U.S. DEPARTMENT OF EDUCATION

Background

The Ronald E. McNair Postbaccalaureate 

Achievement (McNair) Program is one of the 

U.S. Department of Education–funded TRIO 

Programs, a group of eight outreach programs 

designed to support and assist students from 

disadvantaged backgrounds to progress through 

the academic pipeline from middle school to 

attainment of a postbaccalaureate degree.

The McNair Program funds four-year 

postsecondary institutions to increase the 

number of doctoral degrees earned by students 

from underrepresented populations. Institutions 

work closely with McNair participants as they 

complete their undergraduate requirements to 

encourage them to enroll in graduate programs 

and to track their progress through to the 

successful completion of advanced degrees. 

The fi rst McNair grantees were funded in 

1989, with grant competitions currently held 

every four years. All grants are awarded on a 

four-year cycle, except for the institutions that 

score in the top 10 percent of each competition. 

These grants are awarded for fi ve years.

Data Sources

Grantees funded by the McNair Program are 

required to submit an annual performance 

report (APR) on the activities conducted 

during the academic year (from September of 

the current year to August of the next year). 

Some of the data presented in this document 

are based on APRs from both the current 

(2003–07) and the previous funding cycles 

(1999–2003). Sixteen of the grantees funded 

Contents

1 Background

2 Program Funding

2 Characteristics of 

McNair Grantees

3 Characteristics of Active 

Program Participants

4 Program Services

4 Program Outcomes

under the previous cycle were discontinued 

in the current cycle and thus data are not

available for them from any part of that cycle. 

As a result, measures such as the percentage of 

participants who received a bachelor’s degree 

in academic year 2002–03 and enrolled in 

a graduate program in the fall of academic 

year 2003–04 were underestimated. While 

the bachelor’s degree recipients from these 

discontinued grantees were counted as the 

cohort eligible to enroll in a graduate program, 

the enrollment status of these participants was 

not reported in the following year. Furthermore, 

the 2003–04 APR was substantially revised to 

improve data collection. More than 20 new 

data fi elds were added and the defi nitions of a 

few existing data fi elds were revised. Some of 

the fl uctuations in the trend data may refl ect 

these revisions in the APR.

Future Reporting

This document highlights the key characteristics 

of the McNair Program, its grantees, its 

student participants, and the participants’ 

academic achievements as reported in the 

APR through the 2004–05 reporting year. 

Reporting year 2003–04 was the beginning of 

a new four-year funding cycle (2003–07) for 

the McNair Program. When the four-year cycle 

is completed, the TRIO Programs will prepare 

a more extensive report, which will cover the 

entire funding cycle from 2003 through 2007 

as well as comparison data from the last years 

of the previous program cycle.1

Ronald E. McNair Postbaccalaureate 

Achievement Program:

2002–05 Facts and Figures at a Glance

1

 Reports from previous 

funding cycles: U.S. 

Department of Education, 

Offi ce of Postsecondary 

Education, A Profi le of 

the Ronald E. McNair 

Postbaccalaureate 

Achievement Program, 

1997–98 Through 

2001–02, Washington, 

D.C., 2005; and A 

Profi le of the Ronald E. 

McNair Postbaccalaureate 

Achievement 

Program:1999–2000, 

Washington, D.C., 2002
Ronald E. McNair Postbaccalaureate Achievement Program: 2002–05 Facts and Figures at a Glance

2

Table 2. Number and percentage of McNair grantees and participants for the new 2003–07 cycle, continuing from 

the 1999–2003 cycle, and discontinued in the 2003–07 cycle

Project continuation status Number Percent Number Percent

New granteesa

 39 21.8 d 828 4.0 f

Continuing granteesb 140 78.2 19,984 96.0

Discontinued granteesc

 16 10.3 e 1,624 7.5 g

SOURCE: Data from the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program annual performance 

reports, 2002–03 and 2003–04.

