute Priority 2: The Invest project is designed to increase postsecondary access,

affordability, completion, and success for underserved students. ASU’s Office of Educational

Outreach and Student Services, Office of K-12 School Partnerships, and Access ASU will

develop and provide programs and activities to increase postsecondary access for the youth of

the two respective tribal communities.

Project meets the competitive preference priority: Invest Strengthens Cross-Agency 

Coordination and Community Engagement To Advance Systemic Change. ASU will 

support efforts to develop the Tribal Education Departments (TED) into comprehensive Tribal 

Education Agencies (TEA’s). This includes expanding the services offered by the respective 

Tribe’s College and Career Centers. Rather than operating as silo programs, the University, 

TED/TEA, schools, State Dept of Education, and Tribal Departments will meet monthly to

coordinate the school programs with the extended learning and career readiness initiatives. The 

intent is to establish a network of support for the youth and future generations of leaders. 

Target Population. The project focuses on improving college and career readiness for 2,552 

junior high and high school students and future generations who are members of the GRIC and 

SCAT. 

Services to be provided. Invest focuses on ensuring the participating youth develop a career 

identity, are academically prepared, possess the resiliency needed to overcome challenges, and 

have and follow a college and career plan that results in personal and professional success. This 

involves Tier 1 services (universal) for all, Tier 2: Targeted services for groups of students; and 

Tier 3 intensive support for individual students. These services will be supported by both Invest

and local school community staff. 

Proposed Activities. Proposed activities include; appropriate grade level college and career 

awareness and planning activities, presentations, and counseling activities and increased access 

to college courses provided by ASU, and summer learning programs involving real world 

project-based learning. All these activities will include a cooperative learning focus geared at 

developing the skills needed for 21st century jobs. 

Anticipated results. Increase the number of youth who are prepared for professional and 

technical jobs that meet the 21st century workforce needs of these Tribal nations, thus creating 

greater economic, social, and cultural sustainability for their families and communities.
U.S. Department of Education

The Rural Postsecondary Education and Economic Development (RPED) Program

ABSTRACT

1. Applicant Institution: McDowell Technical Community College (Lead Applicant); Western 

Piedmont Community College (WPCC); Isothermal Community College (ICC)

2. Project Title: Foothills F.O.R.W.A.R.D. – Facilitating an Occupation-Ready Workforce by 

Addressing Regional Demands

3. Partners: Six regional employers (4 advanced manufacturing; 2 hospital systems); Foothills 

Workforce Development Board; Western Piedmont WDB; Foothills Regional Commission; 

Single Stop; TimelyCare; InsideTrack; North Carolina Community College System; 

myFutureNC; Belk Center for Community College Leadership & Research and DVP-PRAXIS

4. Target Population: Adult students; Student Services Staff; Faculty

5. Services & Proposed Activities: Component 1: Create a strong network of regional adult 

success coaches; Component 2: To create a strong regional network of critical student 

supports to enhance access to basic needs resources such as housing, childcare, transportation, 

health & wellness, and more; Component 3: To boost regional capacity for quality success 

coaching with professional learning that “trains the trainers” on best practices related to 

college preparation, awareness, application, selection, advising, counseling, and enrollment.

6. Anticipated Results & Citations: Objectives 1.1-1.5. Assign adult coaches in high-skill, highdemand programs; Increase percentage of students who meet with a coach; Increase 

enrollment; Increase transfer and credentials; increase WBL or employment; Objectives 2.1-

2.5. Increase partners in regional basic needs repository; Increase referrals to basic needs 

services (Single Stop & TimelyCare); Increase students who complete pre-screening and 

referrals; Fewer students report concentrating on schoolwork due to financials. Objectives 3.1-

3.4. Success coach trainers at each RPED college; Student services staff trained on success 

coaching; Awareness of basic needs services increases; Reported data capacity increased. 

Selected Citations: Bettinger, E. P., & Baker, R. (2011). Valentine, J.L. & Deal, S.A. (2023).

Brinkerhoff, R.O. (2006).

7. Absolute Priorities Addressed: Yes. Each institution serves rural students. Project is focused 

on increasing access and completion for more rural adults. Addresses Invitational Priority 2: 

Partnering with workforce agencies, regional employers and nonprofit, InsideTrack.

8. CPP Addressed: Yes. The project focuses on regional coordination among three rural 

community colleges to build regional capacity to grow enrollment, completion rates, and 

attainment levels for rural adults, contributing to workforce development for high-skill, highdemand career pathways (advanced manufacturing and trades; allied health/nursing).

NCES Locale Codes: (McDowell, Burke, Rutherford, and Polk) is designated overall by the 

NCES Local Code 41 – Rural Fringe. Each college has main campuses and/or sites located in 

NCES Local Codes as follows: MTCC - 41, Rural Fringe; WPCC - 42, Rural Distant; and ICC 

- 32, Town Distant.
UNM-V ENROLL Program 

ALN: 84.116W

Abstract

The University of New Mexico–Valencia (UNM-V) is a public, two-year branch campus 

Hispanic Serving Institution (HSI) in Los Lunas, NM. UNM-V is the only community college 

serving a large rural area in Valencia and Socorro Counties, located 30 miles south of its parent 

campus, The University of New Mexico–Main, Albuquerque. 

The UNM-V ENROLL Program is a comprehensive initiative providing services to address 

challenges that rural students face accessing postsecondary education that will prepare them for 

high-skill, high-wage, and in-demand occupations. The ENROLL acronym stands for Early, Nonacademic, Revitalize, Outreach, Learning support, and Learning through experience as expanded 

upon below. 

Program services include: 1) Facilitating Early College Camps will prepare students for the fall 

start as first time college students. 2) Providing critical non-academic support services to 

students at UNM-V. Non-academic support areas include personal, financial, transfer, and/or 

social and behavioral health needs. 3) Revitalizing career and technical education (CTE) 

programs offered at UNM-V. 4) Establishing a regular schedule of outreach to local industry and 

K-12. Local industry outreach is key to identifying internship and scholarship opportunities for 

students. Outreach to K-12 will also be key to exposing students to their options for 

postsecondary education and to creating a seamless transition to college for these students. 5) 

Supplying learning support to current students through class embedded and assigned tutoring. 6) 

Presenting opportunities to students to learn through experience, specifically through 

Undergraduate Research (UR) and Internships. 

The program will have measurable and significant outcomes including: (1) providing rural 

students direct student services supported by the grant; (2) increasing the annual enrollment of 

rural students; (3) increasing the transfer of rural students to a 4-year institution and/or obtaining 

a degree or certificate; and (4) increasing the number of rural students who obtain and internship 

or employment. 

