OMB Approval Number: 1840-0831
Expiration Date: 11/30/2026
General Instructions for the Upward Bound and Upward Bound Math-Science Programs’
Annual Performance Report 2022-23
This package contains the forms and instructions needed to prepare the annual performance report (APR) for the Upward Bound (UB) and Upward Bound Math-Science (UBMS) programs. The Department of Education uses the information conveyed in the performance report to assess a grantee’s progress in meeting its approved goals and objectives and to evaluate a grantee’s prior experience in accordance with the program regulations in 34 CFR 645.32. Grantees’ annual performance reports also provide information on the outcomes of projects’ work and of the UB and UBMS programs as a whole. APR data also allows the Department to respond to the reporting requirements of the Government Performance and Results Act (GPRA) and the Higher Education Opportunity Act of 2008 (HEOA).
Title IV, Part A, Subpart 2, Chapter 1, Section 402A and Section 402C, of the Higher Education Act of 1965, as amended;
The program regulations in 34 CFR Part 645; and
Sections 75.590 and 75.720 of the Education Department General Administrative Regulations (EDGAR).
All grantees funded under the Upward Bound and Upward Bound Math-Science programs must submit annual performance reports as a condition of the grant award.
The report covers the 12-month project year for which the grant has been made. This information can be found in block 6 of the Grant Award Notification.
In determining which participant records to include, a grantee must use the regulatory definition of a participant in 34 CFR 645.6, which includes a minimum period that a student must be served before he or she may be counted in the APR as a participant.
Need for data: As noted at the outset of these instructions, the Department needs grantees’ data not only to calculate prior experience (PE) points, but also to meet program-level reporting requirements mandated by law, and to perform other data analyses for these large and important programs.
Relevance to PE calculations: Three of the PE objectives, in particular, affect the number of project years over which grantees are required to report on participants. For these objectives (all of which are found in the “Definitions That Apply” at the end of this document), grantees will be reporting on groups of current and prior-year participants. You will thus continue to include in your data file individuals whom you haven’t served for some time. To the extent possible, you are to “track” the prior-year participants—that is, you must try to get updated information about them. We recognize that some prior-year participants may be very hard to track, but it is to your advantage and the advantage of TRIO that you make a good attempt.
For the 2022-23 APR, we applied the criteria below to the 2021-22 final data to determine which records should be dropped. These criteria will help you identify the records in advance of our “go live” date, if you wish to do so. Please note that, once participants met one of the criteria, they were not included in the remaining criteria. For example, if a participant met both criterion 2 and criterion 3, the participant would be included in the count for criterion 2 only.
The criteria below are used to drop records:
Criterion 1 – PSECohort = 2016 or earlier cohort.
Criterion 2 – PSECohort = 8888 and 9999 AND BachDegreeDT has a date value.
Criterion 3 – PSECohort = 8888 and 9999 AND FirstEnrollDT is on or before 8/31/2016.
Criterion 4 – PSECohort = 8888 and 9999 AND HsgradDT is on or before 8/31/2016 AND FirstEnrollDT is not after 8/31/2016.
Criterion 5 – PSECohort = 8888 and 9999 AND LastSerDT is on or before 08/31/2016 or unknown value (00/00/0000) AND ProjEntryDT is on or before 08/31/2016 AND HsgradDT is not after 8/31/2016 AND FirstEnrollDT is not after 8/31/2016.
To avoid accidentally deleting any records that you may be required to keep on your file, you should delay any deletions until you have verified which of your records (if any) the Department has removed from the download file that will be available to you in the web application for 2022-23.
As in the past, for the 2022-23 APR you are to update all the student records in the download file. If you have been unable to obtain information about a given participant for a year, you may stop tracking them, but you must leave the participant’s record on your data file. For such former participants whom you have been unable to track, you may choose the option “Unknown” wherever appropriate in updating the file.
Note on the postsecondary completion objective (see full discussion in “Definitions That Apply”): This objective measures the percentage of participants who enrolled in a program of postsecondary education within a certain timeframe and who attained either an associate or bachelor’s degree within six years following graduation from high school. For purposes of demonstrating that a given student contributed to the project’s meeting the postsecondary completion objective, a grantee need only show that the former participant earned one degree. For fuller understanding of the UB and UBMS programs, however, the Department wishes to have data on the extent to which UB and UBMS participants who earned an associate degree went on to pursue a bachelor’s degree within the six-year period; we also believe that this information will be valuable for grantees. We, therefore, strongly urge grantees to continue to track diligently and report, over the full six years, the academic progress of former participants who earn an associate degree prior to the end of the six-year period.
Each participant in the match file that grantees must download will have a case number; for each participant in a grantee’s APR file who is coded “New” or “Transfer” in the Participant Status Code field (PartCD, field #27), the system will provide a case number when the grantee submits its APR.
In preparing their 2022-23 APRs, grantees must include in the uploaded APR file all the records in the downloaded match file, including the case numbers that the Department established for these records. Moreover, for each individual in the match file, grantees must provide values in their APR for the following fields that are identical to those of the match file:
Case number (field #4)
Last name (field #5)
First name (field #6)
Date of birth (field #8)
Cohort value (field #54), if the match file value is a year or 9999 (not applicable, does not qualify for a cohort)
In the upload file, the grantee must include only those in the match file, as well as participants who are coded “new” or “transfer” in the Participant Status field (PartCD, field #27). The casenumber field must be left blank for all New and Transfer students. Any participant that the Department has dropped from the 2021-22 file (for example, participants with a cohort of 2016) must not appear in the upload file.
The Department calculates PE points using data from the second, third, and fourth year of the grant cycle.
The report consists of two sections, both of which all grantees must complete:
Section I requests project-identifying data (Section I, Part 1), and includes two additional parts concerning the Competitive Preference Priority announced for the 2022 grant competition; and target schools served by your project.
Section II contains detailed instructions for preparing a data file of information on individual participants.
The annual report must normally be submitted electronically within 90 days of the end of each 12-month project period. For the regular UB projects with twelve-month project periods that begin in June or July, the Department normally extends the report due date so that all UB projects can report on postsecondary enrollment status for the fall term following the project period. The online APR will be available on, November 29, 2023, with a full-stop deadline for submission of, January 17, 2024.
All UB and UBMS grantees must complete the APR online, using our contractor’s web application. The entire report must be submitted via the web. After the APR has been successfully submitted, the signatures of the project director and the certifying official for the grantee institution/agency must be obtained on Section I of the printed APR, indicating that the information submitted electronically is accurate, complete, and readily verifiable. Once the form has been signed, it should be scanned so that it can be uploaded using the functionality of the APR site. Only Section I, not the entire report, should be uploaded. The upload must be completed within five (5) business days of final submission of your online APR. You may wish to alert your certifying official of this requirement in advance.
Because the APR requests personal and confidential information on projects’ participants, the secured website meets the Department of Education’s data security standards for sensitive data, including improved password and site access procedures. To ensure that the data are accessible only to authorized individuals and protected from unauthorized use, grantees must submit participant-level data via the web application; under no circumstances should a grantee transmit the data to the Department or the APR Help Desk, via email.
The web application and instructions for completing and submitting the report online will be available at the following web addresses:
Upward Bound Program - http://www2.ed.gov/programs/trioupbound/performance.html
Upward Bound Math-Science - http://www2.ed.gov/programs/triomathsci/performance.html
The web application that UB/UBMS grantees must use to submit the annual performance report has the following features:
A web form for completing the APR online.
Functionality to upload a file with the individual participant records to the web application using a CSV or XLS file format.
Functionality to view, delete, or add participant data online.
Online data field validations and error checks. If any errors or data inconsistencies are found, the system will draw attention to corrections that the grantee must make prior to submitting the APR.
