Educational Opportunity Centers Annual Performance Report

OMB Approval No: 1840-0830
Expiration Date: 12/31/2019

Educational Opportunity Centers (EOC) Program
Instructions for Completing the Annual Performance Report
for Program Year 2018–19
1. WHAT IS THIS PACKAGE?
This package contains the instructions needed to prepare the annual performance report for the
Educational Opportunity Centers (EOC) program. The Department of Education uses the
information provided in the performance report to assess a grantee’s progress in meeting its
approved goals and objectives and to determine a grantee’s prior experience (PE) points in
accordance with the program regulations (34 CFR 644.22 – Educational Opportunity Centers).
The Department also aggregates grantees' data to report on each program as a whole, in
particular to respond to the Government Performance and Results Act.
2. WHAT ARE THE LEGISLATIVE AND REGULATORY AUTHORITIES TO COLLECT THIS
INFORMATION?
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The Higher Education Act of 1965, as amended, Subpart 2, Chapter 1, Section 402A and
402F;
Program regulations in 34 CFR Part 644; and
Sections 75.591 and 75.720 of the Education Department General Administrative
Regulations (EDGAR)

3. WHO MUST FILE THIS REPORT?
All grantees funded under the EOC program must submit annual performance reports as a
condition of their grant award.
4. WHAT PERIOD OF TIME IS COVERED IN THE REPORT?
The report covers the 12-month budget period. This information can be found in Block 6 of your
Grant Award Notification.
5. WHAT INFORMATION MUST BE SUBMITTED?
The report consists of four sections. Section I requests basic identifying information about the
project, while Section II covers demographic information and target schools. Sections III and IV
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reflect the standard objectives found on the Program Profile page of the 2016 application
package for EOC. Section III requests the educational status of different groups of participants
at the time of first service in the reporting period; these groups allow grantees to report on sets
of participants specified in the objectives. Section IV asks grantees to report on the educational
status of participants at the end of the reporting period and to show the extent to which the
project succeeded in meeting its objectives.
6. WHEN SHOULD THE REPORT BE FILED?
The annual performance report should be submitted electronically via the Web within 90 days
after the end of each 12-month budget period.
7. HOW MAY THE REPORT BE SUBMITTED?
The entire report should be submitted via the World Wide 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 on
the APR site. The upload must be completed within five business days of final submission of
your online APR. If a grantee is unable to upload Section I, please contact the Help Desk by
either telephone at (703) 885-8008 or email at [email protected].
The Web application will be available as of [Insert Date], via a link to our contractor's Web site
from the following Web address:
http://www2.ed.gov/programs/trioeoc/report.html.
The Web site contains the forms and instructions needed to prepare and submit online the
annual performance report for the EOC program. The Web application that EOC grantees will
use to submit the annual performance report has the following features:
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Instructions for using the Web site, an introduction to the data collection, and Online Help;
A Web form for completing all sections online;
Edit checks to help increase accuracy in reporting;
A print button to make a hard copy of the information entered;
A submit button to send the entire report to the Department of Education;
An e-mail confirmation that the report has been submitted; and
An upload button to upload a signed copy of Section I only. Do not upload or fax in a copy of
the entire report.

8. WHO MAY BE CONTACTED FOR ADDITIONAL INFORMATION CONCERNING THE SUBMISSION
OF THE PERFORMANCE REPORT?
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Please contact your program specialist directly if you have questions regarding the
performance report requirements or if you need to revise the performance report submission.
A state listing of program specialists’ names, telephone numbers, and e-mail addresses is
available at the Web address provided above.
If you have technical problems accessing the Web site or using the Web application, please
contact the Help Desk by either telephone at (703) 885-8008 or e-mail at
[email protected].

Specific Instructions for Completing the Performance Report
Section I: Project Identification, Certification, and Warning
A. Identification
1.

To begin completing this report online, go to the EOC Annual Performance Report page
(http://www2.ed.gov/programs/trioeoc/report.html). You will need to click on the Web site link
hosted by our contractor, which is listed under the “APR Web Site” section, to support submittal
of the annual performance reports.

2.

Once at the contractor's Web site (entitled "TS/EOC Annual Performance Report (APR) for
Program Year 2018–19"), you will need to register to receive a user ID and temporary password.
Registration requires entry of the project director's first and last names and e-mail address and
the project's PR award number (found in block 5 of the Grant Award Notification). If this
information matches the data that the Department currently has on file, a user ID and
temporary password will be sent to the e-mail address on file. If discrepancies exist, your
program specialist and the Help Desk will be sent an e-mail message requesting verification of
data on the project. Please allow 48 hours for this verification to occur. Once the Help Desk has
received verification from the program specialist, the grantee will be notified that he or she can
continue with registration.