 The UNM-V ENROLL Program will address Absolute Priority 1: Rural Applicants as a rural 

setting campus with the rural fringe designation as defined by the National Center for Education 

Statistics (NCES). The outcome of the project’s six proposed services is to increase the number 

and proportion of underserved students who enroll in and complete postsecondary education 

programs through strategies related to college preparation/awareness, meeting non-academic 

needs, and supporting learning through tutoring and experiential learning meeting Absolute 

Priority 2: Increasing Postsecondary Education Access, Affordability, Completion and 

Post-Enrollment Success. 

The UNM-V ENROLL Program fully incorporates Competitive Preference Priority: 

Strengthening Cross-Agency Coordination and Community Engagement to Advance 

Systemic Change by coordinating our efforts with agencies to address college readiness and 

workforce development. Belen Consolidated and Los Lunas Public Schools are the primary 

districts in the area and major partners in creating college ready students. BNSF Railways, 

Niagara Bottling, Presbyterian Health Plan, and Rio Grande Financial Network are current 

scholarship partners and are excited to partner with the project in offering internship 

opportunities to students. 
Pitt Community College (PCC) 

Rural Postsecondary and Economic Development (RPED) Project 

Abstract 

Target Population: PCC’s RPED project will reach over 2,000 rural middle & high school 

students in Pitt County each year. The program will also serve students enrolled at PCC that 

graduated from rural high schools in Pitt and surrounding counties. 

Services & Activities: Career coaching & exploration, academic coaching, pathways with 

stackable credentials, campus visits, college & financial aid application completion, wraparound 

service referrals, job & career fairs, industry presentations, tutoring, outreach to at-risk students, 

academic skills building, support for loss of learning due to COVID 

Absolute Priorities (AP) Addressed: Yes 1(b) and 2(a, b, c, d, e, & f) AP1: PCC’s RPED will 

service three rural high schools (NCES locale code 41) located near the college, as well as PCC 

students who graduated from other rural high schools. In the fall of 2023, 50% of PCC students 

attend or graduated from high schools with locale codes of 32, 33, 41, 42, or 43. AP2: PCC’s 

RPED will place a Career Coach in two high schools to work directly with students on career 

exploration and postsecondary preparation and enrollment. An Academic Coach will serve all 

incoming & current rural students at PCC to improve academic success, persistence, and 

completion. RPED staff will also work with various partners to connect students with additional 

resources to address any other academic, personal, or basic needs. 

Competitive Preference Priority (CPP) Addressed: Both College Readiness and Workforce 

Development: PCC’s RPED will work with a 20+ agency Community Partner network that is 

made up of federal, state, local, and community agencies to address student needs that impede 

their college and workforce readiness, persistence, and success. 

Invitational Priorities (IP) Addressed: Yes Noted in the proposal as (IP1), (IP2), and (IP3).

Anticipated Results: 

Rural students that receive services: 3000 50% of high school seniors (1000) will be counseled 

by the Career Coach; 25% of students in grades 8-11 (2000) will receive career exploration 

presentations and/or sessions from the Career Coach; 800 rural students will receive academic 

support from the Academic Coach, some students may be duplicated from item 1. 

Change in the annual enrollment rate at PCC of rural students that receive services: 

35% 4-year average of graduates enrolling at PCC (currently 29%); 25% CCP enrollment at 

targeted high schools (currently 16%). 

Number of participants that transfer to a 4-year institution or obtain a degree or certificate: 

40% (400) Not all students that participate and enroll during the project period will have time to 

complete their degree or certificate during the grant period. 

Number of participants who obtain an internship, apprenticeship, employment, or 

advancement: 35% (300)
ABSTRACT

1. Applicant: Chemeketa Community College, Regional Education and Academic

Development Department, High School Partnership program

2. Project title: Chemeketa College-going Access and Regional Equity for Students

(CARES)

3. Partners include: Amity, Cascade, Dayton, Falls City, Jefferson, McMinnville, North

Marion, Lord, Perrydale, St Paul, Willamina, Yamhill Carlton School Districts; Juntos,

Unidos, and Boys & Girls Club community based organizations

4. Target Population: 5539 rural high school students and their families, rural high school

teachers

5. Services and Proposed Activities: expanding career and technical education dual credit

courses; developing hybrid CTE and combined school enrollment models; implementing

innovative technological improvements; enhancing advising and Bridge for transitions to

college; and providing teachers with effective technology and professional development.

6. Anticipated Results: 561 will earn college credit during high school education, 4000

families will receive information about dual credit opportunities and the transition to

college, 2,779 students will receive college going advising, career exploration, and

campus tours, 120 teachers will receive professional development.

7. Absolute Priorities Addressed: This project directly serves 13 school districts with

NCES locale codes of 32 or higher by providing culturally inclusive family outreach to

engage more students in dual enrollment, increase offerings for rural high schools and

expand the professional development of teachers.

8. Competitive Preference Priority Addressed: Yes. This project addresses the

competitive preference priority by leveraging existing relationships with multiple

supporting agencies and organizations to assist students in successfully completing

college credits and transitioning to higher education.

9. The project addresses all invitational priorities by increasing secondary students’

access to postsecondary education, supporting the development of academic programs

with Career Pathways and supporting transition from community college to a 4-Year

institution of higher education. The project increases targeted outreach, expands college

and career connections, and provides advising and connections to college support for

long term college success.
 Strengthening Guided Career Pathways

Abstract

Abstract

1. Applicant Institution: Voorhees University. 

2. Project Title: Strengthening Guided Pathways.

3. Proposed Partners: Workforce Development – South Carolina Works. Technical Colleges -

Denmark Technical College, Orangeburg-Calhoun Technical College, Technical College of the 

Lowcountry, Williamsburg Technical College, and York Technical College. High Schools - 

Allendale-Fairfax High School, Denmark-Olar High School, Barnwell High School, Calhoun 

County High School, Chester Senior High School, Great Falls High School, Lewisville High 

School, Colleton County High School, Wade Hampton High School, Ridgeland-Hardeeville 

High School, Bethune-Bowman High School, Branchville High School, Hunter-Kinard-Tyler 

High School, North High School, Edisto High School, Lake Marion Technical School, OC5 

Health Professions School, Orangeburg Wilkinson High School, C. E. Murray High School,

Hemingway High School, and Kingstree Senior High School. 

4. Target Population: 522 High School Students, 2,470 College Students. 

5. Services and Proposed Activities: Transition from High School to College, transfer from 2-

year institute to 4-year university, Dual Credits, Guided Pathways, Student Supports. 

6. Anticipated Results: Increase enrollment to 760 students, increase persistence to 91%, 

increase retention to 64%, 867 students gain an internship, co-op, or apprenticeship, increase 4-

year completion rate to 42%, and increase placement rate in career or graduate program to 87%.

