UAA Diversity Summit February 12, 2016 Megan Tompkins, TRIO ETS Project Director Whitney Smith, TRIO EOC Advising Specialist

TRIO’s commitment to social inclusion & equality “The Federal TRIO Programs (TRIO) are Federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to postbaccalaureate programs.” US Department of Education,

TRIO’s commitment to social inclusion & equality Populations served by TRIO:  The Educational Talent Search (ETS) program provides access to higher education for 750 middle and high school students who are low-income, first- generation college students. Mission: Educational Talent Search is committed to aiding underrepresented populations achieve their goal of obtaining a college education. We serve as advocates for higher education and offer participants assistance in developing and achieving educational goals. We develop collaborative relationships with institutions, organizations, schools, and families to promote academic success.

TRIO’s commitment to social inclusion & equality Populations served by TRIO:  The Student Support Services (SSS) program supports over 160 UAA students annually, all of whom are low-income, or first-generation college students, or both. Mission: to improve the efficiency with which first-generation and moderate income students transition through the UAA academic pipeline towards degree completion. SSS demonstrates UAA's commitment to improve rates of student retention by providing academic support services that include tutoring, skill development workshops, mentoring, and advising.

TRIO’s commitment to social inclusion & equality Populations served by TRIO:  The Educational Opportunity Center (EOC) provides access to higher education for over 1,200 adult learners (age 19+) who are low-income first-generation college students, students with disabilities, and/or veterans. This program’s mission is to increase the number of adult participants who enroll in postsecondary education institutions. Provides information, counseling, and assistance with college admissions and enrollment, financial and economic literacy, and GED completion

TRIO’s commitment to social inclusion & equality Diverse participant body across many measures, including ethnic and cultural backgrounds:  ETS: 6% AK Native/American Indian, 32% Asian, 15% Black/African-American, 14% Hispanic/Latino, 8% White  SSS: 5% AK Native/American Indian, 34% Asian, 21% Black/African-American, 13% Hispanic/Latino, 21% White  EOC: 62% of participants are students of color, 35% are white, and 2% reported other race and ethnicity

TRIO’s commitment to social inclusion & equality Collaborative community efforts  TRIO have strong partnerships with the following community organizations, where they reflect UAA 2017 Strategic Plan Goals Priority E to be involved in the community: Anchorage School District, United Way of Anchorage, Alaska Commission of Postsecondary Education, Adult Learning Center, Nine Star, Alaska Department of Labor and Workforce Development, Covenant House, Cook Inlet Housing Authority, Cook Inlet Tribal Council, Alaska Military Youth Academy, Alaska Department of Veteran’s Affairs, 90% by 2020 High School Graduation Network, Alaska Geographic, Anchorage YWCA, Spirit of Youth, Points of Light Youth Leadership Institute, and Downtown Soup Kitchen.

TRIO’s Points of Pride ETS  Participants consistently are outperforming ASD peers on measures of academic success, including completion of rigorous high school curriculum, high school graduation, and college enrollment.

TRIO’s Points of Pride SSS  75% persistence rate  70% of students maintained good academic standing  40% graduation rate

TRIO’s Points of Pride EOC  Hosted 107 colleges, vocational school, and employers at the 34 th Annual Anchorage, Alaska College and Career Fair. Twenty-two school districts and 4,000 people participated.  In , EOC served over 1,200 participants  EOC reestablished partnerships with community organizations focusing on career and training elements, and in the Mat-Su area with an office at the Mat-Su Job Center

Concerns at UAA, Anchorage, and Alaska  Rates and measures of success for underrepresented populations lag behind those of their peers, both at the secondary and postsecondary level  These disparities reflect unaddressed need, from both known and unknown causes  To best support underrepresented populations and encourage achievement equality, support needs to target TRIO’s population. UAA’s TRIO programs have strong data to confirm their effectiveness.

Concerns at UAA, Anchorage, and Alaska Average graduation rates for target schools and comparison populations, past five years Population5-year average graduation rate Bartlett HS70% East HS75% West HS74% Target school average73% Non-target comparison: South HS89% All Anchorage School District73% Low-income students, district wide60% ETS participants96% Percent of ASD graduating class who completed a degree within six years High school graduation year SSS participants % degree completion31%30%29%28%40%

Concerns at UAA, Anchorage, and Alaska Graduating students who completed rigorous (Alaska Performance Scholarship) curriculum by population subgroup Population% rate of completion for graduatesLow-income % rate of completion All ASD41%21% Bartlett HS28%22% East HS32%22% West HS48%26% ETS participants66%

Concerns at UAA, Anchorage, and Alaska Achievement gap between low-income and other students at target schools on Math standardized tests in Target School Low-income student proficiency Student proficiency, Non-low-income Achievement gap between low-income and other students Bartlett HS39%63%24% East HS46%69%23% West HS38%78%40% Begich MS47%72%25% Clark MS35%Not available Romig MS62%85%23% Percent of ASD Limited English Proficiency students not proficient on standardized tests Test% Below or far below proficient Reading50% Writing53%

Concerns at UAA, Anchorage, and Alaska  Partnerships, referrals, and investment in TRIO make student success possible  Collaborations and commitments need to be consistent

Concerns at UAA, Anchorage, and Alaska Adult learners (EOC)  Limited support programs specifically geared for adult learners at UAA  Are unaware of certificate, associate, and professional certification program options and funding availability; believe UAA offers only 4-year degrees  Financial and computer literacy

Concerns at UAA, Anchorage, and Alaska  Transition to UAA: Process is difficult to navigate, especially when postsecondary education has a foreign culture and vocabulary. TRIO students have limited familial experience with college, and therefore little help at home even if their parents support them. Realistic assessment of students’ ability to be independent and capable. When do we “hand- hold” vs impose expectations of independence. How do we help underprepared students gain skills to function independently?

Concerns at UAA, Anchorage, and Alaska  English as a second language: ESL students in SSS report feeling intimidated and are unlikely to ask questions, reach out for help due to self-consciousness of English fluency and perceived judgment  Cultural Competency: Diverse cultural backgrounds with significant implications on students’ home lives

Groups to consult  Students! Arrange groups and/or forums for students to openly discuss their experiences on campus. This will allow for us to note and focus on areas needing improvement or action. Students are seeking listeners who can take their suggestions and concerns and work to resolve them. We cannot address or work to improve conditions if we are not allowing for open input from, and feedback to students.  Campus or community resources who can offer cultural competency skills workshops for students and staff  Anchorage School District  United Way of Anchorage