3.

Once you have your user ID and temporary password via email, you may enter those on the
homepage of the website listed above and click "Log in." You will then be prompted to create a
new password and answer two security questions. After doing so, the Web site will let you
continue onto Section I of the APR.

4.

You will be asked to confirm that the PR/Award number and associated grantee name are
correct; you will then see the page for Section I. Your PR/Award number will be pre-populated
in line 1 of Section I of the report form.

5.

The name of the organization awarded the grant funds will be pre-populated in line 2.

6.

The address of the grantee organization will be pre-populated in line 3. If changes are needed,
please correct the data.
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7.

The name of the project director will be pre-populated in line 4. If there has been a change in
the project director, please contact your program specialist immediately to notify the
Department of the change. The APR is not a vehicle for obtaining approval for any project
director changes.

8.

The current telephone number, fax number, and electronic mailing address for the project
director will be pre-populated in line 5. If changes are needed, please correct the data.

9.

The budget period covered by this report will be pre-populated in line 6. These dates should
correspond to the budget period found in block 6 of the Grant Award Notification.

10.

In line 7, provide the name, telephone number, and electronic mailing address for the data entry
person who has completed the online form.
B. Certification
The project director is the person responsible for administering the project in accordance with the
terms and conditions of the grant.
The certifying official is the individual (or successor or designee) who signed the grant application on
behalf of the institution or agency.
C. Warnings
Any person who knowingly makes a false statement or misrepresentation on this report is subject to
penalties which may include fines, imprisonment, or both, under the United States Criminal Code
and 20 U.S.C. 1097. Further Federal funds or other benefits may be withheld under these programs
unless this report is completed and filed as required by existing law (20 U.S.C. 1231a) and
regulations (34 CFR 75.590 and 75.720).

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Section II: Demographic Profile of Project Participants, Target Schools, Invitational Priorities
Number of Participants Funded to Serve
The Department will pre-populate this field with the number of participants the grant was funded to
serve each year, based on information provided in the project's approved application. Grantees will not
be able to make changes to this number on the form. If the pre-populated number reflects a data entry
error, the project must contact its assigned program specialist to resolve the problem.
A.

Number of Participants Assisted
In completing this section of the report, please keep in mind the following definitions of a
project participant provided in the program regulations in 34 CFR 644.7.
An EOC participant means an individual who: (1) is determined to be eligible to participate in the
project under section 644.3; and (2) receives project services.
Only those individuals who meet the definition of a participant should be counted in this section
of the report. Participants need not have been enrolled in the program at the beginning of the
reporting period to be counted. Report only on participants served in 2018–19; do not provide
information on participants last served in 2017–18 or any earlier year.
Please provide the number of new participants served in A1 and continuing participants in A2. A
new participant is one served by the project for the first time during this reporting period. A
continuing participant is one who was served by the project for the first time in another
reporting period (this includes a budget period under a previous grant) and who received
project services during this reporting period.
A3 should be the total of A1 and A2, if applicable, and should be the number of participants
served by the project during the reporting period.

B.

Participant Distribution by Eligibility
The regulations governing the EOC program (see 34 CFR 644.11(a)) require that at least twothirds of the individuals a project serves must be low-income individuals who are potential firstgeneration college students (these terms are defined below). The remaining participants can be
low-income individuals, potential first-generation college students, or any individuals in need of
services who meet the other participant eligibility criteria in 34 CFR 644.3. Students may be
counted only once in this breakout. The total reported must agree with the number in A3
above.
Low-income individual means an individual whose family’s 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 of poverty established by the Bureau of the Census of the U.S. Department of
Commerce. The 2019 low-income levels can be found on the TRIO Web site at:
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http://www2.ed.gov/about/offices/list/ope/trio/incomelevels.html.
Potential first-generation college student means: (1) an individual neither of whose natural or
adoptive parents received a baccalaureate degree; or (2) an individual who, prior to the age of
18, regularly resided with and received support from only one parent and whose supporting
parent did not receive a baccalaureate degree; or (3) an individual who, prior to the age of 18,
did not regularly reside with or receive support from a natural or adoptive parent.
In the Other category (B4), count those project participants who are neither low-income nor
potential first-generation college students. The total should agree with the number in A3.
C.