7. Absolute Priorities Addressed: Yes. Absolute Priority 1- All 21 of the high schools, 

Voorhees University, and four of the five Technical Colleges are locale code of 32, 33, 41, 42, or 

43. Absolute Priority 2 –The addition of a High-School and Technical College Liaison with 

objective to increase enrollment of students in our service area who will develop a 

comprehensive plan to increase enrollment, enhance student readiness, and successful transition 

of incoming freshmen. The provision of dual credit courses increases the likelihood that a 

student will enroll in college. The provision of dual credit courses lowers the cost of college. 

Our objective to increase four-year completion will lead to quicker completion of college, saving 

the expense of a student’s fifth or sixth year. Dual credits can increase and speed the completion 

of college and can lead to a higher GPA and college success. Providing students with a welldefined, clearly articulated educational guided pathway increases the student interest, 

persistence, and probability of successfully completing a program of study. 

8. Competitive Preference Priority Addressed: Yes. A Technical College/High School 

Transition Specialist and Liaison and the Business & Workforce Development Liaison will focus 

on cross-agency coordination, community engagement to advance system change through the 

implementation of Guided Pathways. The Technical College/High School Transition Specialist 

and Liaison will develop and facilitate a seamless transition and integration process for incoming 

students. This liaison is responsible for fortifying existing partnerships and fostering new ones 

with regional Technical Colleges and High Schools. The Workforce Development the Business 

& Workforce Development Liaison will build, develop, and nurture relationships with regional 

employers and workforce development agencies; to include South Carolina Works (please see 

attached letter of support), to secure co-ops, internships, and apprenticeships. Through this 

collaboration the liaison will develop MOUs delineating the roles and responsibilities of the 

partnerships with businesses and workforce development. 

9. Invitational Priorities Addressed: Yes. Invitational Priority 1: A liaison will fortify existing 

partnerships and foster new ones with regional Technical Colleges and High Schools. 

Invitational Priority 2: Use of National Career Cluster Framework and Guided Pathways. 

Invitational Priority 3: The Technical College/High School Transition Specialist will facilitate a 

seamless transition and integration process for incoming students.
WIU Addressing Equity Gaps Among Rural Students (AEGARS) Abstract

Western Illinois University (WIU), located in Macomb, Illinois, proposes a project for Addressing 

Equity Gaps Among Rural Students (AEGARS)—a comprehensive Rural Postsecondary and 

Economic Development (RPED) project to promote rural students’ postsecondary success. 

Macomb is designated as “town remote” (Locale 33), and most of our students are from other rural 

districts, including our six partnering districts: Beardstown Community Unit School District 

(CUSD, 33), Galesburg CUSD (32), Macomb CUSD (33), Moline CUSD (13), Monmouth CUSD 

(32), and Rushville CUSD (33) (Absolute Priority (AP) 1). We have requested letters of support 

from the following local employers: Archer Daniels Midland (ADM); John Deere; the City of 

Macomb; NTN Bower; and Vibrant Credit Union. The target population includes secondary 

students in our region and all WIU students with a special focus on rural underserved students,

including Black, Latinx, undocumented, DACA, and first-generation students. The goal of 

AEGARS is to improve enrollment, retention, completion, and employment rates for our rural 

underserved students through activities that enhance equity and access to postsecondary education 

and career pathways. This will be accomplished through four objectives:

Objective (1) Increase enrollment rates for secondary students from 33% to 38%, including a 3% 

increase for rural underserved students by improving college readiness and access through crossagency coordination with rural Local Education Agencies and the implementation of evidencebased and culturally relevant pedagogies and programming (AP 1, AP 2, Competitive Preference 

Priority (CPP), Invitational Priority (IP) 1). This will be achieved by (1) promoting dual 

enrollment opportunities for rural districts, (2) hosting overnight summer camps for 100 eighthgrade students, (3) hosting parent workshops to reduce barriers to college, (4) hosting teacher and 

counselor workshops to promote college readiness, and (5) hosting principal and school board 

workshops to improve the college-going culture (Barnes & Slate, 2013; Conely, 2007). 

Objective (2) Increase first-year retention rates for all students from 59% to 65%, including a 3% 

increase for rural underserved students by improving support for incoming freshmen transitioning 

from rural high schools to a four-year institution through evidence-based activities and academic 

and career advising (AP 1, AP 2). We will achieve this by (1) developing a strategic plan for a 

holistic first-year retention model, (2) strengthening our peer mentorship program to support firstyear Black and Latinx students (3) implementing culturally relevant professional development, 

and (4) adding two new First-Year Advising positions (Altieri, 2019; Walters, 2003).

Objective (3) Increase third-year persistence rates among all students from 61% to 65%, including 

a 3% increase for rural underserved students by developing an evidence-based and culturally 

responsive persistence program (AP 1, AP 2). This objective will be achieved by (1) deploying a 

Latinx Taskforce to improve the sense of belonging and self-efficacy of underserved students and 

(2) developing a strategic retention plan for students of color (Gorski, 2018; Tinto, 2017). 

Objective (4) Increase post-graduation employment rates from 72% to 80%, including a 3% 

increase for rural underserved students by supporting workforce development and enhancing 

academic career pathways in rural culturally and linguistically diverse communities. (AP 1, AP 2, 

CPP, IP 2). Objective 4 will be achieved by (1) developing career pathway opportunities for 

students through career fairs, networking events, and direct connections with employer partners

and (2) increasing recruitment initiatives for our education career pathway (Credé et al., 2017; 

Crumb et al., 2022; Eskreis-Winkler et al., 2014).
U.S. DOE: FY2023 – Rural Postsecondary & Economic Development Program Application (RPED)

Application from the RF of SUNY at Alfred State (SUNY Alfred State College: ASC) -1-

ABSTRACT

The Degrees That Work Project will boost retention, performance, and post-completion 

employment for the target population of students from rural secondary schools across the 

Western and Southern Tier regions of New York. Implemented by SUNY Alfred State College 

of Technology (ASC), the only public college of technology in rural western New York State, 

the project is located in a rural campus setting and will also serve regional counties in which the 

majority of schools have rural codes, thus meeting both Absolute Priorities. (Note: The project 

will serve rural school districts in the following counties: Allegany County, NY (18 of 18 

schools have NCES locale codes of 33, 41, 42, 43), Cattaraugus County, NY (30 of 30 schools 

have NCES locale codes of 32, 33, 41, 42, 43), Steuben County, NY (26 of 34 schools have 

NCES locale codes of 32, 33, 41, 42, 43), and Potter County, Pennsylvania (10 of 10 schools 

have NCES locale codes of 42 and 43). 

This project also addresses the Competetive Preference Priority (“Strengthening Cross-Agency 

Coordination,” etc.) through partnerships and activities that involve Workforce Development and 

College Readiness. Through the former, the plan will prepare students for high-demand jobs 

through partnership with the Allegany County Industrial Development Agency; supporting the 

former, project partnerships with regional middle and high schools (including the Andover, 

Arkport, Canisteo-Greenwood, Hornell, Northern Potter, and Wellsville Central School Districts) 

as well as the Community Colleges of Appalachia (CCA), will offer early access to college 

preparation and career decision services. Additional ASC/partner activities include joint college 

prep and career exploration, ASC’s hosting of a conference focused on rural K-12 and 

postsecondary students’ college integration strategies, and partnering with CCA to provide oncampus training of the needs of rural students to ASC and K-12 faculty and staff. (Note: we 

request the additional 10 preference points for meeting the Competitive Priority.)

