ACC makes childcare scholarships available to low-income student parents. The core features of the childcare scholarship program are 1) case management and 2) parent choice. Students who accept a childcare scholarship must agree to participate in intensive case management with a Student Advocate to help with clarity of goals and decisionmaking, referrals to additional supports and on-going problem-solving and personal support. Students who receive the scholarship may select the childcare provider of their choice. ACC arranges for payment directly with the provider. Students must pay the difference between the amount of their scholarship and the total cost of care charged by the provider. The goals of the childcare scholarships are 1) to improve the semester to semester persistence rates of student parents and 2) to improve the graduation rates of student parents. Funding for the program come from ACC's Perkins grant and from institutional sources.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 156

HOW TO ENROLL: Participants must apply to enroll in this program

WEBSITE TO APPLY: https://www.austincc.edu/students/child-care

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Student Accessibility & Social Support Resources

CONTACT FOR MORE INFO: Steve Christopher at schris@austincc.edu or 512-223-7664

The College, Career, & Financial Health (CCFH) outreach program was created to encourage and assist with postsecondary enrollment for elementary through secondary school students in Victoria College’s service area. The CCFH Coordinator is responsible for facilitating a pipeline to postsecondary enrollment from a very early age.Through various financial literacy sessions, students are able to explore career and college opportunities, as well as identify smart financial habits and options for future goals. Specifically, at the high school level, the CCFH Coordinator works diligently to increase the percent of service area secondary students who complete the ApplyTexas application, submit their FAFSA, and complete at least one scholarship application before high school graduation.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment Services

CONTACT FOR MORE INFO: Sabrina Romo at Sabrina.Romo@VictoriaCollege.edu or 361-582-2543

College success coaching creates an environment that supports students in achieving their academic goals. College Success Coaching guides students to success through the development and application of personal wellbeing, motivation identification, goal planning, study strategies, time management, and resource referrals.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

HOW TO ENROLL: All students are able to enroll into program

EVALUATION STATUS: Data related to program outcomes have been internally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success

CONTACT FOR MORE INFO: Matthew Ramirez at Matthew.Ramirez@tjc.edu

Victoria College's Community Connection Center - Wrap Around Services supports the students in pursuit of their vocational and academic goals through the provision of career and transfer assistance, as well as, social support services. Students seeking their vocational and academic goals often struggle to maintain progress due to life's challenges that can derail academic success for a myriad of reasons. Support services are available to all students who need assistance in areas of housing and utilities, food and clothing insecurities, medical and mental health, transportation, childcare and emergency needs. With full awareness of our students’ goals, Victoria College is equipped with transfer and career services to assist the student in securing their next steps, either transfer preparation or career exploration.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Advising, Counseling, & Support Services Department

CONTACT FOR MORE INFO: Bobby Cubriel at robert.cubriel@victoriacollege.edu or 361-572-6404

Complete U at TSU is geared toward recruiting students from five community colleges partners, including: Alvin Community College, College of the Mainland, Galveston College, Houston Community College, and Lone Star College to assist students with successfully transferring into Texas Southern University and completing their baccalaureate degree. Students from these institutions are supported through orientation/onboarding, scholarships, and career planning.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

DEPARTMENT(S) OVERSEEING PROGRAM: College of Transdisciplinary Studies

CONTACT FOR MORE INFO: Aisha Morris Moultry, Pharm.D., Ph.D., M.S. at aisha.moultry@tsu.edu or (713) 313-1262

This Articulation will serve as the foundation guidelines for converting Continuing Education Units (CEU) to Semester Credit Hours (SCH) through Laredo College's Continuing Education Department and Workforce Divisions. This agreement is a mechanism to allow students who have completed specified Continuing Education­ Integrated Education & Training non-credit course(s) to be granted college credit through articulation. Continuing Education Unit (CEU) courses to be articulated shall be taught through Laredo College's Continuing Education Department. Continuing Education students may petition for articulated college credit upon CEU course completion through this Articulation Agreement. The purpose of this agreement is for students without High School Equivalency(HSE) or Diplomas to qualify for Ability to Benefit to be able to continue through post-secondary while they pass the HSE.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 88

HOW TO ENROLL: must be advised by career navigator

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Continuing Education

CONTACT FOR MORE INFO: Sandra Cortez at sandra.cortez@laredo.edu or 956-794-4982

Success Coaching at Dallas College offers concierge-style case-management and support through a learning care model to improve the student experience, eliminate barriers, strengthen student persistence, completion, and success. Through proactive case management, success coaching guides learners through their academic journey by empowering and inspiring them with caring, relatable, knowledgeable, and accessible strategies.