Functionality to download an electronic file with the individual participant records at the end of the process.
A “Preview PE Report” button that will allow you to see your PE results prior to submission.
A “Submit” button to send the entire report to the Department.
An email confirmation that the report has been submitted (a valid email address must be provided in Section I).
A PDF document that provides some of the data that the grantee entered in the APR. The PDF includes a report of PE points awarded for the year, once a grantee has successfully submitted an APR for one of the three years used for PE calculations (2024-25, 2025-26, and 2026-27). In the first and last year of the cycle, a Standard Objectives Report will be provided in lieu of the Individual Prior Experience Points Report provided for the three middle years in this grant cycle.
A project will receive confirmation that the report has been successfully submitted, if the person entering the performance report data provided a valid email address in Section I. If you do not receive an email confirmation, please contact the APR Help Desk.
The “Preview PE Report” button will allow you determine whether the APR system’s calculations match your expectations; if you discover errors, you will have an opportunity to make corrections without having to ask the Help Desk to “unsubmit” your APR.
If for any reason, and prior to the deadline date, you need to revise your performance report data after it has been submitted, please contact the APR Help Desk as soon as possible, but prior to the deadline date.
Please contact your program specialist directly if you have questions regarding the performance report requirements. A state listing of program specialists and contact information is available at the website address provided above.
If you have technical problems accessing the website or using the web application, please contact the TRIO APR Help Desk via phone, at: (703) 885-8008, or via email, at: TRIO@helpdesk.thetactilegroup.com.
No assurances of confidentiality are provided.
The following statement appears at the end of the OMB-approved APR data collection instrument (Section II of the APR) to which grantees respond:
Note to the Data Collector: Please see Privacy Act Statement below and convey its content to participants as you collect the information.
Privacy Act Statement – In accordance with the Privacy Act of 1974 (Public Law No. 93-579, 5 U.S.C. 552A), you are hereby notified that the Department of Education is authorized to collect information to implement the Upward Bound program under Title IV of the Higher Education Act of 1965, as amended (Pub. Law 102-325, sec. 402A and 402C). In accordance with this authority, the Department receives and maintains personal information on participants in the Upward Bound program. The principal purpose for collecting this information is to administer the program, including tracking and evaluating participants’ academic progress. Providing the information on this form is voluntary; failure to disclose personal information will not result in denial of any right, benefit, or privilege to which the participant is entitled. The information that is collected on this form will be retained in the program files and may be released to other Department officials in the performance of official duties. The information will not be disclosed outside of the Department, except as allowed by the Privacy Act of 1974, pursuant to the routine uses identified in the System of Records Notice titled “TRIO Programs Annual Performance Report (APR) System (TRIO APR).”
Access the website. To begin completing this report online, from
http://www2.ed.gov/programs/trioupbound/performance.html (UB) or http://www2.ed.gov/programs/triomathsci/performance.html (UBMS), click on https://trio.ed.gov, a website hosted by our contractor to support submittal of annual performance reports.
Next, please follow these steps:
New Federal security requirements have changed how project staff will be able to access Federal IT systems, including the UB-UBMS Annual Performance Report (APR) Data Collection System. As the project director for your UB-UBMS project, the Federal Government requires you have an account with Login.gov, to access the TRIO APR Web Portal reporting system. Therefore, to use the TRIO APR Web Portal, you will need (1) an account in the reporting system related to your grant program (i.e., your email as stored in G5/G6), and (2) a username and password that you will create and maintain at Login.gov using the same email address linked to your G5/G6 account.
If you are not the project director on file, you will need to submit a Change Project Director Request form by first creating a Login.gov account, if applicable, and then entering your email address and the password you established when you setup your Login.gov credentials. You will also be required to enter a one-time passcode using the multi-factor authentication method you selected when you setup your Login.gov account (e.g., authenticator application, text, or voice message, etc.).
Verification will occur within two business days once your Program Specialist confirms this change in project director and email address. Once the Help Desk has received verification from the Program Specialist, you will be notified to continue with the registration process.
For additional information on whether you need to create a Login.gov account and/or link your G5/G6 email address to Login.gov, as well as how to access the TRIO APR Web Portal, please refer to either the Quick or Detailed guides for Login.gov and the TRIO Web Portal which are located at: https://www2.ed.gov/programs/trioupbound/report.html.
Whenever you need to access the TRIO APR Web Portal reporting system, you must always start at the TRIO APR Web Portal (i.e., https://trio.ed.gov); you should never go directly to the Login.gov site to access the TRIO APR Web Portal reporting system.
Section I is divided into Parts 1 through 3. The first part covers the project’s identification and characteristics, along with certification and a warning statement. In Part 2, grantees provide information on how they have implemented the competitive preference priority established for the 2022 grant competition; and in Part 3, grantees submit data on target schools they served during the reporting year.
Your PR award number will be automatically inserted into line 1 of Part 1. The system will also pre-populate most of the other data fields in Part 1. Please review the pre-populated fields, including the project director’s email address, and update these fields as needed. You may change the data in all fields except for the project’s PR award number, the grantee name, and the report period. Please provide information for any fields that are not pre-populated.
In item 8 of Part 1, Upward Bound Math-Science grantees are asked to indicate whether their projects are regional or non-regional. Regional projects are those that serve more than one state; non-regional projects operate within a state or locality. An exception to this definition occurs when a project serves students from two or more states, yet serves only a compact and cohesive area; for example, a UBMS project working exclusively in Kansas City, Missouri, and Kansas City, Kansas, would be a non-regional project, despite its service to students from two states.
Part 1.B, the Certification, allows the grantee institution to certify that the information submitted electronically is accurate, complete, and readily verifiable to the best of your knowledge. Section I, Part 1 must be signed by both the project director and the certifying representative at the grantee institution and scanned so that it can be uploaded using the functionality on the APR site. You must scan and upload the signed Section I page within five (5) business days of submitting your online APR.
The 2022 UB and UBMS grant competitions established a Competitive Preference Priority (CPP) to encourage applicants to propose for their projects activities that were supported by moderate evidence of effectiveness—particularly activities that would increase the likelihood that students would complete high school, enroll in a program of postsecondary education, and complete that program. In this section, each grantee that indicates that the project addressed the priority in its grant application will be asked to respond to CPP questions.
Section I, Part 3: Information on Target Schools
The APR has in the past gathered information on target schools through data on each individual participant in the APR’s record structure (Section II), but this data requires manipulation to be useful, and indicates only the target school the student attended when he or she joined UB or UBMS. To have more readily useable data on target schools served during the reporting period, TRIO now requires certain information on grantees’ service to target schools (that is, school name, state, NCES ID, whether the school was listed in your 2022 grant application, and the number of participants served at the school in the reporting period). In this section, please click the ‘Modify Target Schools’ button to edit and complete the required target school information.
Please see pages 2–3 of these instructions for information on participants for whom the grantee should provide data. A project should use the Upward Bound Program’s regulatory definition of a project participant in 34 CFR 645.6 (supplied in the “Definitions That Apply” at the end of these instructions) to determine which project participants should be included in the data file. Be sure to include each participant—whether new, continuing, reentry, prior-year, or transfer—only once in the file the project submits for the reporting period.
The UB and UBMS APR contains 67 data fields, of which three are project identifiers. The remaining 64 fields are student data fields and may or may not require updates, as noted below. The following three fields are prepopulated in the APR:
Field # |
Field Name |
#1 |
PR/Award Number |
#2 |
Batch Year |
#3 |
Program Type |
IMPORTANT: To avoid mismatches between 2022-23 APR data and the UB system of records, identifying data for each participant in your APR file (except for new students) must match the data in your 2021-22 APR, even if you have discovered errors or misspellings. Identifying data includes Case Number (Field #4), Last Name (Field #5), First Name (Field #6), and Date of Birth (Field #8). These and other fields that must not change from reporting year to reporting year are shown in the following table, and are identified in Section II by a checkmark in the section’s fifth column.