a

New grantees joined the McNair Program for the fi rst time in the 2003–07 funding cycle and were not in the 1999–2003 funding cycle.

b

Continuing grantees received funding in both the 1999–2003 and the 2003–07 funding cycles.

c

Discontinued grantees received funding in the 1999–2003 funding cycle but did not receive funding in the 2003–07 funding cycle.

d

The percentage is based on the number of new grantees (39) divided by the sum of new (39) and continuing grantees (140).

e

The percentage is calculated by dividing the number of discontinued grantees (16) by the total number of grantees funded in the 1999–2003 funding cycle 

(156).

f

The percentage is calculated as the number of participants from new grantees (828) divided by the sum of participants from new (828) and continuing grantees 

(19,984).

g

The percentage is calculated as the number of participants from discontinued grantees (1,624) divided by the sum of participants from discontinued (1,624) 

and continuing grantees (19,984).

Grantees Participants

Program Funding

The total program funding increased from $38.4 million in 

2002–03 to $42.1 million in 2004–05. The number of grantees 

also increased from 156 in 2002–03 (last year of the 1999–2003 

funding cycle) to 179 in 2003–04 (fi rst year of the current 

funding cycle). (See Table 1.)

In the 2003–07 funding cycle, 22 percent of grantees were 

new and 78 percent had received funding in the 1999–2003 

funding cycle. In addition, 10 percent of the grantees funded 

in the previous cycle did not receive funding in the 2003–07 

funding cycle. (See Table 2.)

Characteristics of McNair Grantees

The distribution in the type of institution and minority status 

participation among the grantees remained stable between the 

two funding cycles. In both funding cycles, 78 percent were 

public four-year institutions and 22 percent were private fouryear institutions. The majority of grantees (82 percent) were 

non-minority institutions, while 8 percent were Historically 

Black Colleges and Universities and 10 percent were HispanicServing Institutions. (See Table 3.)

Table 1. McNair Program funding, by number of grantees funded, number of participants funded to serve, average 

project award, amount per participant funded to serve, and average number funded to serve: 2002–03, 

2003–04, and 2004–05

Funding profi le 2002–03 2003–04* 2004–05

 Total program funding $38,357,300 $41,885,612 $42,092,721 

Number of grantees funded 156 179 179

Number of participants funded to serve 3,738 4,248 4,256

Average project award $245,880 $233,998 $235,155 

Amount per participant funded to serve $10,261 $9,860 $9,890 

Average number of participants funded to serve 24 24 24

SOURCE: Data from the program fi les of the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program 

annual performance reports, 2002–03, 2003–04, and 2004–05.

*The McNair Program began a new four-year funding cycle in 2003–04, which goes through 2007.

Program year
Ronald E. McNair Postbaccalaureate Achievement Program: 2002–05 Facts and Figures at a Glance

3

Characteristics of Active Program Participants2

The distribution of active participants by gender, eligibility, and 

race/ethnicity remained relatively unchanged from 2002–03 

to 2004–05. At least two-thirds of active participants were 

female, over two-thirds were low-income and fi rst-generation, 

and less than one-third were from underrepresented groups. 

Over 40 percent of the participants were African-Americans 

and about one-quarter of the participants were Hispanics. 

(See Table 4.)

Table 4. Percentage of McNair active participantsa, by select characteristics: 2002–03, 2003–04, and 2004–05

Participant Characteristics 2002–03 2003–04b 2004–05

Gender

Female 67.3 68.1 68.2

Male 32.7 31.9 31.8

 Total 100.0 100.0 100.0

Eligibility status

Low-income and fi rst-generationc

 69.6 71.2 71.3

Underrepresented minoritiesd

 30.4 28.8 28.7

 Total 100.0 100.0 100.0

Race/ethnicity

American Indian/Alaska Native 3.9 2.8 3.0

Asian 4.6 5.1 4.9

Black/African-American 45.0 44.5 43.3

Hispanic or Latino 26.0 23.9 24.1

White 17.2 20.9 21.2

Native Hawaiian or other Pacifi c Islander 1.1 0.7 1.0

More than one race 2.2 2.1 2.4

 Total 100.0 100.0 99.9

SOURCE: Data from the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program annual performance 

reports, 2002–03, 2003–04, and 2004–05.