All Dallas College students are assigned a success coach who help students navigate college life and keep them on track throughout their academic journey. Success coaches engage students in comprehensive and customized success planning to fit their individual needs. Success Coaches are responsible for helping to orient students to college life, guiding students through initial discussions on career exploration and first-year courses selections, leveraging technology to track student progress towards academic and career goals, and liaising between the student and a broad network of internal and external resources designed to provide wrap-around support and eliminate any barriers that could impact the student's success.

Students may access success coaching services in multiple modalities including scheduled appointments, walk-ins, online conferencing, phone, and email correspondence. Success coaching services are available Monday through Friday from 8am to 12midnight to ensure all students have equitable access to support services.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

PROGRAM OUTCOMES: Preliminary data from Fall 2022 shows that success coaching had a positive impact on persistence. Students in all categories (first time in college, continuing, transfer in, transient, charter, dual credit, early college high school) who scheduled appointment(s) with a success coach had higher persistence rates than students who did not meet with their coach. Students who scheduled two or more appointments with a success coach had even higher persistence rates.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success - Success Coaching Unit

CONTACT FOR MORE INFO: Dr. Jermain Pipkins at jpipkins@dallascollege.edu or 9722386004

The College’s Continuing Education programs selected for short-term training in Corpus Christi and Aransas County align with Workforce Solutions of the Coastal Bend’s Targeted Occupations List for 2019-2021 and trends outlined by the Texas Workforce Commission for both Texas and the Coastal Bend. These programs correlate with high demand for employment, including: Healthcare (Certified Nurse Aid, Electrocardiography, Medical Billing and Coding, Medical Secretary, and Phlebotomy) and Trade Industry (Building Maintenance, Carpentry [Basic], Electrical Wiring, HVAC, Millwright, Plumbing [Basic] and Welding). These short-term programs range from four to 16 weeks to complete, and programmatic sequencing allows students to on-board into specific study fields without prior knowledge or skills development. Additionally, these CE programs, whether they provide certification or WSAs (Workforce Skills Awards), allow students to gain immediate employment during or upon completion.The College offers various modalities of course delivery, including face-to-face, remote or E-learning and hybrid formats. Mode of delivery is dictated by industry certification or licensing requirements that mandate hands-on training as well as curriculum, laboratories, tools/equipment utilization, simulators and software associated with each program.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 90

HOW TO ENROLL: Participants must apply to enroll in this program

WEBSITE TO APPLY: www.delmar.edu/true

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Del Mar College - Continuing Education

CONTACT FOR MORE INFO: Rachel Benavides at rbenavid20@delmar.edu or 361-389-8940

Early College High School transfer student initiatives focus on degree attainment with a specific focus on graduating with less debt. To promote degree completion, the program will involve establishing monthly development seminars, parent workshops, social engagement opportunities, financial aid packaging, and data analytics. While this program is administered by a manager, programmatic elements are developed in collaboration with departments across campus.

DELIVERY FORMAT: The program has a hybrid format.

DEPARTMENT(S) OVERSEEING PROGRAM: Enrollment Management

CONTACT FOR MORE INFO: Clifton Jones at cwjones@tamuct.edu or 2545195424

FLEXTech is an innovative program that supports mobility into cybersecurity and information technology by connecting students and employers through networking events, career fairs, mentorship opportunities, and use of career platforms, the program provides career readiness to students through online and in-person learning and assistance with job search strategy, resume assistance, LinkedIn, cover letters, employer research, networking, and developing an understanding of IT and Cybersecurity job fields.

DELIVERY FORMAT: The program has a hybrid format or has both online and in-person components.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

PROGRAM OUTCOMES: 126 program participants have self-reported an IT/Cybersecurity-related job or internship. Preliminary research indicates 85% of Bachelor of Applied Technology-Information Systems Cybersecurity graduates enrolled in the program have attained employment in their field of study versus 63% of students not enrolled in the program. Additional student labor market outcomes continue to be collected.