Field # |
Field Name |
#4 |
Case Number |
#5–7 |
Student’s Name |
#8 |
Student’s Date of Birth |
#16–19 |
Eligibility Fields |
#24 |
Date of First Project Service |
#25 |
Grade Level at First Service |
For certain date fields, a grantee might initially enter “Not applicable,” but in a later reporting period enter a specific date. In the case of the Postsecondary Education Enrollment Cohort field (#54), a project might initially enter “Not applicable, not yet completed high school,” but in a later year enter a specific cohort year. Once the specific date or cohort has been submitted in one year’s APR, that data must not change in subsequent years’ APRs, as is indicated in the “Valid Field Content” column for the field. Moreover, in the case of the High School Graduation Status field (#34), since option 3 (“Received high school secondary school diploma”) is used to establish the student’s postsecondary education enrollment cohort, once option 3 has been reported in an APR, that data also must not change in later years. These fields are:
Field # |
Field Name |
#34 |
High School Graduation Status
|
#35 |
Actual Date of HS Graduation |
#45 |
Date of Last Project Service (exceptions allowed for reentry participants) |
#53 |
Date of First Postsecondary Enrollment |
#54 |
Postsecondary Education Enrollment Cohort |
#58, 60, and 62 |
Date of postsecondary credentials |
Fields that need to be reviewed and updated annually, as needed, are in the following table. These fields are identified by checkmark in the sixth column of Section II.
The asterisk (*) indicates fields for which a grantee may select the option, “Not applicable, not yet completed high school."
Field # |
Field Name |
#26 |
Deceased or Incapacitated |
#27 |
Participant Status |
#28 |
Participation Level |
#29 |
Served By Another Federally Funded Program |
#30 |
Grade Level, Beginning of Academic Year |
#31 |
Secondary Grade Level or Postsecondary Status, Beginning of Following Academic Year |
#32 |
High School Cumulative GPA, at End of Academic Year |
#33 |
High School Cumulative Unweighted GPA, at End of Academic Year |
#36 |
Rigorous High School Program of Study Completed |
#37 |
Secondary School Retention and Graduation Objective |
#38 |
High School State Achievement Standard, Reading/Language Arts |
#39 |
High School State Achievement Standard, Math |
#40 |
Advanced Placement or IB Course completed |
#41 |
Dual Enrollment Participation |
#42 |
Pre-Diploma Credentials or Coursework Completed |
#43 |
Advanced Math Courses Completed |
#44 |
FAFSA Completed |
#46 |
Reason for Leaving Project |
#47–#51 |
Project services |
#52 |
Source of Postsecondary Education Information * |
#55 |
School Code for Postsecondary Institution First Attended* |
#56 |
College Status, Beginning of Academic Year* |
#57, #59, #61 |
Postsecondary credentials earned* |
#63 |
Postsecondary Enrollment Objective (Numerator) |
#64 |
Postsecondary Remediation |
#65 |
Postsecondary Completion Objective (Numerator) |
#66 |
Postsecondary STEM Degree |
While most fields have a checkmark to indicate that the field content either must not change from reporting year to reporting year; must not be changed after a specific date or cohort has been entered; or must be checked each year to see if update is needed, for 11 fields no such annotation appears in the APR. These 11 fields in the table below usually need no updating, but may be updated if the grantee finds that previously reported content was erroneous.
Field # |
Field name |
#9 |
Gender |
#10–#15 |
Ethnicity and Race |
#20 |
Limited English Proficiency |
#21 |
Disconnected Youth |
#22 |
Other Academic Need |
#23 |
Target School |
Please review carefully the “Valid Field Content” column to ensure that the data submitted is in the correct format. All date fields should be formatted as follows: two digits for month; two digits for day; two digits for century; and two digits for year. For the student’s date of birth (field #8), you are required to provide the full, precise date (month, day, and complete year). The Department needs an accurate month and a year for high school graduation, postsecondary enrollment, and postsecondary completion; these dates are used in establishing cohorts and calculating several objectives. If the day is unknown, use 15. For example, a participant’s date of first project service of September 2020 would be formatted as follows: 09/15/2020.
To ensure that the date is properly imported, always insert slashes and use the zero before one-digit months and days.
With the exception of field #67 and, in rare cases, fields #10–15, leaving a field blank is not an option. In general, the format for the data fields uses “0” or a series of “0s” to allow a project to indicate “Unknown”; “9” or a series of “9s” indicates “Not Applicable.” Since some exceptions to this practice were unavoidable, please observe the specific options stated for each field.
The objectives for the programs are found in the “Definitions That Apply” pages at the end of this document. A tab in the web application will be prepopulated with the targets (in percentages) you have set for your project’s objectives.
Once the grantee has successfully logged in to the UB APR web application, this field will be pre-populated for each participant record.
Use the four-digit year provided on the form. This number will change with each year’s submission. The Batch Year designates the fiscal year funding for the project period reported. TRIO grants are forward-funded. Therefore, as an example, fiscal year 2022 funds were used to support project activities in the 2022-23 program year. Thus, the data file for Batch Year 2022 will include information on project participants served or tracked during program year 2022-23.
Please refer to pages 3–4 of these instructions.
Please pay special attention to the required formatting for each field; this data must match your 2021-22 APR (except for students new in 2022-23 and for any records dropped from the match file, as explained on pp. 2–3).
On October 19, 2007, ED released revised, Department-wide guidance on how institutions should collect and maintain data on race and ethnicity and on how they should report such data in the aggregate:
http://www.gpo.gov/fdsys/pkg/FR-2007-10-19/pdf/E7-20613.pdf.
Because Upward Bound grantees report data on individual participants, projects should not follow the portions of the guidance that cover aggregate reporting; they must, however, collect and maintain data as indicated in the guidance. The Department required the new guidance to be implemented by the fall of 2010 for the 2010–11 school year, though grantees were encouraged to implement earlier, if possible.
Collection procedures in the guidance require grantees to collect data on race and ethnicity on all participants using a two-part question: first, the grantee asks the respondent—typically a parent or guardian if the participant is at the secondary level, or the participant himself or herself if older—whether the participant is Hispanic/Latino; second, the grantee asks the respondent to select one or more races from the five racial groups listed. The grantee reports the responses in fields 10–15 of the APR. If, for example, a UB participant’s parent identifies the student as Hispanic, Asian, and White, entries for the fields would appear thus:
Field 10: 1, Yes, participant is identified as Hispanic/Latino.
Field 11: 2, No, participant is not identified as American Indian/Alaskan Native.
Field 12: 1, Yes, participant is identified as Asian.
Field 13: 2, No, participant is not identified as Black or African American.
Field 14: 1, Yes, participant is identified as White.
Field 15: 2, No, participant is not identified as Native Hawaiian or Other Pacific Islander.
If the participant or parent declines to answer questions about race and ethnicity, the grantee should use observation, as discussed in the guidance. While grantees should make a good effort to collect data on race and ethnicity for all participants, if for some highly unusual reason the race and/or ethnicity of a particular student is unknown, as a last resort the grantee may leave the race and/or ethnicity fields blank. For further details on the guidance for collecting data, please see the full Federal Register notice. Grantees are responsible for implementing all relevant aspects of the guidance.
For definitions of the ethnicity and race categories, refer to the “Definitions That Apply” section of these instructions.