The project also addresses all three Invitational Priorities. For IP 1 (“Supporting Access,” etc.) 

the project will work with local rural school districts on dual- and early-enrollment activities, 

build a mobile learning lab, and offer joint career development projects in rural districts. IP 2 

(“Supporting... Career Pathways”) is met through the project’s plans for a Career Pathway focus 

within college resources, promotion of a “Stay for 4” plan to help push two-to-four-year 

academic plans for interested rural students. IP 3 (“Supporting Transition From Community 

College,” etc.) is met through our proposed Transfer Career Pathways Coordinator services, 

focused on regional community colleges with monthly visits, transfer fair attendance, articulation 

agreements and early transfer credit evaluation (pre-enrollment) for rural students. Our activities 

and strategies are supported by research including that from Rosecrance’s “Rural Appalachian 

High School Students’ College-Going and STEM Perceptions, favoring the link between career 

exploration and the entry to well-paying careers, as well as research from Tinto and Karp 

showing the need for and link to navigation assistance for at-risk students to college retention 

and completion. 

Among other project results, by the end of Year 4, ASC will engage 710 from rural schools in 

career exploration activities and events, 393 rural students will be enrolled, and ASC will retain 

73.5% of rural students from the Fall 2026 First Time-Full Time cohort. With a total request of 

$2,041,230 the Expenditure Per Student is $734.78.
Abstract

Project Name: On Ramp Appalachia (On Ramp)

Institution and Eligibility: Appalachian State University (App State) – IHE

Local Education Agency (LEA) Partners and designated NCES locale codes: Ashe County 

Schools (41), Burke County Schools (41), Clay County Schools (43), Graham County Schools

(43), Madison County Schools (41)

Institutions of Higher Education (IHE) Partners: A-B Tech Community College, Tri-County 

Community College, Western Piedmont Community College, Wilkes Community College 

State Agencies: North Carolina Department of Public Instruction (NC DPI), myFutureNC

National Organizations: Participate Learning, The Hunt Institute

Community-based Organization (CBO): High County Workforce Development Board

Grade Levels Served: 11th grade in high school through Sophomore in college (AA degree)

Priorities: Absolute Priority 1, Absolute Priority 2.b., Competitive Preference Priority

To address these priorities, On Ramp aims to drive success in college transitions by providing 

services and resources to rural students in western NC to enhance their college and career 

aspirations (CCA), college enrollment, and degree attainment. On Ramp will provide an 

individualized college and career transition program to underserved students in five rural NC 

districts including but not limited to students from low-income families and students of color. 

Five categories of collaborative partners will support students’ progression through key 

postsecondary milestones and transitions, ensuring systemic, well-rounded community buy-in 

and support (state agencies, national organizations, LEAs, IHEs, CBOs).

Project Goals: This project has three goals to align with these priorities: (1) developing a 

comprehensive and individualized college transition program to promote college access and 

workforce development for underserved students in rural areas, (2) assisting the students who do 

not have college and career plans to identify their pathway to college and careers, and (3)

increasing college persistence and completion rate.

Project Description: On Ramp’s scaffolded, individualized structure with four phases starts in 

the junior year (Phase 1) by providing scalable services to 1,977 rural 11th graders, customized 

to their interest. These services will be systematically directed to the most at-risk and 

underserved group of students by the end of the senior year (Phase 2), and then into community 

college (Phases 3 and 4). This results in a model that is not only systemic, but sustainable, and it 

ensures the greatest effort is targeted to the most at-risk students by providing the highest levels 

of support at the most opportune times. On Ramp’s intervention model consists of six services 

with the use of a multi-tiered system of support (MTSS) framework serving as the intervention 

foundation: (1) Junior Workforce Connections Breakfast, (2) Junior Workforce Classroom 

Visits, (3) Career Exploration Fast Lanes, (4) Intensive College and Career Advising, (5) 

Summer Bridge Program, and (6) Continued Postsecondary Support.

Research Applications: Two practice guides with moderate to strong evidence included in What 

Works Clearinghouse Reviewed Studies Database are used to help build a strong foundation for 

the project: (a) designing and delivering career pathways at community college and (b) effective 

advising for postsecondary students. These two guides provide evidence-based recommendations 

for On Ramp activities. On Ramp hypothesizes that the intervention with the use of MTSS as a 

prevention-based framework can enhance students’ postsecondary enrollment and completion. 

On Ramp aims to answer one primary research question by using logistic regression analysis: 

does On Ramp impact students’ college enrollment and completion rate when controlling for 

group (n = 1,977 experimental students, n = 1,977 control students), gender, and initial CCA?
1. Applicant institution - Northern Illinois University, Highland Community College, Regional 

Office of Education #8 

2. Project title – Room to Grow: A Partnership to Improve Education to Workforce Pathways 

for Students from Rural Communities in Northwestern Illinois 

3. Proposed partners for the purpose of meeting the priorities --NIU, HCC, ROE, ISAC, IL Ed to 

Career Success Network, P-20 Network, NWILED, Greater Freeport, high schools, Career 

Centers 

4. Target Populations- NIU Admin, Faculty & Students, HCC Admin, Faculty & Underserved 

Rural Students, ROE #8 Staff, High School – Admin, Staff & Rural Underserved Students 

5. Services and Proposed Activities – Employ collective impact across community partners for 

workforce development; Create comprehensive student supports system at HCC; Align faculty 

for guided pathways from High School (dual credit) to HCC to NIU; Implementation of High 

School College and Career Pathway Endorsements and PaCE College and Career Exploration 

Framework (to HCC and NIU); Deepen Diversity, Equity and Inclusion knowledge and 

application across all partners; Measure all impacts; Drive sustainability. 