NOTE: Percentages may not sum to 100 due to rounding.

a

Active participants are defi ned as students who received McNair services in the reporting year.

b

The McNair Program began a new four-year funding cycle in 2003–04, which goes through 2007.

c

A low-income participant is defi ned as a participant whose family’s taxable income did not exceed 150 percent of the poverty level in the calendar year 

preceding the year in which the individual initially received services. A fi rst-generation college student is defi ned as a student from a family in which neither 

parent (whether natural or adoptive) received a baccalaureate degree or a student who, prior to the age of 18, regularly resided with and received support from 

only one natural or adoptive parent and whose supporting parent did not receive a baccalaureate degree.

d

Underrepresented McNair participants are defi ned as African-American, American Indian/Alaska Native, Hispanic or Latino, and Native Hawaiian or other Pacifi c 

Islander.

Program year

Table 3. Percentage of McNair grantees, by type and control of institution and minority-serving status: 1999–2003 

and 2003–07*

Institution characteristics 1999–2003 2003–07*

Type and control of institution

Public four-year 78.2 78.2

Private four-year 21.8 21.8

 Total 100.0 100.0

Minority-serving status

Historically Black Colleges and Universities 8.3 7.8

Hispanic-Serving Institutions 10.3 10.1

Non-minority status institutions 81.4 82.1

 Total 100.0 100.0

SOURCE: Data from the program fi les of the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program 

annual performance reports, 2002–03, 2003–04, and 2004–05.

*The McNair Program began a new four-year funding cycle in 2003–04, which goes through 2007.

Funding cycle

2Active participants are defi ned as students who received McNair 

services in the reporting year.
Ronald E. McNair Postbaccalaureate Achievement Program: 2002–05 Facts and Figures at a Glance

4

Figure 1. Percentage of McNair active participants, by select program services: 2004–05

SOURCE: Data from the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program annual performance 

report, 2004–05.

Percent participating

Program services

0

20

40

60

80

100 89.9 89.4 87.2

80.0 78.1 77.6

72.2 72.1

66.6 65.1 64.5 63.3

41.4

29.6

CounselingSeminars/WorkshopsMentoringAdmission assistancePresentationsGraduate school visitsInternshipsConferencesCulturalFinancial aid assistanceTest preparationResearchTutoringTeaching

Program Services

In 2004–05, program grantees offered a variety of activities to 

assist participants with entering and completing doctoral study. 

Close to 90 percent of active participants received academic 

counseling and mentoring and participated in various seminars 

and workshops. About 80 percent of active participants received 

assistance in applying to graduate school and in applying for 

fi nancial aid. Other activities, such as test preparation, graduate 

school visits, and research activities, were also commonly used 

among active participants. (See Figure 1.)

Program Outcomes

The goal of the McNair Program is to assist and support lowincome, fi rst-generation college students and those from groups 

underrepresented in pursuing doctoral studies. Enrolling in 

graduate school is a milestone in attaining that goal. Two 

empirical measures were used to calculate the percentage of 

bachelor’s degree recipients who enrolled in graduate school 

immediately after their graduation.

First Measure

The fi rst measure used two APR data fi elds, enrollment status 

(enrolled in postsecondary education) and college grade level 

(current college grade level at the end of the academic year), 

to defi ne graduate school enrollment. As illustrated in Figure 

2, this rate increased from about 40 percent for students who 

graduated from an undergraduate program in 2000–01 to over 

52 percent for students who graduated from an undergraduate 

program in 2003–04.