The statute and regulations governing the Upward Bound programs require that an individual, at the time of initial selection for the project, must be a “low-income individual,” a “potential first-generation college student,” or “an individual who has a high risk for academic failure.” (These terms are defined in the section on “Definitions That Apply.”) No less than two-thirds of the project’s participants each year must be both low-income and potential first-generation college students; the remaining one-third must be low-income individuals, potential first-generation college students, or individuals who have a high risk for academic failure.
In field #16, please select the appropriate option for the criterion or criteria that apply to each participant. An individual participant might meet one, two, or all three criteria.
Although a participant need only meet one of three criteria (low-income, potential first-generation college student, or at high risk for academic failure) to be eligible, the Department requires projects to assess a participant’s eligibility using all three criteria and to report accordingly. For example, if a participant is low-income and potential first-generation, and if he or she meets at least one of the criteria for high-risk status, the project should select the new option “7” (low income, first generation, and high risk).
By adding these new combinations of eligibility, the Department is in no way requiring or expecting projects to serve more participants that are at high risk. As noted above, the statute and regulations require that at least two-thirds of the participants an UB project serves each year be low-income individuals who are potential first-generation college students. Those individuals who have all three characteristics—that is, those who are low income, first generation, and at high risk for academic failure—would of course be counted in the two-thirds.
As indicated above, one criterion for eligibility in the Upward Bound programs is high risk for academic failure. The program regulations define an individual at such risk as one who, at the time of initial selection, (a) has not achieved at the proficient level on State assessments in reading/language arts and/or in math; (b) has not successfully completed pre-algebra or algebra by the beginning of the tenth grade; or (c) has a grade point average of 2.5 or less (on a 4.0 scale) for the most recent school year for which grade point averages are available. Information collected in fields #17–#19 will indicate whether a student is at high risk for academic failure, as so defined, and therefore eligible for services on those grounds.
Middle school state assessments may be used for this field if they are the most recent such tests available for the student. Note that proficiency on state assessments is used for two purposes in the APR: as a criterion for high-risk status here, and as measures of academic proficiency for one of the PE objectives in fields #39 and #40. As explained in the instructions for those fields, a project’s response may change over several reporting periods (if, for example, a student fails to achieve proficiency in tests administered in the 10th grade, but succeeds in the 11th grade). In field #17, however, since the response represents proficiency at one single point in time (time of initial selection), the response must not change once it is submitted.
Middle school GPAs are permissible for this field to establish the level of academic need for participants first served as ninth-graders or rising ninth-graders.
“Successful completion” signifies that the student passed an algebra or pre-algebra course, received high school credit, and will not need to repeat the course.
Since the criteria for establishing high-risk status for academic failure must reflect the time of the student’s initial selection for the project, this criterion in some cases will not be applicable if the student, when selected, has not yet completed ninth grade. For such a student, select option 8 (“NA, due to grade at initial selection, this information is not yet available”).
Refer to the section on “Definitions That Apply” to determine if the participant, at time of initial selection into the project, was of “Limited English Proficiency.”
Refer to the section on “Definitions That Apply” to determine if the participant, at time of initial selection, met the definition of “disconnected youth.”
Since grantees would not have collected data on this field for prior participants served before the 2012–17 cycle, option 9 (“Not applicable, prior or continuing participant served before 2012–17 cycle”) is provided.
In accordance with 34 CFR 645.3(c), a project, in selecting individuals to participate in an Upward Bound program, must determine that an individual needs academic support if he or she is to successfully pursue a program of education beyond high school. Field #22 lists criteria (other than those listed in fields #17–#19) commonly used by projects to determine an individual’s need for services; please choose whichever criterion was primary for the student. If the project has already indicated in fields #17–#19 that a participant has academic need sufficient to demonstrate at-risk status for academic failure (as defined in the UB program regulations), the project should select option 16 in field #22, signifying that the student’s need was identified in those fields.
Field #20 allows projects to indicate whether a participant has limited proficiency in English. Limited English proficiency also appears as an option in field #22 and should be chosen if that lack of proficiency is the student’s primary area of academic need.
Note for projects serving participants in a fifth year of high school due to participation in a dual enrollment program: For most of the remaining fields in the APR, reporting for these students is straightforward; for example, in the GPA fields (#32 and #33), you should provide the student’s GPAs for the fifth year of high school as you would for any other academic year. Since the participant does not graduate from high school until the end of the fifth year, report graduation then (fields #34 and #35), even though other students in the project may be graduating after four years. Students in dual enrollment programs who persist from the 12th grade to the fifth year of high school will be considered persisters for the retention and graduation objective.
On the other hand:
For the fields on state academic achievement standards (#38 and #39), report only through the 12th grade, since presumably that is when final state tests would be administered.
In the field for the performance measure on advanced math courses completed (#43), report as of the end of the 12th grade (not as of the fifth year).
Students who participated in dual enrollment programs should not be reported as enrolled in postsecondary education (fields #52 through #66) unless they enroll in a postsecondary program after their high school graduation.
The Upward Bound regulations define target schools as those designated by the grantee as a focus of project services. Please provide the 12-digit NCES school identification number for a public secondary target school the UB-UBMS student attended at time of entry into the project; these numbers may be found at https://nces.ed.gov/ccd/schoolsearch/. Use the codes for private and parochial schools (6s and 7s, respectively) only if the school was a target school. If, at the time of the student’s entry into the project, the public, private, or parochial school that he or she first attended was not a target school, use 9s (not applicable).
For “rising” ninth-graders (those first served the summer between completing eighth grade and starting ninth grade), provide the NCES school identification number for the target school the student attended (or will attend) as a ninth-grader.
Note: In previous years, field #23 had not made adequately clear that non-target schools should have been coded with 9s; some grantees sometimes entered NCES codes instead for these schools. While TRIO seeks to have more accurate data about participants in target schools, we are not requesting that grantees make retrospective corrections, though projects are free to make such changes in this field if they wish. We do require that grantees must use NCES numbers only for target schools; the same applies to 6s and 7s if a private or parochial school was a target school. If a participant at time of entry into the project did not attend a target school, the correct coding is 9s.
For new students, use the date the student first received service from the Upward Bound project that is submitting this report. Do not use the date of acceptance into the project unless that is the same as the date of first service.
Use the original month and year of service at this project even if the student subsequently left and reentered. If the students transferred from another UB project, in this field give the month and year of first service at the project submitting the report.
Please note that accuracy is particularly important for this field and that the date must not be changed in subsequent reporting periods.
For new participants, enter the student’s grade at the time he or she first received UB services from the project that is submitting the report. For students served first during the summer component, select “rising” ninth-grader for those students who had completed eighth grade and would be entering ninth grade in the fall term; ninth grade itself is not a valid option for students first receiving service in the summer program. For all other students first served during the summer component, enter the grade the student would enter for the fall academic term (e.g., for students first served in the summer between ninth and 10th grades, the correct code is 10; for those first served in the summer between 10th and 11th grades, the correct code is 11). In addition, this field provides an option for students first served in a fifth year of high school, which is to be used only for individuals also participating in dual enrollment programs entailing a fifth year of high school.
If a student was first served on any day in June, consider that student to have been first served in the summer before the coming fall grade, even if school was still in session on the student’s first day of service. For example, if your project first served a student on June 3 in the waning days of grade nine, consider that student to have been served in the summer before grade 10; thus, you would select option 10 (10th grade) in field #25.
If a student transferred from another UB project, in this field give the grade level at first service in the project submitting the report.
Please note that accuracy is particularly important for this field (#25).
This field includes four options for reporting on those current or prior year participants who by the time the APR is submitted are deceased or permanently incapacitated. It is important that the information provided in this field be consistent with the information in field #27 (PartCD). If the participant is reported as a “prior participant” (option 4 in field #27), in field #26 you must select option 1, 2, 9, or 0. If the participant is reported as a “current participant” (option 1, 2, 3 or 6 in field #27), in field #26 you must select option 3, 4, 9 or 0.