6. Anticipated Results 

a. Increased rural postsecondary education access, affordability, completion, and post-enrollment 

success to and through HCC (Barnett, et al, 2012; What Works Clearinghouse, 2022) 

b. Strengthened cross-agency coordination/community engagement as a Leadership Community 

for systemic change and ensure sustainability (Illinois Ed to Career Success Network, 2023) 

c. Secondary students’ access to and preparation for postsecondary education by implementing 

PaCE Framework & Career Pathway Endorsements. (Boroch & Hope, 2009; Murphy et.al, 2010) 

7. Absolute Priorities Addressed: Yes to both 

Abs #1 – All high schools and HCC in the project are 32, 33, 41, 42, 43 

Abs #2- Attained through HCC Transitional instruction (access without dev ed), dual credit and 

Career Pathway Endorsements (affordability), guided pathways to and through (completion), 

HCC comprehensive support system including diverse student mentors (post-enrollment success) 

8. Competitive Preference Priority Addressed: Yes to both 

College Readiness – Illinois Student Assistance Commission, Illinois P-20 Network 

Workforce Development – Northwestern IL Economic Development and Greater Freeport 

Partnership (Chamber, Tourism, Main Street and Economic Development) 

9. Invitational Priority or Priorities Addressed: Yes to all three 

Inv #1 – The Illinois Student Assistance Commission and ROE will implement the 

Postsecondary and Career Exploration (PaCE) Framework for K-12 students 

Inv #2 – HCC and ROE will establish College and Career Pathway Endorsements (CCPEs) in all 

high schools– these require work-based learning, dual credit and internships/apprenticeships 

Inv #3 – HCC and NIU will create guided pathways (updated 2+2 agreements) in areas 

prioritized by the community as economic development careers in high-need, high-wage jobs 
Program Abstract - Morehead State University (KY) Level UP STEM project an RPED

FIPSE Grant

Project Overview - RPED funding will provide Morehead State University (MSU) with the

resources to implement a project that will serve both rural high school students and

postsecondary students with a career pathway into high-skill, high-wage, in-demand industry

sectors and occupations throughout rural Appalachian/eastern and northeastern Kentucky. The

project will assist high school students to enroll in college and provide internships and career

opportunities to postsecondary students.

The project addresses both Absolute Priorities (AP). In AP 1, all identified secondary schools

are located in NCES locale codes 32, 33, 41, 42, or 43. In AP 2 the project meets qualifying

items B, C, D, E, & F. The applicant, Morehead State University, is a rural Institution of Higher

Education (NCES locale code 33). The project addresses both parts of the Competitive

Preference Priority and 2 Invitational Priorities. Details of how the project meets absolute,

competitive, and invitational priorities can be found on pp 1-3 of the narrative & CPP 1-3.

The goals, objectives and outcomes are: Goal 1: To increase the number/percentage of rural

eastern Kentucky students who enroll in, persist and graduate with a college degree. Objective

1A:To provide college and career advising for 500 rural students to enroll in college. Outcome

1A: 80% of high school participants will successfully enroll in postsecondary education in the

Fall term following high school graduation. Objective 1 B: To provide college and career school

based or virtual sessions to high-school students to support them in pursuing a high skill/high

wage/in demand career as they transition to college. Outcome 1 B: 80% of high school

participants who enroll in postsecondary education will declare a major that supports a high-skill,

high-wage, in-demand career in the Fall following high school graduation. Goal 2: To develop a

pipeline of STEM career pathways for rural students through an internship program and career

competency program. Objective 2 A: To design and implement professional hands-on learning

opportunities that build on knowledge and skills in high-skill, high-wage, in-demand careers.

Outcome 2A: 90% of project participants who enroll at MSU will complete an internship or be

employed in a high-skill, high-wage career area. Objective 2 B: For students to attain

competency in essential career skills: communications, professionalism, critical thinking, and

teamwork. Outcome 2 B: 80% of participants who graduate from Morehead State University

will graduate with career skill distinctions recognized at commencement and noted on their

college transcript.

Proposed services and activities (overview): High School: college admissions and financial aid

information dissemination and application assistance, career exploration, wrap around services,

college and career visits and college orientation. Collegiate: career exploration, internships,

courses with career competencies, STAR method and career competency certification.
Rural Pathways to Success • Abstract

1. Applicant institution and partner institutions: University of Pennsylvania Graduate School of 

Education (Penn GSE), applicant; Partners: Thinkist PBC, various Intermediate Units across the 

state of Pennsylvania (which will help recruit rural districts and schools), and the Pennsylvania 

Department of Education, on behalf of their rural/remote schools.

2. Project title: Rural Pathways to Success

3. Proposed partners for the purpose of meeting the priorities: Penn GSE, Thinkist PBC

4. Target Population: Middle and high school students, grades 6-8 and 11-12 in rural Pennsylvania

5. Services and Proposed Activities: Recruit and train high-performing students in grades 11 and 12 

to serve as tutors to low-performing students in grades 6-8

6. Anticipated Results: 

Short-term Outcomes: Increase access to quality tutoring services for rural students; Provide 3 

hours of college credit for tutors successfully completing each level of tutoring (I and II); 

Promote equitable learning spaces by applying socioemotional learning techniques and 

monitoring their impact on students’ experience; Increase middle school students’ self 

confidence in math; Ensure effective implementation and continuous improvement of the Rural 

Pathways to Success program. 

Intermediate Outcomes: Tutors and tutees develop improved critical thinking and problemsolving skills; Students demonstrate higher achievement in math, as measured by grades, 

standardized assessments, and/or ACT/SAT; Improved social emotional learning outcomes, e.g. 

confidence. 

Long-term Outcomes: Increase the number of rural students enrolled in postsecondary 

education within 2 year of high school graduation; Tutors and tutees are competent and 

confident in their abilities and careers, and aid in the growth and development of their 

communities; Students pursue more careers requiring math, e.g. business and STEM; Students 

pursue more teaching careers; return to their communities to teach, closing of equity gaps in the 

education profession; Development of impactful connections between schools: tutors, tutees, 

educators, and others who use the program.

7. Absolute Priorities Addressed: Yes – AP1 – Rural Applicants: Project participants will be drawn 

from multiple districts and schools with locale codes of 32, 33, 41, 42, and 43. All project activities 

will take place online (with some optional in-person activities) to facilitate remote participation. 

AP2: Increasing Postsecondary Education Access, Affordability, Completion, and PostEnrollment Success: Penn GSE will provide 3 college credits to all high school students (tutors) 

who complete Level I of the Thinkist tutoring training and performance. The program will also 

provide two online college readiness and preparation activities each semester (spring and fall) 

throughout the funding period, accessible to all rural students across the state.

8. Competitive Preference Priority Addressed: Yes - Strengthening Cross-Agency Coordination 

and Community Engagement To Advance Systemic Change – The full program will engage 

Penn GSE and partner institutions as described in #1, above.

9. Invitational Priority or Priorities Addressed: Yes - IP 1: Supporting Secondary Students To 

Access Postsecondary Education - Through its focus on training and supporting 1,840 peer tutors

in grades 11 and 12 to impact 3,680 tutees in grades 6-8 and an additional 16,000 rural secondary 

school students across rural Pennsylvania, Rural Pathways to Success is designed to provide longterm academic relationships and exposure to postsecondary opportunities to students as early as 

middle school to support them through their transition to high school and then to postsecondary 

education. The entire project is grounded in evidence-based instructional approaches and supports, 

including expanded learning time. 
ABSTRACT

The Elizabethtown Community and Technical College (ECTC) Advanced Manufacturing 

Accelerator Project (AMAP) grant aimed at promoting career opportunities in high-demand, 

high-wage jobs, specifically positions in advanced manufacturing. The project staff will work 

with middle schools, high schools, adult learners, community leaders, economic development 

organizations, and beyond to foster education and engagement opportunities to learn about the 

current manufacturing environment. This project recognizes the importance of improving the 

skills in this field to drive economic growth in rural communities. By providing targeted 

resources, educational programs, and industry partnerships, the grant aims to accelerate the 

development of a qualified and competitive workforce and improve a skilled pipeline for the 

current shortage and make improvements for both the short-term and long-term.