DEPARTMENT(S) OVERSEEING PROGRAM: Emerging Technical Grants Department

CONTACT FOR MORE INFO: Tara N. Lewis at tnlewis@collin.edu or 469-365-1809

The Fearless Leadership Institute (FLI), established at the University of Texas at Austin in 2013, is a holistic development initiative for Black and LatinX college women at UT-Austin, focusing on three core development areas: academic, personal, and professional development. The initiative provides services and hosts events that promote student engagement, sense of belonging, leadership development, and equips participants with the tools necessary for succeeding at the university and beyond. Participants can take advantage of weekly interest groups, exposure trips to Wall Street and Silicon Valley, international study abroad opportunities, graduate school preparation and mentorship from an upperclassmen, graduate students or professional women from the community. Part of FLI’s strategic plan includes extending programming and support to high school students. For the past two years, FLI has hosted a leadership conference for female high school students from around the state of Texas. To further impact high school students FLI will partner with She Needs To Know (SNTK), a local non-profit, to offer group and individual mentorship with the goal of impacting the postsecondary success for the high school participants of SNTK.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 442

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: Data related to program outcomes have been internally collected in the past

DEPARTMENT(S) OVERSEEING PROGRAM: Longhorn Center for Academic Equity

CONTACT FOR MORE INFO: Tiffany Lewis or Thais Moore at tiffany.tillis@austin.utexas.edu or 512-471-1205

Financial Literacy at Texas A&M University- San Antonio takes a multi-pronged approach to educating and equipping students as well as the general community with knowledge and skills in personal finance and financial management. Housed within the Mays Center for Experiential Learning and Community Engagement, Texas A&M University - San Antonio offers a Financial Literacy Fellows program with peer to peer education, one-on-one coaching, in-class presentations with a variety of topics, on and off campus outreach, and partnerships with entities both on and off campus. The goals of the program are to improve overall competency of personal finance, decrease finance-induced stress, career and economic development post-graduation, and improve retention rates. Major initiatives and programs include the Financial Literacy Fellows, a year-long program open to students majoring in finance or accounting at the undergraduate level, or are in the Masters of Public Accounting program. Students selected to serve as Financial Literacy Fellows are peer educators that advance financial literacy through campus presentations, community education, and creating individualized capstone projects to solve problems they see in the world. The Fellows help build capacity and reach, and improve relations with students. Another initiative are in-class presentations, which are incorporated into the First Year Seminar to acquaint new Jaguar students with Budgeting 101 and other financial education curriculum. Faculty in all departments and at all course levels can also request presentations on a variety of topics. For on-campus engagement Texas A&M University-San Antonio coordinates a variety of campus engagement events weekly throughout the academic year, and highlight a cluster of programs and workshops during the annual Financial Literacy Week (fall semester) and Money Smart Week (spring semester) in collaboration with several other campus departments. Money coaching appointments include one-on-one coaching which is wholly tailored to student needs and goals and is available free of charge to Jaguar students. Students meet with a trained money coach to strategize and implement a plan to help each student reach their financial goals. As a part of off-campus engagement, Texas A&M University-San Antonio also partners with community organizations such as Junior Achievement of South Texas to work with neighboring independent school districts so younger students can achieve financial literacy and capability before reaching higher education, as well as GEAR UP, a federal fund that helps low-income districts prepare students for higher education.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Small-scale (reaches fewer than 10 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 750

HOW TO ENROLL: there are multiple parts- to be a Financial Literacy Fellow students must apply, other students always have access to all other programming

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: the Mays Center for Experiential Learning and Community Engagement

CONTACT FOR MORE INFO: Eliasz McCullen at emccullen@tamusa.edu or 210-784-1364

Financial Literacy Workshops
Goal: To increase students student success by implementing strategies to build students' financial understanding so that they can make smart decisions about their money.

Objectives:
Lamar State College Port Arthur seek to empower our diverse communities for financial success through strategies: (1) Classroom presentations focused on budgeting and credit; (2) Financial Empowerment Workshops that involves community volunteers from local financial institutions that has offered workshops throughout the academic year on topic to include: credit management, pre-employment retirement planning, and budgeting.