Please note that accuracy is particularly important for this field as the data in this field is used in the PE calculations. For example, if a “current” year participant dies or is incapacitated during the reporting period, the individual will be counted in the Funded Number, but will not be counted in five of the remaining six PE calculations.
For each participant, the grantee must review the options available and select or update this field as appropriate. The participant status options are:
New participant
Continuing participant
Reentry participant, previously served by project submitting report
Prior-year participant
Transfer participant
You must select one of the above options for each participant on the APR data file. See Section II, field #27, of the APR form for definitions of the participant status options.
Please also refer to the “Definitions That Apply” for the regulatory definition of a participant. Keep in mind the time frames indicated in the definition; for example, a student first served on May 1, 2023, in a project with a June 1 start date cannot be considered a participant in the 2022-23 reporting period because he or she was not served for 60 days in that period. Once such a student has been served an adequate number of days in the 2023-24 reporting period, he or she would have met this criterion of the definition of a participant. Students should be coded as new in the first year the project reports them as participants.
A student who leaves a UB project to join a UBMS project, or leaves a UBMS project to join a UB project, should be reported as new in the new project, assuming he or she meets the definition of a participant.
Please refer to the instructions for field #24, Date of First Project Service, on establishing the date of first service for new participants served initially in the summer program.
Projects
with performance periods starting between September and November:
Use options #0-#6 only.
“Summer” refers to summer of 2024.
Projects with 12-month performance periods starting in June or July:
Use options #0-#6 only.
“Summer” refers to summer of 2023.
Projects transitioning from Summer starts to Fall starts:
Do not use options #1-#6.
Please note that a student served as a summer bridge student during summer of 2023 should be reported as option #5 by 12-month summer start projects, and as option #21 by summer-to-fall transition projects.
Any 2023 summer bridge students in these projects can be served only in the summer—not in the academic year--of the reporting year, since a bridge student will presumably be attending college in the fall of the same year.
Although some project participants may have received services from another federally funded college access program in a prior year, in this field report only on the services received during the reporting year. If the participant only received services during the reporting year from your project, select option 8, Not applicable.
Field #30 requests the participant’s grade level at the beginning of the academic year coinciding with the project year (i.e., 2022-23); field #31 asks for the student’s grade level or postsecondary status at the beginning of the academic year following the project year (i.e., 2023-24). These fields are used to determine if the participant has progressed to the next grade or graduated. Field #30 includes an option for eighth-graders in September- or October-start projects to allow reporting of students who joined the project as rising ninth-graders in the summer of 2022. For field #31 (secondary grade level or postsecondary status at the beginning of the academic year following the project year), please classify a student within a given secondary grade if that student has met the requirements for progression to that grade. For example, a student should be classified as an 11th-grader in field #31 if he or she successfully completed 10th grade in 2022-23 (or if he or she met requirements for 11th grade by doing extra work in the summer of 2023).
These fields provide an option for students first served in a fifth year of high school to be used only for individuals also participating in dual enrollment programs entailing a fifth year of high school. Even in a situation in which a student is enrolled both in high school and in one or more postsecondary classes, select the actual high school grade level for the student.
Projects are encouraged to report data on GPAs carefully. The cumulative grade point averages provided should be calculated on all courses taken. Because middle school GPAs and high school GPAs are generally not comparable, middle school grades should not be used in calculating the two high school GPA fields (though they may be used in field #18, Low Grade Point Average at time of initial selection).
A high school GPA presumably would not be available until the end of the first term of the first year in high school (usually ninth grade), at the earliest. For participants who entered prior to the availability of a high school GPA, for fields #32 and 33 choose 8.888, "Not applicable."
Please report the GPA based on a four-point scale. If the participant's school used a four-point scale, enter the GPA provided by the school; if not, convert other scales to four-point to the extent possible. If a student's GPA on a four-point scale exceeded 4.000 for such a reason as completing honors or Advanced Placement courses, in field #32 the project may enter a score that exceeds 4.000. Use 0.000 for unknown GPA and for cases in which the school did not use a scale convertible to four-point.
Note: Provide only unweighted GPAs in field #33; that is, make no adaptations for such reasons as completing honors or AP courses. As previously noted, in response to the HEOA the Department must prepare a performance report on the UB and UBMS programs, including comparative data, where available, on national performance of low-income, first-generation students. Since national datasets generally include data on unweighted GPAs, for comparative purposes TRIO needs GPA data gathered in the same way. If you do not know whether a student’s GPA is weighted or not, enter 0.000 in field #33.
For purposes of calculating the PE objective on academic performance using GPAs, the Department will use the GPAs entered into field #32, which may be weighted.
Report GPAs with three decimal places; do not round.
Please note that accuracy is particularly important for this field since it is used in calculating the secondary school retention and graduation objective. See “Definitions That Apply” for the definition of a regular secondary school diploma.
If a student completed the 12th grade but did not meet state or local requirements for graduation, select option 6. Should the student subsequently meet the state or local requirements, update this field in a subsequent year’s APR.
Report only high school graduation dates that have actually occurred by the time the APR is submitted. For those participants completing a high school equivalency certificate, please provide the completion date. If a student completed the 12th grade but did not meet state or local requirements for graduation, use 66/66/6666, “Not applicable.” Should the student subsequently meet the state or local requirement, update this field in a subsequent year’s APR.
Field #36 provides data needed to determine the extent to which the grantee has met its approved objective regarding participants’ successful pursuit of a rigorous secondary program of study. See “Definitions That Apply” for the regulations’ definition of a rigorous secondary school program of study.
Please note that your responses in this field should be consistent with the data you reported in fields #34 and 35. For the 2022-23 reporting year, select either option 1 or 2 for current and prior year participants who were reported in field #34, option 3 (received regular secondary school diploma) and whose graduation date in field #35 was between 09/01/2022 and 08/31/2023.
Beginning with the 2013–14 APR, this field was no longer used. Instead, the Department uses the data reported in fields #30, #31, #34 and #35 to determine the number of participants served during the reporting year (i.e., 2022-23) who persisted in school during the next academic year (i.e., 2023-24) at the next grade level or had graduated high school with a regular diploma.
For summer-start projects (i.e., those whose reporting period began in June or July), summer bridge students are included in the number of participants the project served during the reporting year. Therefore, the Department will use field #28 (Participation Level, option 5) to identify the summer bridge students and field #54 (PSECohort) to determine if they persisted.
Projects must use only assessments that specifically indicate whether the student achieved at the proficient level. (Assessments designed for No Child Left Behind accountability are examples of such tests.) If a student did not originally meet the standard, but then subsequently did so by the end of his or her senior year, the project should choose option 3, “Yes.”
A few grantees have reported experiencing difficulty in getting reliable data for students' results on state achievement tests. If a grantee does not think that test data are reliable for a student, the grantee should choose "Unknown" for field #38 and/or #39 for that student. It is, of course, in the project's interest to make every effort to collect reliable test data so as to be able to demonstrate the extent to which the project has met its targets for the academic achievement objective.
Fields #38 and #39 will be used to calculate the PE or Standard Objectives on academic performance as reflected in state standardized tests. While this is calculated only for seniors, data should be reported and updated as necessary in each reporting year. If, for example, an 11th-grader passed both assessments at the proficient level in reporting period 2022-23, the project would choose option 1 in 2022-23 and in subsequent years as well, including the student’s senior year (2023–24).
To be counted toward meeting the academic performance as reflected in state standardized tests objective, a current-year senior participant must achieve the proficient level on state high school assessments in both reading/language arts and math.