The project’s primary objective is to increase education and awareness and engagement among 

learners about the diverse and promising career pathways available in advanced manufacturing. 

Through strategic collaborations with local school districts in Breckinridge, Grayson, Larue, 

Marion, Meade, Nelson, and Washington Counties, industry partners, economic development 

partners, and community organizations, the grant will implement a comprehensive approach to 

career exploration and preparation. This includes the delivery of specialized curricula, more dual 

credit opportunities, hands-on training programs, job shadowing opportunities, internships for 

students, externships for teachers and staff, and summer programming opportunities.

Furthermore, the AMAP seeks to address the unique challenges faced by rural communities in 

accessing advanced manufacturing employment. It aims to bridge the gap by leveraging 

technological advancements such as exposure to real-world workplace environments, 

internships, and apprenticeship programs. These experiential learning opportunities will enhance 

their skills, increase their employability, and strengthen the overall talent pipeline for the 

manufacturing sector in rural areas.

The anticipated outcomes of the AMAP include increased enrollment in ECTC’s advanced 

manufacturing programs, increased retention in the advanced manufacturing programs, increased 

academic achievement with completion of a certificate, diploma, associate degree, or transfer to 

a 4-year institution, and ultimately a successful job placement in manufacturing. The project’s 

success will be measured through data-driven metrics, including learner participation rates, skill 

development, and employer and student satisfaction.

Overall, the ECTC AMAP aims to revolutionize rural postsecondary economic development by 

providing middle schools, high schools, and adult learners with the necessary resources and 

opportunities to excel in advanced manufacturing careers. By nurturing talent, fostering industry 

partnerships, and empowering rural communities, the project seeks to drive economic growth, 

create sustainable jobs, and enhance the overall prosperity of rural communities in our region. 
Big Sandy Community & Technical College RPED 

Abstract 

1. Institution: Big Sandy Community & Technical College (BSCTC), 1 Bert Combs Drive, 

Prestonsburg, Kentucky 41653 (Town: Remote). 

2. Project title: Coaching, Advising, and Resources for Educational Success (CARES) Center(s) 

and Pathways, Access, Support, and Success (PASS) Initiative. 

3. Proposed partners: AppalRed Legal Aid, the Christian Appalachian Project, East Kentucky 

Concentrated Employment Program (EKCEP), Goodwill Industries of Kentucky, Mountain 

Comprehensive Care, and Shaping our Appalachian Region (SOAR). 

4. Target Population (e.g., faculty, staff, students): The target population for this project 

includes all students at BSCTC, with a particular focus on first-time, full-time credential-seeking 

students entering in the fall of 2023 and high school seniors with prior college credit (dual credit) 

through the PASS Initiative. 

5. Services and Proposed Activities: BSCTC proposes to restructure its current student advising 

structure by reimagining the role of advisors and implementing strategies to support students in 

navigating their chosen pathways effectively. BSCTC will utilize RPED funding to transform its 

advising structure by implementing Guided Pathways, which involves reimagining the role of 

advisors and providing effective strategies to support students in their chosen pathways. The key 

activities under the CARES Center(s) include forming student learning and advising 

communities for eight career pathways, implementing career-focused, case-managed intrusive 

advising and faculty co-advising strategies, developing a wraparound service hub within the 

CARES Center(s), establishing career-focused outreach connections and transition services 

through the PASS initiative, leveraging Handshake®, community resources, and job fairs to 

create student-centered employment services, and collaborating with employers, industry 

partners, and community organizations to provide students with career development 

opportunities. 

6. Anticipated Results (e.g., learning outcomes) and citations: BSCTC aims to improve 

college access, increase student persistence, enhance course completion rates, and ultimately 

boost overall student graduation rates in the five-county service area. The focus will be on 

creating pathways, facilitating transfers, and establishing community partnerships that align with 

BSCTC's vision for rural students in the eastern Appalachian region. 

7. Absolute Priorities Addressed: Yes – focused on rural students' postsecondary access, 

affordability, completion, and employment or transfer. 

8. Competitive Preference Priority Addressed: Yes - includes interagency and community 

engagement. 

9. Invitational Priority or Priorities Addressed: Yes – includes high school outreach focused 

on transitioning to postsecondary education (Priority #1), creating a career pathway advising 

structure (Priority #2), and supporting employment and transfer advising (Priority #3).
Athens State University All Roads Lead to Athens

June 2020

Abstract

Many rural students in North Alabama face challenges in accessing postsecondary education and 

high-paying careers. As part of its efforts to increase access to educational and career 

opportunities for rural students in North Alabama, Athens State University proposes the All 

Roads Lead to Athens project (ARLTA) to meet the needs of its rural students. The project aims 

to increase access to postsecondary education and high-quality career tracks for rural students in 

the area. This project will leverage instructional technology, comprehensive wrap-around student 

support, and innovative educational outreach strategies to provide rural students with flexible 

and accessible learning opportunities to help them to succeed in postsecondary education and 

high-paying careers. Through partnerships with school counselors, community colleges, and 

community partners, ARLTA proposes to impact over 5,000 rural secondary, community 

college, and adult learners. Included in the proposal are well-defined timelines for 

implementation, reporting structures, and data collection methods which will document how well 

Athens State achieves its project goals and which project components were the most impactful 

on increasing the recruitment, retention rates, and graduation rates of rural students.
Hazard Community and Technical College

Guided Pathways to Success: Check Your GPS

Abstract

1. Applicant institution: Hazard Community and Technical College 

2. Project title: Guided Pathways to Success: Check Your GPS

3. Proposed partners for the purpose of meeting the priorities: Schools: Breathitt County, 

Breathitt County ATC, Buckhorn, Cordia, Hazard Ind, Jackson City, Knott County, Knott 

County ATC, Lee County, Lee County ATC, Leslie County, Leslie County ATC, Owsley 

County, Perry County, Red Bird Mission, Wolfe County. EKCEP, Inc., LKLP, CAC, Inc., 

Kentucky Higher Education Assistance Authority, Family Resource and Youth Service Centers, 

four-year educational institutions, Commonwealth Education Opportunity Center, and 

Department of Education’s Upward Bound and Gear Up Programs.