Participant Distribution by Race and Ethnicity
On October 19, 2007, ED released revised, Department-wide guidance on collecting and
reporting data on race and ethnicity:
http://www.ed.gov/legislation/FedRegister/other/2007-4/101907c.pdf; or
http://www.ed.gov/legislation/FedRegister/other/2007-4/101907c.html.
All grantees of the Department were required to implement the revised guidance as of fall 2010
for the 2010–11 school year and thereafter.
While the 2007 guidance is largely consistent with the reporting categories for race and
ethnicity that EOC grantees have used in earlier years in APR reporting, the guidance specifies
data collection, reporting, and maintenance procedures that grantees may or may not have
followed in the past, but that now are required for full implementation. These procedures,
designed to ensure data quality, include these points:
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Grantees need to collect racial and ethnic data on all participants using a two-part question:
first, the grantee asks the participant whether the participant is Hispanic/Latino; second, the
grantee asks the respondent to select one or more races from the five racial groups listed.
(Instead of asking the respondent, grantees may use school records to determine a participant's
race and ethnicity, but only if the school has implemented the Department's 2007 guidance.)

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If the respondent identifies the participant as Hispanic/Latino, that is the one category the
grantee should use in reporting to the Department on that participant, regardless of other racial
information the respondent may provide. Grantees must, however, keep in their files the
original responses on race and ethnicity of all participants using the two-part question.

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If a respondent belongs in more than one racial group, the grantee should report the
respondent as belonging to two or more races.

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“Unknown” should not appear on forms grantees use to collect data, though grantees may
report a participant’s race/ethnicity as “Unknown” if necessary.
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•

The guidance encourages grantees to have respondents themselves identify the category to
which they belong, rather than for the grantee to use observation to select a category.
The points above are highlights only; grantees are responsible for implementing all relevant
aspects of the guidance.
In Section II C, grantees are to report aggregated data on participants' race and ethnicity. As
noted above, all students identified as Hispanic or Latino should be included only in the count
for C2. Non-Hispanic/Latino participants identified as of one race should be shown in lines C1,
C3, C4, C5, or C6. Non-Hispanic/Latino participants identified as of two or more races should be
counted in C7. Participants for whom race and ethnicity is unknown should be included in the
count for C8. The total, C9, should equal the number in Section II, A3. As indicated above, the
original responses from Hispanic/Latino students or their parents (and indeed all participants)
provided on their race and ethnicity should be retained in grantees' files.
Definitions of the ethnic and racial categories
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 a 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.
Two or more races - A person of a multi-racial background.

D.

Participant Distribution by Gender
Though these data are not mandatory, they are helpful to the Department in reporting on the
gender representation of project participants. The total should agree with the number in A3.

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E.

Participant Distribution by Age
The data requested here represent age ranges most consistent with age groups targeted for
services by the Talent Search (TS) and EOC program statute and regulations. Given the
permissible exceptions provided by statute which permit EOC projects to serve individuals
younger than 19 years of age if the individuals cannot be appropriately served by a TS project
(see 34 CFR 644.3(2)), the requested information aids the Department in validating the numbers
of youths and adults served by each EOC project. The total should agree with the number in A3.
The data reported here should reflect the age of project participants at the time of first service
in the reporting period. Item E1 has been changed to include participants who meet the
eligibility requirements for TS but who are younger than 11 years old.

F.

Participants with Limited English Proficiency
EOC projects may adapt project services to meet the needs of students with limited English
proficiency (see 34 CFR 644.4(k)). If applicable for your project, please provide the number of
project participants with limited English proficiency.
Limited English proficiency, with reference to an individual, means a person 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.

G.

EOC participants also served during reporting year by another federally funded program (see
34 CFR 644.32(c)(4))
Please provide the number of participants in your EOC project that also received services during
the project year from another federal TRIO program (e.g., Veterans Upward Bound) or another
federally funded program or programs that provide the same or similar services as those
provided by the EOC project. For example, it is conceivable that an EOC project works in
collaboration with the Department of Veterans Affairs (VA) by referring participants to the VA’s
General Education Development/General Education Diploma (GED) program. The GED program
would represent a service the participant received from another federal program. Please
provide an unduplicated count of participants in each applicable category. You do not need to
collect or report information on other federal programs in the target area for which EOC
participants may receive assistance if the services they receive are not similar to those provided
by the EOC project.

H.