This data is being gathered so as to allow TRIO to respond with greatest accuracy to the requirement in the HEOA to prepare a performance report on the UB and UBMS program that is to include comparative data, where available, on national performance of low-income, first-generation students. The data from field #40 and from other fields in the APR may help TRIO to identify subgroups of national datasets that may have greater validity for comparative purposes than would a broader group.
Do not worry about whether the student took an AP exam or passed an AP exam; ignore whether the student took an IB exam or completed the IB diploma. Simply choose “Yes” if the student completed at least one AP or IB course in high school.
In this field, the Department needs data on all current and prior year participants who had not graduated before the 2012–13 reporting year. A grantee may use option “9 - Not applicable” option only for prior participants who graduated high school prior to the 2012–13 reporting year.
Once a project reports option ‘1-Yes’ in a reporting period for a student, the project should continue to report option ‘1-Yes’ the same student in all subsequent reporting periods.
Field #41 allows grantees to report students’ participation in dual enrollment programs which, for the purpose of completing the UB APR, the Department defines as collaborative efforts between high schools and colleges that allow high school students to enroll in college-level courses and earn credit towards both a high school diploma and a college degree (college-credit dual enrollment) or a career preparation certificate (career dual enrollment). This definition is not limited to programs that lead to students’ completing a degree or certificate by the time of high school graduation; it also includes those that can provide credit towards a later degree or certificate. Report UB-UBMS participants who participated in such programs at any time during high school subsequent to the 2012-13 academic year regardless of whether they actually earned college credit. (If, on the other hand, a student takes one or more postsecondary courses on her own, outside of a program established between high schools and a postsecondary institution, the grantee should not report the student as participating in a dual enrollment program.
A student’s participation in a dual enrollment program need only be reported once; after a grantee reports option #1 or option #2 in a reporting period, the project should continue to report the same response in all subsequent reporting periods.
Note: Students who participated in dual enrollment programs should not be reported in fields #52–#66 as enrolled in a program of postsecondary education unless they enroll in a postsecondary program after high school graduation. If a student who earned a certificate/diploma or an associate degree in a dual enrollment program upon or before high school graduation (for example, in spring 2023) subsequently enrolled in a program of postsecondary education (for example, in fall 2022 in a program aimed at a bachelor’s degree or another associate degree), he or she may be counted in appropriate fields (#52–#66) in the APR.
This field requests information on postsecondary credentials completed in dual enrollment programs and on postsecondary coursework completed outside of dual enrollment programs. While postsecondary credentials earned prior to, or simultaneously with, high school graduation are not to be entered in fields #52–#66, the Department wishes to gain a better understanding of the extent to which UB participants are completing PSE credentials in these programs; thus, TRIO has established this field. Option 3, concerning postsecondary coursework completed outside of dual enrollment programs, will allow the Department also to learn more about the extent to which UB participants are engaged in such efforts.
A grantee needs to report credentials earned or coursework completed only once for a participant; after a grantee reports this accomplishment in one year’s APR, the grantee need not update the field in subsequent years, but instead should simply retain the previous year’s response.
This information is needed for reporting on one of the performance measures described in the 2017 and 2022 UB and UBMS grant application instructions and listed in “Definitions That Apply.” If the participant completed two years of mathematics beyond algebra 1 (e.g., geometry, algebra 2, trigonometry, or pre-calculus) by the end of the 12th grade, select option 1. In this field, the Department needs data on all current and prior-year participants who had not graduated before the 2017–18 reporting year.
Please indicate whether current or prior-year participants who graduated from high school or received high school equivalency credentials during the project year completed the FAFSA. This information is needed for reporting on the performance measures described in the 2017 and 2022 UB and UBMS grant application instructions and listed in “Definitions That Apply.” While the Department has databases to help determine whether participants have completed the FAFSA, we are requesting this information in the APR to have more complete data in cases in which students’ identifying information does not match unambiguously with those databases.
If a student is still a participant in the Upward Bound project, enter “9s” (“Not applicable; participant is still in program”). Report a date of last service only for those students who the project believes will not return, e.g., those who have graduated or moved out of the project’s target area. When reporting a date of last service, please do so regardless of the amount of time the student spent in the program. Providing these dates will allow the Department to obtain an accurate measure of the average length of time spent in the program prior to high school graduation. If a project omitted in last year’s report a date of last service for a given student who subsequently did not participate in the year on which the project is now reporting, please include that student in this year’s report as a prior-year participant and record a date of last project service for him or her, even if the date occurred in the prior reporting period.
For those Upward Bound participants who dropped out of the program, please use the date the participant last attended an Upward Bound activity or received any kind of help from the project. This could include contacting a student regarding attendance in project activities, providing advice, counseling, etc. If that information is not available, you may use the date the project dropped the student from its list of active participants.
For reentry participants, change the previously reported date of last project service to 99/99/9999 (“Not applicable, participant is still in the program”) if at the end of the reporting year the individual was still participating in UB or UBMS; enter a new date of last service if the student has again left the program or completed it.
Please select the code that best describes the reason the participant withdrew from the project.
Complete these fields only for project participants who participated in these activities during the reporting period. Use 9s, Not applicable, for prior-year participants. Of the academic instruction and services required or permitted by the authorizing statute and implementing regulations, the APR requests data on five services and activities of special interest to the Department and for which evaluation data and other analyses have shown to be informative.
Report only on those services and activities applicable to the Upward Bound participant during the reporting period. If the project did not offer the service, for fields #47 and #49–#51 choose “8.” Since field #48 has an option for employment that a student secured without assistance from the project, we have omitted option 8 from that field.
Please refer to the section on “Definitions That Apply” for definitions of the services and activities.
For the fields that provide data on participants’ postsecondary education, please note that the Department wants to gather data about students’ college enrollment status (both for recent high school graduates and prior-year participants) at the first opportunity. If you collect data about a student’s postsecondary status after the end of the reporting period, but before the due date for the report, please include that data in your report. (Note: In addition, for projects with a reporting period beginning June 1 or July 1, please report on summer bridge participants’ postsecondary status at the first opportunity, i.e., in the fall after summer bridge, even though the summer bridge students will be included in the next year’s data file as “continuing participants” [field #27]. For example, for a project with a reporting period of June 1, 2022, to May 31, 2023, the grantee should report data on the fall 2023 postsecondary enrollment of 2023 summer bridge participants in the 2022-23 APR even though the grantee will include these bridge students as continuing participants in the data file for 2023-24.)
Please enter “8” or a series of “8s” as specified for participants who have not yet completed high school. Students who participated in dual enrollment programs should not be reported as enrolled in postsecondary education unless they enroll in a postsecondary program after their high school graduation. Please enter “9” or a series of “9s,” where requested, for high school graduates who were not enrolled in a program of postsecondary education during or prior to the reporting period.
Enter “7” or a series of “7s,” where requested, for students who have left a program of postsecondary education without completing it. "Students who have left a program of postsecondary education without completing it" is an umbrella category including, among others, students on leave of absence, those away from postsecondary education for a humanitarian or religious purpose or for military duty, and those who have dropped out and may eventually return. A participant is considered enrolled if he or she has completed registration requirements (excluding payment of tuition and fees) at the institution he or she is attending.
Self-explanatory.
Field #53—Date of First Postsecondary School Enrollment
Please note that accuracy is particularly important for this field as it is used to calculate the postsecondary education enrollment cohort.
For those participants who graduate with a regular secondary school diploma during the school year (i.e., 2022-23) and enroll in postsecondary education by the fall term (i.e., fall 2023), please make every effort to report the postsecondary enrollment date in that year’s APR (2022-23). If the project fails to report a valid postsecondary school enrollment date in the 2022-23 APR, the participant will not be counted toward the project’s postsecondary enrollment objective and will not be included in the 2023 postsecondary education enrollment cohort. Once the Department accepts the 2022-23 APR, participants cannot be added to the 2023 postsecondary education enrollment cohort.