4. Target Population 1,350 9th-12th graders and 165 fully online first-time students. 

5. Services and Proposed Activities: HCTC will implement a secondary to post-secondary 

transition program including Dual Credit Hubs at each high school and area technology center 

consistently staffed by HCTC dual credit staff including new college navigators which will 

provide clear guided pathways, assist with connecting students to tutoring through our success 

zone, access to credit bearing academic courses, provide college, career, and civic preparation 

services, including transfer, and offer HCTC Promise and other scholarship opportunities. 

Additionally, HCTC will implement an online support system which will provide wrap-around 

services, incentives, tutoring, and focused intrusive coaching and advising for online students. 

Through cross-agency coordination listed above, HCTC will provide targeted students with 

access to workplace and civic preparation and skills training. HCTC will deliver professional 

development for faculty and staff focused on the unique needs of rural students including dual 

credit, online retention best practices, pedagogy, and transfer.

6. Anticipated Results (e.g., learning outcomes) and citations: Increase dual credit senior 

matriculation to HCTC from 33% to 50% in four years. Decrease the number of high school 

graduates who do not attend any post-secondary institution from 51% (145/282) to 40% over 

four years. Increase fall to spring retention for online-only first-time students from 61% to 67% 

over four years. (years 2-4) Increase three-year completion rates of the Fall 2023 first time 

online-only cohort from 33% (Fall 2019 baseline) to 36% in Fall 2026; and Fall 2024 first time 

online-only cohort from 36% to 39% in Fall 2026.

7. Absolute Priorities Addressed: AP1 - All schools are rural. AP2 – Affordable and 

accessible options for underserved rural students providing retention supports with 

individualized attention and career readiness including internships and apprenticeships.

8. Competitive Preference Priority Addressed: Yes, HCTC will partner with its Workforce 

Investment Partner and the local community action council to support college and workforce 

readiness.

9. Invitational Priorities Addressed: IP1 – Yes, Secondary to Post-secondary Transition

activities including transfer to four-year institutions. IP2 – Yes, Strong partnerships with 

Workforce, social support non-profits and employers. IP3 – Yes, UCM supporting transfer to 

four-year colleges and universities in collaboration with dual credit and CEOC. 
ABSTRACT

Columbia State Community College (CSCC), a public two-year college in southern Middle 

Tennessee serving eight rural counties, with campuses located in four of the counties. Maury 

County is one of the eight rural counties and is the home of the Columbia campus for CSCC. 

Columbia State proposes to serve Maury County Public Schools (MCPS), NCES District ID 

4702760, which has a locale code of 41. Targeted schools include three high schools and three 

rural K-12 unit schools, all with a qualifying locale code: Columbia Central High School (32), 

Spring Hill High School (41), Culleoka Unit School (42), Mt. Pleasant High School (32), 

Hampshire Unit School (42), and Santa Fe Unit School (42). MCPS has no federal or state 

supported college access programs. 

CSCC’s overall goals are 1) Increase enrollment, persistence, and retention from underserved 

populations at targeted schools, and 2) Increase the number of underserved student populations 

from targeted schools entering the workforce after completing high school or an AAS degree, 

certificate or diploma. Project objectives are:

Objective 1: By September 30, 2027, increase underserved populations college-going rate from 

targeted high schools by 25%. 

Objective 2: By September 30, 2027 decrease the number of underserved students from each 

targeted school earning zero credit hours in the first semester by 25%. 

Objective 3: By September 30, 2027, increase student semester by semester (fall-to spring) 

persistence rate by 25%. 

Objective 4: By September 30, 2027, increase student retention (fall-to-fall) of underserved 

population from targeted schools by 25%. 

Objective 5: By September 30, 2027, increase degree or certificate completion rates of 

underserved students from targeted schools by 15%. 

Objective 6: By September 30, 2024, establish a baseline number of students from underserved 

populations from targeted schools entering the desired career field. 

Objective 7: By September 30, 2027, increase the number of underserved populations from 

targeted schools having work-based experiences by 25% 

Columbia State is requesting $2,007,255 over four years in federal funding from the Rural 

Postsecondary and Economic Development program to support the following tasks and methods: 

Employ RPED Project Director and Staff and implement project; Monitor college-going, 

retention, persistence, and completion rates; Implement structure pathways for individualized 

student planning for post-secondary entry; Enroll all underserved populations in at least one dual 

enrollment course; Provided opportunities to participate in college visits, summits, and career 

exploration; Coordinate orientation and registration events for targeted graduates; Remain a 

resource for wrap-around post-secondary supports until completion and/or transfer; Assign a care 

team for each student attending CSCC and partner institutions; Provide career assessments prior 

to high school and college graduation; Establish job shadowing and internship opportunities to 

both secondary and post-secondary students; Provide speakers’ bureau of industry-aligned 

speakers and job-site visits to secondary partners; Coordinate job searches, resume and 

interviewing skill building for both secondary and post-secondary students; Coordinate career 

and job fairs; and Enhance job placement postings through Handshake.

Both Absolute Priorities are met, and the Competitive Preference Priority is addressed.
Vermont State University ROAD to Success Randolph, VT

Abstract

1) Applicant Institution: Vermont Technical College - becoming Vermont State University

(VTSU) through a merger with Castleton University, Northern Vermont University, and 

Vermont Technical College on July 1, 2023

2) Project Title: Rural Opportunity and Development [ROAD] to Success.

3) Partners: Vermont Agency of Education, Community College of Vermont (CCV), Vermont 

Student Assistance Corporation, TRIO Student Support Services and McNair Scholars programs, 

Vermont State University (VTSU) Workforce, Community & Economic Development, Center 

for Teaching and Learning Innovation, and Office of Career Development and Innovation.

4) Target Population: Vermont is the most rural state in the United States, according to the 

2020 Census, with 65% of the population living in rural areas. The ROAD to Success project will

serve rural Community College of Vermont transfer students and VTSU undergraduates from 

rural Vermont high schools at four rural campuses: Castleton, Johnson, Lyndon, and Randolph.

5) Services Provided and Proposed Activities: 1) CCV transfer students from rural campuses 

will have new flexible career pathways to high-wage and high-need occupations, success

advising, 24/7 remote tutoring, access to paid experiential learning, assistance with college, 

financial aid, and scholarship applications, and technology to enroll in credit-bearing

hybrid/online courses at VTSU. 2) VTSU undergraduates at any of our four rural campuses will 

have new flexible career pathways to high-wage and high-need occupations, success advising, 

24/7 remote tutoring, career development, and access to paid experiential learning opportunities, 

particularly for in-demand industry sectors and occupations in Vermont. 3)VTSU faculty and 

staff will have access to professional development designed to meet the needs of rural students 

and increase faculty and staff skills in creating digitally accessible, flexible, hybrid and/or online 

courses and programs for students.