Second Measure

The enrollment status fi eld was one of the data fi elds redefi ned 

in the 2003–04 APR. To minimize reporting error introduced 

by this change, the second measure defi ned graduate school 

enrollment on the basis of college grade level only. Enrollment 

based on this measure, reported in the Government Performance 

and Results Act (GPRA) requirements, increased from about 

40 percent for participants who graduated in 2000–01 to 

about 57 percent for participants who graduated in 2003–04 

(see Figure 3).

For both measures used to defi ne graduate school enrollment, 

the largest increase was found for participants who graduated 

in 2003–04. The result was affected by transition to a new 

funding cycle. Excluding the discontinued grantees from the 

2002–03 cohort would reduce the increase by nearly onethird. Furthermore, the result could also be confounded by the 

redesigned APR, and by a new procedure, fi rst implemented 

with the 2003–04 APR, that asks grantees to update and resolve 

data problems found by the Federal TRIO Programs. When 

they become available, the 2005–06 APRs will show whether 

the observed increases in the graduate school enrollment rates 

continued for the 2004–05 cohort.
Ronald E. McNair Postbaccalaureate Achievement Program: 2002–05 Facts and Figures at a Glance

5

Figure 2. Annual graduate school enrollment rate for McNair participants enrolling in graduate school immediately 

after receiving a bachelor’s degree, by graduation years 2000–01 through 2003–04*, and measured by the 

APR fi elds “current college grade level” and “enrollment status”

SOURCE: Data from the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program annual performance 

reports, 2000–01 through 2004–05. 

NOTE: Graduate school enrollment rates for participants who graduated in academic years 2000–01 through 2001–02 were based on information from the 

previous funding cycle, including the 16 grantees whose funding was not renewed in the new funding cycle. The graduate school enrollment rate in 2003–04 for 

students who graduated in 2002–03 included the 16 discontinued grantees in the denominator but did not include the 2003–04 graduate school enrollment 

information in the numerator. For participants who graduated in 2003–04, the 2004–05 graduate school enrollment rate did not include students from the 16 

discontinued grantees in either the denominator or the numerator.

*The McNair Program began a new four-year funding cycle in 2003–04, which goes through 2007.

Figure 3. Annual graduate school enrollment rate for McNair participants enrolling in graduate school immediately 

after receiving a bachelor’s degree, by graduation years 2000–01 through 2003–04*, and reported as 

GPRA indicator and measured by the APR fi eld “current college grade level”

SOURCE: Data from the U.S. Department of Education, Federal TRIO Programs, Ronald E. McNair Postbaccalaureate Achievement Program annual performance 

reports, 2000–01 through 2004–05.

NOTE: Graduate school enrollment rates for participants who graduated in academic years 2000–01 through 2001–02 were based on information from the 

previous funding cycle, including the 16 grantees whose funding was not renewed in the new funding cycle. The graduate school enrollment rate in 2003–04 for 

students who graduated in 2002–03 included the 16 discontinued grantees in the denominator but did not include the 2003–04 graduate school enrollment 

information in the numerator. For participants who graduated in 2003–04, the 2004–05 graduate school enrollment rate did not include students from the 16 

discontinued grantees in either the denominator or the numerator.

* The McNair Program began a new four-year funding cycle in 2003–04, which goes through 2007.

Undergraduate graduation year

Graduate school enrollment rate (%)

0

20

40

60

80

100

2000–01 2001–02 2002–03 2003–04

39.5 35.9 40.4

56.8

Undergraduate graduation year

Graduate school enrollment rate (%)

0

20

40

60

80

100

2000–01 2001–02 2002–03 2003–04

39.3

34.0

39.6

52.3
Notes: Ronald E. McNair Postbaccalaureate Achievement Program: 2002–05 Facts and Figures at a Glance

6
U.S. Department of Education

Margaret Spellings

Secretary

Offi ce of Postsecondary Education

Diane Auer Jones

Assistant Secretary

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be: U.S. Department of Education, Offi ce of Postsecondary Education, Ronald E. McNair Postbaccalaureate Achievement Program 

2002–05 Facts and Figures at a Glance, Washington, D.C., 2007.

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