For summer bridge participants in June- and July-start projects, you must provide postsecondary enrollment data in the 2022-23 APR for participants served in 2023 summer bridge to include such students in the 2023 cohort.
This field is used to establish the cohort of students who will form the denominator for each project’s postsecondary completion objective and for relevant performance measures described in the 2022 UB and UBMS grant application instructions and listed in “Definitions That Apply.”
Once established, cohort year data in this field will not be adjusted in later years. The cohort for each year includes current participants (i.e., those served during the reporting year) and prior-year participants who graduated high school during the academic year with a regular secondary school diploma and enrolled in postsecondary education by the fall term immediately following the high school graduation date or by the next academic term (e.g., spring term) as a result of acceptance but deferred enrollment. Thus, grantees should choose option 2023 for current and prior-year participants who actually graduated from high school in academic year 2022-23 with a regular secondary school diploma and enrolled in postsecondary education by the fall term immediately following the high school graduation date (fall 2023) or by the next academic term (e.g., spring term 2024) as a result of acceptance but deferred enrollment.
If a participant graduates from high school in spring 2023 but does not enroll as specified in the objective, he or she will not be included in a postsecondary cohort and instead should be coded as 9999 in this field (“Not applicable, does not qualify for a cohort”). Further, if the participant graduates from high school in spring 2023 and enrolls in postsecondary education by the fall of 2023 but the project does not provide both the participant’s high school graduation date and postsecondary enrollment date in the 2022-23 APR, data validations will prevent the grantee from selecting a 2023 cohort year. If the project fails to report the required information in the applicable reporting year, the participant will not qualify for a cohort and thus will need to be coded as 9999 in this field. (A code of 8888 will only apply to participants who have not yet graduated from high school. In cases in which a project is unsure of a student’s exact status, but believes he or she hasn’t graduated from high school, the project should choose 8888.)
TRIO recognizes that there are situations in which a project may not be able to ascertain the high school graduation date or postsecondary enrollment date prior to submitting the APR. However, because PE points will be calculated annually at the time the APR is submitted, it is imperative that all data needed to establish cohorts be submitted in a timely manner.
Provide the Federal School Code/OPE ID Number (Office of Postsecondary Education Institutional Number) for the postsecondary institution the UB/UBMS participant first attended. This is a six-digit number that is required on all federal financial aid documents. Information regarding this number is included in Federal School Code Directory and can be accessed at
https://studentaid.gov/fafsa-app/FSCsearch.
Since the Department does not request school names, these codes are particularly important, as they are the means by which the Department is able to identify the institutions that UB/UBMS students attend. Use "555555" only in unusual cases in which the project is sure that the institution is not in the Federal School Code Directory. U.S. military academies not included in the Federal School Code Search may be coded “555555.”
If the student began attendance in fall 2023 (that is, after the end of the 2022-23 reporting period), please do provide the code of the institution.
For students who received notification from their IHE of acceptance but deferred enrollment until the next academic semester, projects should include the school code for the IHE.
For current year and prior-year year participants whose postsecondary education status is known, in field #56 provide information on the student’s college status at the beginning of academic year 2023-24.
The information in fields #57–62 will allow the Department to report on participants’ attainment of various kinds of credentials over varying lengths of time, as specified in the performance measures described in the 2022 UB and UBMS grant application instructions. Each type of credential is to be reported separately, as indicated in the fields.
If a student has received more than one credential of a particular kind (e.g., more than one certificate), the project should report the date that the first certificate was completed. If a student attained more than one kind of credential (e.g., an associate degree and a bachelor’s degree), each should be shown in the report in the respective field.
For students who received notification from their IHE of acceptance but deferred enrollment until the next academic semester, projects should select option 6 in fields #57, #59, and #61, and option 66/66/6666 for fields #58, #60, and #62.
Field #61—Bachelor’s Degree Attained: For a student enrolled in a dual degree program (not to be confused with a dual enrollment program; see “Definitions That Apply”) who has completed four years of postsecondary instruction, use option 1 (“Yes, attained bachelor’s degree”) to indicate that the student has accomplished the equivalent of a bachelor’s degree, though a degree was not awarded.
The denominator for calculating the PE objective on postsecondary enrollment is all current and prior-year UB and UBMS participants who graduated high school during school year 2022-23 with a regular secondary school diploma. Participants coded 1 or 2 in field #63 will count towards the postsecondary enrollment objective.
This information is needed for reporting on one of the performance measures described in the 2022 UB and UBMS grant application instructions and listed in “Definitions That Apply.” Please provide data as available at the time the APR is submitted on prior-year participants in the 2022 postsecondary education enrollment cohort (see field #54). For a definition of remediation, please see “Definitions That Apply.”
The Department does not require that grantees obtain transcripts to document participants’ remedial coursework; communication with the participant, or other reliable evidence, is sufficient.
In reporting year 2022-23, will report in this field on whether participants in the 2016 postsecondary education enrollment cohort (the denominator; see field #54) had achieved an associate or bachelor’s degree within six years of high school graduation (i.e., by the end of August 2023). This data will be used to determine whether the grantee meets its target for the postsecondary completion objective.
In reporting year 2022-23, grantees will report in this field on whether UBMS participants in the 2017 postsecondary education enrollment cohort (field #54) have achieved an associate or bachelor’s degree in a STEM field within six years of high school graduation (i.e., by the end of August 2023). This information is needed for reporting on one of the performance measures described in the prior year UBMS grant application package and listed in “Definitions That Apply.” UB grantees should choose option 8, “NA, participant in regular UB program.”
Choose option 1 if the participant earned a postsecondary degree in one of the following fields of study:
Computer and Information Sciences
Engineering
Life Sciences, which include agricultural sciences/ natural resources, biological/biomedical sciences, and health sciences.
Mathematics
Physical Sciences, which include astronomy, atmospheric science and meteorology, chemistry, geological and earth sciences, ocean/marine sciences, and physics.
Choose option 2 if the student earned a postsecondary degree in psychology or the social sciences.
For a list of majors under each of these fields of study, please refer to pages 6 and 7 of the survey instrument for the National Science Foundation’s Survey of Earned Doctorates (SED) for 2021–22, at:
https://www.nsf.gov/statistics/srvydoctorates/surveys/srvydoctorates-2022.pdf.
If a participant changed his or her name (for example, due to marriage), and if the project wishes to record this information in the APR to help track the student, the project may enter the participant’s changed full name (i.e., first and last name) in field #67. Note that the first and last names provided in fields #5 and #6 (LastNM and FirstNM) remain identifiers that the Department will use to track the student; thus fields #5 and #6 must not change from year to year.
Names entered in field #67 may be in a variety of formats, e.g., John Doe, John D. Doe, Jane Smith-Doe, Jane Smith Doe, John Doe II, John Doe, Jr. Moreover, you will be able to update this field in subsequent reporting periods.
If the student has not changed his or her name, the project need not complete field #67.
Y
Academic Performance—Grade Point Average (GPA): X% of participants served during the project year will have a cumulative GPA of 2.5 or better on a four-point scale at the end of the school year.
Academic Performance on Standardized Test: X% of UB seniors served during the project year will have achieved at the proficient level on state assessments in reading/language arts and math.
Secondary School Retention and Graduation: X% of project participants served during the project year will continue in school for the next academic year, at the next grade level, or will have graduated from secondary school with a regular secondary school diploma.