6) Anticipated Results: As a result of ROAD to Success, rural student participants will 

experience increases in structured career pathway options, flexible courses and credentials, paid 

career engagement activities, and retention and graduation rates. Additionally, the Vermont 

economy will experience increases in skilled workforce for high-need occupations.

7) Absolute Priorities: 1) Yes, VTSU is uniquely accessible to rural students on five campuses, 

four of which are located in rural areas and the majority of Vermont high schools and CCV 

campuses are located in rural areas as defined by NCES Locale Codes 32, 33, 41, 42, and 43. 

2) Yes, ROAD to Success will address Absolute Priority 2 areas (a), (b), (c), and (d).

8) Competitive Preference Priority: Yes, VTSU ROAD to Success will address the CPP: 

Strengthening Cross-Agency Coordination and Community Engagement to Advance Systemic 

Change to address college readiness and workforce development.

9) Invitational Preference Priority: Yes, VTSU ROAD to Success will address IP 2: Supporting 

the Development of Academic Programs with Career Pathways and 3: Supporting Transition 

from Community College to a 4-Year Institution of Higher Education.
Applicant Institution: University of Pittsburgh

Project Title: Partners for Rural Student Success Impact and Mobility (PRSSIM) Project

Proposed Partners:

University of Pittsburgh: Office of Admissions and Financial Aid, Office of the Provost, and Pitt 

Information Technology; Bradford, Greensburg, and Johnstown Regional Campuses

Local Education Agencies (LEAs): McKean County- Bradford Area, Kane Area, Otto-Eldred, 

Port Allegany, Smethport Area; Cambria County- Cambria Heights, Central Cambria, 

Conemaugh Valley, Forest Hills, Glendale, Northern Cambria, Portage Area; Westmoreland 

County- Yough; Bradford County- Athens Area, Canton Area, Northeast Bradford, Sayre 

Area, Towanda Area, Troy Area, Wyalusing Area; Beaver County- Blackhawk, Riverside 

Beaver County, Rochester Area, South Side Area, Western Beaver County

Target Population: Rural low-income, first-generation Pennsylvania students from above LEAs

Services and Proposed Activities: The Pitt PRSSIM Project will take a three-point approach to 

improve student success and completion rates of rural students through the development of highquality career pathways aligned with in-demand occupations in PA: 1) admissions recruitment 

and pre-college programming, 2) student success resources for rural students (internships, 

mentoring, online tutoring, academic coaching, academic success workshops, career prep, 

financial literacy, cohort programs, and cultural programming, and 3) scaling technology

resources (degree and career exploration tools, mentoring platform, and certificate building).

Anticipated Results and Objectives:

Objective 1: Number of Rural 

Students Served

250 rural students will participate in pre-college 

programming and 650 in student success resources 

each year

Objective 2: Increased College 

Enrollment of Rural Students

Increase in college enrollment of rural students across 

all of Pitt campuses to 22% over grant cycle

Objective 3: Increased Rural College 

Student Retention

Increase in rural student retention (fall to fall) across 

all Pitt campuses to 89.3% over grant cycle

Objective 4: Increased Rural College 

Student Completion

Increase in rural student 4-year graduation rates across 

all Pitt campuses to 65.1% over grant cycle and;

Increase in rural student 6-year graduation rates across 

all Pitt campuses to 73.1% over grant cycle

Objective 5: Increased Rural College 

Student Attainment of Internships 

Increase the number of rural students who obtain a

paid internship by 25 each year 

Absolute Priorities Addressed: Yes

1. The Bradford (UPB) regional campus is an institution of higher education with rural campus 

setting (Town Remote 33); we also propose to recruit students with a concentrated effort in 

the LEAs of rural locale noted above across the commonwealth of Pennsylvania. 

2. The project will increase postsecondary access, affordability, completion, and success for 

underserved rural, first-generation, and low-income students by addressing areas: b, c, d, e, f

with a focus on “academic coaching.”

Competitive Preference Priority Addressed: Yes; The project will take a systematic evidencebased approach to improving outcomes for underserved rural, first-generation, and low-income 

students in coordinating efforts with state, local and community organizations that support 

students to address both college readiness and workforce development. 

Invitational Priority Addressed: No

PITT PRSSIM PROJECT: RPED GRANT PROGRAM ABSTRACT
Pathways to Opportunity i

Abstract

Applicant: Heritage University Project Title: Pathways to Opportunity

Partners: Yakama Indian Nation, Local Healthcare Providers, Workforce/Economic 

Development agencies, University of Washington GEAR UP, 8 small rural and high-poverty

school districts, 1 BIE Tribal School and community organizations.

Target Population: American Indian Native, Immigrant, Hispanic, Farmworker, low-income

and first-generation high school, and college students. This includes reaching out to 7,384 

students in the 8 high schools and 1 BIE Tribal School and training 240 nurses over the grant 

period.

Services and Activities: Recognizing the critical shortage of nurses in our rural communities, this 

pathway aims to increase the number of trained diverse nurses. Using a Grow Your Own model,

the project will reach out to local diverse high school students, prepare them for college, recruit 

them in the university’s nursing program and assist them in entering the workforce in high-wages

and the high in-demand nursing local workforce.

We propose developing a career and college readiness pathway with various services, including 

dual enrollment, SAT/ACT prep, workshops, tutoring, financial aid guidance, mentoring, advising, 

and STEM summer bridge programs. We'll collaborate with our University of Washington GEAR 

UP partner and workforce partners. At our university, students will receive support from 2 Case 

Managers who offer NCLEX prep, advising, coaching, mentoring, career guidance, tutoring, time 

management workshops, placements, internships, and campus supports to ensure retention and 

graduation.

Anticipated Results: Our outreach efforts in the high schools will identify and support students 

interested in the nursing profession, guide and prepare them for college. The students that enroll in 

the university’ nursing program and graduate will fill the workforce nursing needs of local 

healthcare providers and school districts. In the next 5 years, they need to hire 1,132 nurses and an 

additional 1,185 nurses within four healthcare partner organizations on the west side of Washington.

Competitive Preference Priorities 1: We are addressing this priority by engaging numerous 

partners in providing a range of College Readiness activities in the high schools. We are also 

providing a range of Workforce Development career employment and placement services at the 

university by project personnel.

Absolute Priority 1 & 2 being addressed: All target communities, schools and IHE are designated 

as rural by NCES locale codes: Mt. Adams (42), Toppenish (32), Yakama Tribal School (32), 

Grandview (32), Granger (32), Sunnyside (32), Wahluke (41), Wapato (41), Royal (43). Heritage 

University (IHE) is designated as Rural: Fringe by NCES College Navigator. Services to be 

provided will lead to increased postsecondary local accessibility, affordability, and enrollment in 

the university’s nursing degree program.

Invitational Priority 1, 2 & 3 being addressed: The project will provide a range of services from

secondary to postsecondary to the workforce (job placement). This will include working with 

community colleges to have their students transfer to our 4-year nursing program.