Career Coaching
Goal: To establish an effective on-ramp to college for Hispanic and low-income students by aligning instructional pathways with high school endorsements.

Objective(s):
1. Students will meet with Success Coaches, who will help students recognize and achieve their educational goals. They help students examine school programs, recognize their academic strengths, and assist in implementing strategies to enhance student retention.
2. Students will increase retention, success, and recognizing their career goals by taking career assessments.

DELIVERY FORMAT: The program has a hybrid format.

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 50;1500

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Trenida Lewis, Title V Pathway to Excellence Department, Lamar State College Port Arthur

CONTACT FOR MORE INFO: Trenida Lewis at lewistd@lamarpa.edu or 409-984-6235

First-Gen Longhorn is a term at the University of Texas that describes any student whose parent(s)/guardian(s) do not have a four-year degree or higher from an institution of higher learning in the United States. In the fall of 2021, first-generation college students at UT Austin accounted for 23% of the undergraduate student body. The mission of the First-Gen Equity program is to create a community on campus for first-generation students by providing them with a multi-tiered support network and an immersive layering of academic, social and professional experiences, workshops, resources, and events. First-Generation students at The University of Texas at Austin are able to opt-in to any of the following whole-person developmental services provided by First-Gen Equity, free of charge:
-Academic Coaching
-Free STEM Tutoring and Free Printing
-Transition & Success Coaching (mentorship program)
-Monthly First-Gen Social Connection, Future-Planning & Skill-building Events
-Accessing our Computers and Physical Space & Study Lounge in SSB 3.200
-Engaging with our Social Media Accounts and Canvas Page
-Subscribing to our First-Gen Weekly Navigator Newsletter
-Receiving Referrals to other Programs in the Longhorn Center for Academic Equity or Across Campus
-Participating in First-Gen Longhorn Signature Events Each Year

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 697 routinely (year one this year)

HOW TO ENROLL: Participants must apply to enroll in this program

WEBSITE TO APPLY: https://diversity.utexas.edu/academic-equity/first-gen-equity/

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Division of Diversity and Community Engagement's Longhorn Center for Academic Equity

CONTACT FOR MORE INFO: Michelle Shanks at michelle.shanks@austin.utexas.edu or 5126591587

First-Generation Student Orientation is designed for any student that identifies as first-generation. The goal is to provide each participant with necessary information to be successful in college. Time management, study skills, and goal setting skills are included in the orientation. We also go over key college terms and important offices and personnel that will be needed during matriculation.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 75

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: No data related to outcomes have been collected from this program

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success, Retention, and TRIO-EOC

CONTACT FOR MORE INFO: Lee Williams III at lee.williams@texarkanacollege.edu or 9038233016

MCC’s Title V grant project, First Year Focus: Developing Academic and Co-Curricular Student Support Structures to Improve First Year Outcomes puts into place innovative support structures designed to create enriching academic opportunities that foster success for MCC’s diverse student population. These activities include restructuring the first year experience to address student resilience, integrating and building academic support structures to promote persistence, and cultivating student engagement and inclusiveness across campus. The project is (1) restructuring the Learning Frameworks courses and curriculum to better address student resilience through cohort reorganization, the integration of cultural competency, career planning, and financial literacy into all Learning Frameworks (LF) courses, and bringing the College’s Peer Leadership Initiative (PLI) to scale as part of the LF course, (2) enhancing academic support structures by centralizing academic support into a cohesive Learning Commons, implementing SI for developmental education and gateway courses, and language support for ELL students, (3) better engaging students, including Hispanic and low-income students at the beginning of their academic careers, increasing Spanish language engagement from orientation to graduation, and compelling student programming for Hispanic and low- income MCC students.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 3575

HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process

EVALUATION STATUS: Data related to program outcomes are currently being internally and externally collected

DEPARTMENT(S) OVERSEEING PROGRAM: President's Office

CONTACT FOR MORE INFO: Paula Barfield Unger at punger@mclennan.edu or 254-299-8494