Secondary School Graduation (Rigorous Secondary School Program of Study): X% of all current and prior-year UB participants who graduated from high school during the school year with a regular secondary school diploma will complete a rigorous secondary school program of study.
Postsecondary Enrollment: X% of all current and prior-year UB participants who graduated from high school during the school year with a regular secondary school diploma will enroll in a program of postsecondary education by the fall term immediately following high school graduation, or will have received notification by the fall term immediately following high school from an institution of higher education of acceptance but deferred enrollment until the next academic semester (e.g., spring semester).
Postsecondary Completion: X% of participants who enrolled in a program of postsecondary education, by the fall term immediately following high school graduation or by the next academic term (e.g., spring term) as a result of acceptance but deferred enrollment, will attain either an associate or bachelor’s degree within six years following graduation from high school.
The following performance measures have been developed to track progress toward achieving program success:
The percentage of UB students who take two years of mathematics beyond Algebra I by the 12th grade;
The percentage of UB students who graduated from secondary school with a regular secondary school diploma;
The percentage of UB students who enrolled in postsecondary education;
The percentage of UB students who enrolled in a program of postsecondary education by the fall term following graduation from high school who in the first year of postsecondary education placed into college-level math and English without need for remediation;
The percentage of UB students who enrolled in a program of postsecondary education and graduate on time within four years for the bachelor’s degree and within two years for the associate degree;
The percentage of UB participants who enrolled in a program of postsecondary education and attained either an associate degree within three years or a bachelor’s degree within six years of enrollment;
The percentage of UB students who graduated high school in the reporting year that complete a Free Application for Federal Student Aid (FAFSA); and
The cost per successful participant.
An additional performance measure established for UBMS projects only:
The percentage of former UBMS students who earned a postsecondary degree in a STEM field (i.e., science, technology, engineering, or mathematics).
Hispanic or Latino- A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, and the Indian subcontinent. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
White- A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii or other Pacific islands such as Samoa and Guam.
The Upward Bound program’s regulations provide the following definition of a project participant in 34 CFR 645.6.
Participant means an individual who –
Is determined to be eligible to participate in the project under 34 CFR 645.3;
Resides in the target area, or is enrolled in a target school, at the time of acceptance into the project; and
Has been determined by the project director to be committed to the project, as evidenced by being allowed to continue in the project for at least—
Ten days in a summer component if the individual first enrolled in an Upward Bound project’s summer component; or
Sixty days if the individual first enrolled in an Upward Bound project’s academic year component.
Low-income individual means an individual whose family taxable income did not exceed 150 percent of the poverty level amount in the calendar year preceding the year in which the individual initially participated in the project. The poverty level amount is determined using criteria established by the Bureau of the Census of the U.S. Department of Commerce.
Potential first-generation college student means an individual neither of whose natural or adoptive parents received a baccalaureate degree; or a student who, prior to the age of 18, regularly resided with and received support from only one natural or adoptive parent and whose supporting parent did not receive a baccalaureate degree.
Individual who has a high risk for academic failure means an individual who has not achieved at the proficient level on State assessments in reading or language arts; has not achieved at the proficient level on State assessments in math; has not successfully completed pre-algebra or algebra by the beginning of the tenth grade; or has a grade point average of 2.5 or less (on a 4.0 scale) for the most recent school year for which grade point averages are available.
Limited English proficiency, with reference to an individual, means an individual whose native language is other than English and who has sufficient difficulty speaking, reading, writing, or understanding the English language to deny that individual the opportunity to learn successfully in classrooms in which English is the language of instruction.
“Disconnected youth” is defined in the Appendix to the FY 2013 Budget of the U.S. Government as individuals between the ages of 14 and 24 who are homeless, in foster care, involved in the juvenile justice system, or are neither employed nor enrolled in an educational institution.
Foster care youth means youth who are in foster care or are aging out of the foster care system.
Homeless children and youth means persons defined in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a).
For purposes of completing these fields of the APR, the academic year runs from September 1 to August 31. If a given target secondary school starts its fall term in late August, the project should consider its academic year to begin on an August date. (Note that June 1 is the beginning date for grade at first entry; see instructions for Field #25.)
According to the definition in the Upward Bound program regulations, “rigorous secondary school program of study” means a program of study that is--
(1) Established by a State educational agency (SEA) or local educational agency (LEA) and recognized as a rigorous secondary school program of study by the Secretary through the process described in 34 CFR 691.16(a) through (c) for the Academic Competitiveness Grant (ACG) Program;
(2) An advanced or honors secondary school program established by States and in existence for the 2022-23 school year or later school years;
(3) Any secondary school program in which a student successfully completes at a minimum the following courses:
(i) Four years of English.
(ii) Three years of mathematics, including algebra I and a higher-level class such as algebra II, geometry, or data analysis and statistics.
(iii) Three years of science, including one year each of at least two of the following courses: biology, chemistry, and physics.
(iv) Three years of social studies.
(v) One year of a language other than English;
(4) A secondary school program identified by a State-level partnership that is recognized by the State Scholars Initiative of the Western Interstate Commission for Higher Education (WICHE), Boulder, Colorado;
(5) Any secondary school program for a student who completes at least two courses from an International Baccalaureate Diploma Program sponsored by the International Baccalaureate Organization, Geneva, Switzerland, and receives a score of a “4” or higher on the examinations for at least two of those courses; or
(6) Any secondary school program for a student who completes at least two Advanced Placement courses and receives a score of “3” or higher on the College Board's Advanced Placement Program Exams for at least two of those courses.
Regular secondary school diploma means a diploma attained by individuals who meet or exceed the coursework and performance standards for high school completion established by the individual’s state.
Work-study positions (as the term is used in the Higher Education Act of 1965, as amended in 1998, Section 402C(b)(10)) means internships and/or employment provided or arranged for by the project for the purpose of exposing participants to careers requiring a postsecondary degree. Upward Bound students participating in one of these work-study positions may be paid a stipend of $300 per month during June, July, and August. Include in this field only those work-study positions for which the Upward Bound participant received a stipend from the project.
Employment-- Means jobs of at least 10 hours per week arranged either by the project or by the Upward Bound participant that are separate from the Upward Bound program. In contrast to the “work-study” positions, these jobs are primarily to allow participants to earn some income while participating in the program.
Cultural Activities-- Means any project sponsored activities, such as field trips, special lectures, and symposiums, that have as their purpose the improvement of the project participants’ academic progress and personal development.
Community service refers to a student’s participation, facilitated by the Upward Bound project, in an activity or activities designed to serve a community. Under this definition, community service need not be explicitly integrated into the student’s academic work in Upward Bound or at his or her school.
Instruction/tutorials means a formal, structured method for transmitting facts, information, understanding of the concept, and skills to students. Instruction usually includes lesson plans and assignments designed to help students achieve learning objectives.
Dual degree program is a program of study that awards an individual both the bachelor’s and a graduate degree upon successful completion of the program of study. For a student enrolled in such a program who has completed four years of postsecondary instruction, in field #61 grantees may use option 1 (“Yes, attained bachelor’s degree”) to indicate that the student has accomplished the equivalent of a bachelor’s degree, though a degree was not yet awarded.
A participant is considered enrolled if he or she has completed registration requirements (excluding payment of tuition and fees) at the institution he or she is attending.
For the purpose of APR reporting, remedial education courses are defined as courses in reading, writing, or mathematics for college-level students lacking those skills necessary to perform college-level work at the level required by the institution.
[This document is dated November 2023]
November 2023
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | FY 2022-2023 Annual Performance Report Instructions for the Upward Bound and UB Math-Science Programs (MS Word) |
| Author | US Department of Education;Morgan, Kathy |
| File Modified | 0000-00-00 |
| File Created | 2024-07-22 |