The First Year Institute Seminar’s goal is to teach students “how to be a college student.” We examine factors that underlie learning, success, and personal development in higher education. Topics covered include information processing, memory, strategic learning, self-regulation, goal setting, motivation, educational and career planning, and learning styles. Techniques of study such as time management, listening and note taking, text marking, library, 0and research skills, preparing for examinations, and utilizing learning resources are covered. Includes courses in college orientation and developments of students’ academic skills that apply to all disciplines. All first semester freshmen must enroll in the course during their first semester of college. A final grade of C or higher is required, or the student must repeat the course. Our Learning Framework Capstone is meant to prepare students for transfer and or the workforce. This course includes 1) research and theory in the psychology of learning, cognition, and motivation; 2) factors that impact learning; and 3) application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to draw continually from the theoretical models they have learned. (Cross listed as PSYC 1100). (NOTE: While traditional study skills courses include some of the same learning strategies, e.g., note-taking, reading, test preparation as learning framework courses, the focus of study skills courses is solely or primarily on skill acquisition. Study skills courses, which are not under-girded by scholarly models of the learning process, are not considered college-level and therefore are distinguishable from Learning Framework courses.) Prerequisite: 30 hours of college-level credit.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Medium-scale (reaches between 10 and 25 percent of its target population)

DEPARTMENT(S) OVERSEEING PROGRAM: FYIS-Student Central Learning Frameworks- CAO

CONTACT FOR MORE INFO: Krista Wilson at kwilson@fpctx.edu or 806-457-4200

First-time-in-college students enroll a one-hour first year seminar course: UGST 1100: Applications of Learning. Students can enroll in special sections for Trailblazer Elite students or in a meta-major block of two other courses identified as relevant for a meta-major the students have identified. Enrollment in the first year seminar allows students a safe place to learn about their new academic environment, build community, explore career options, and skills to help them successfully adjust to college life.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

HOW TO ENROLL: Participants must apply to enroll in this program

EVALUATION STATUS: Data related to program outcomes are currently being internally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Office of the Provost

CONTACT FOR MORE INFO: Dr. Dawn Remmers at dawn.remmers@untdallas.edu or 972-338-1878

For first-generation college students, adjusting to college can be difficult and may lead to lower graduation rates. Despite the availability of resources on-campus at St. Edward's University, there were obstacles that often prevented its first-generation college students from making the best use of resources. In response to this, in 2020, St. Edward's University implemented programming to remove barriers to success for students who are first in the family to go to college. Recognizing that there is financial need, little family background in higher education, and social and academic stress, First to GOat provides holistic programming that emphasizes mentoring, building community and belonging, leadership and character development, academic and career readiness, financial assistance and literacy, and personal health and wellness. First to GOat develops
and provides a supportive, inclusive community that values and celebrates their identity.

DELIVERY FORMAT: The program is in-person only.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

PROGRAM OUTCOMES: The average one-year retention rate for first-generation students at St. Edward's University is 77.5% for 2020-2022, exceeding national and state averages. In addition, the average fall-to-spring first-generation college students persistence is 92.5% for 2020-2023.

DEPARTMENT(S) OVERSEEING PROGRAM: Student Success Center

CONTACT FOR MORE INFO: Sonia Briseno at sbriseno@stedwards.edu or 512-448-8625

Get to the Finish Line was developed to benefit students that are currently attending or have attended Laredo College within the past two years. Students who were forced to suspend their academic coursework due to financial adversity would be targeted beneficiaries of this program. In order to reach a higher number of participants, we encourage students from any major to be part of our program. While many students have exhausted their financial aid awards due to reaching the maximum allowable hours by federal regulations, other students may not qualify for any type of need-based assistance due to their Expected Family Contribution (EFC), but still be financially unable to cover the cost of their classes. These aspects of the federal financial aid regulations do not allow students to complete their education. The funds made available by this program will facilitate the assistance of a minimum of 120 students for one year. The Laredo College Financial Aid Office as well as the Laredo College Student Success Center will play an integral role in this program’s success.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 46

HOW TO ENROLL: Participants are automatically enrolled in this program if they meet eligibility requirements

EVALUATION STATUS: Data related to program outcomes are currently being internally and externally collected

DEPARTMENT(S) OVERSEEING PROGRAM: Laredo College Economic Development Center, Laredo College Financial Aid Center, Laredo College Advising & Career Transfer Center, and Laredo College Tutoring Center

CONTACT FOR MORE INFO: Salvador Sciaraffa III at salvador.sciaraffa@laredo.edu or 956-764-5994