Target Schools (if applicable)
Those EOC projects that serve target schools must provide for each target school the school’s
identification number in the Common Core of Data (CCD) of the National Center for Education
Statistics (NCES), the name of the school, and its city, state, and zip code. The CCD contains
valuable information on individual American schools, such as race and ethnicity and number of
students eligible for free or reduced-price meals. A Web link will appear on the Web application
to assist you in finding the NCES school identification number for each of your target schools.
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The online version of the form will be pre-populated for schools listed in your previous year's
APR. Please be sure to check all data for accuracy, including the NCES ID numbers. Delete any
schools that you no longer serve and add any new schools. In addition, provide the number of
students served at each target school.
Projects should discuss any changes in target schools with their program/grants specialist before
submitting the APR. Projects may not add or drop target schools without written approval from
the program/grants specialist. The APR is not a vehicle for obtaining approval of changes in your
target schools. If a project is phasing out a school (i.e., continuing to serve students in a school
previously served by the EOC project but not adding new students), the project should include
the school in the list as they would any others; the list in Section II should include all approved
schools that the project served in 2018–19. If a project did not provide services to students in a
school in 2018–19, that school should be dropped from the list.
I. Competitive Preference Priorities (if applicable)
The FY 2016 EOC grant competition encouraged applicants to address one or both of the
competitive preference priorities listed below. If your project addressed either or both of these
priorities, please provide the information requested.
1. The Department encourages applicants to propose projects in which they develop a plan or
expand upon existing relationships in order to collaborate with and coordinate their activities
with the proposed target population, other Federal programs and State-funded programs with
similar focus, school-level partners and other community organizations in order to carry out
projects that best meet the needs of adult learners.
If applicable to your project, list the organizations you partnered with to assist in improving
parent, family and community engagement with the target population.
2. The Department encourages applicants to design projects that address the needs of Military or
Veteran connected students.
If applicable to your project, please provide the number of veterans, active duty military,
children of active duty military, and spouses of active duty military served by the EOC project
during the reporting year.
Military connected students means a veteran or an individual who has a parent or guardian on
active duty in the uniformed services (as defined by 37 U.S.C. 101, in the Army, Navy, Air Force,
Marine Corps, Coast Guard, National Guard, or the reserve component of any of the
aforementioned services) or is a member of the uniformed services who is on active duty, or
who is the spouse of an active-duty service member.
A veteran may be served regardless of age. Veteran means a person who (1) served on active
duty as a member of the Armed Forces of the United States for a period of more than 180 days
and was discharged or released under conditions other than dishonorable; or (2) served on
active duty as a member of the Armed Forces of the United States and was discharged or
released because of a service connected disability; or (3) was a member of a reserve component
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of the Armed Forces of the United States who served on active duty in support of a contingency
operation (as that term is defined in section 101(a)(13) of title 10, United States Code) on or
after September 11, 2001.
Definitions that Apply to Sections III and IV
Please note the definitions of the following terms that are used frequently in the remainder of the
document.
Secondary school diploma: A level attained by individuals who meet or exceed the coursework and
performance standards for high school completion established by the individual’s state.
Alternative education program: A high school equivalency program (e.g., GED) or other alternative
education program.
Equivalent of a secondary school diploma: A General Education Development/General Education
Diploma (GED) program of study that meets or exceeds the coursework and performance standards for
adult learners who have not obtained a high school diploma or high school certificate or diploma issued
by a state or high school.
Secondary school graduate: Recipients of a secondary school diploma or other equivalent degree or
certificate, including GEDs.
Institution of higher education: An educational institution as defined in sections 101 and 102 of the
Higher Education Act.
Postsecondary education dropout: Participants who left a postsecondary education program between
the beginning of one school year and the beginning of the next school year without earning a
postsecondary degree.
Program of postsecondary education: A formal instructional program whose curriculum is designed
primarily for students who are beyond the compulsory age for high school. This includes programs
whose purpose is academic or career and technical, and excludes secondary career and technical
education and adult basic education.
Enrolled in postsecondary education: A participant who has completed the registration requirements
(except for the payment of tuition and fees) at the institution that he or she is attending.
Acceptance but deferred enrollment: A participant who has received an acceptance letter from the
institution that he or she will attend, but cannot enroll in the fall semester immediately following
participation in the EOC program for reasons determined by the institution. The institution, not the
participant, defers enrollment until the next term.

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Section III: Educational Status of Participants (at time of first service in reporting year)
Section III requests data on the educational status of participants at time of first service in the reporting
period. For example, if a participant was a secondary school dropout when first served in October 2018,
he or she should be counted in Section III as such, even if the participant reenrolled over the course of
the reporting period. To ensure accurate assessment of the standard objectives, it is critical that the
educational status of participants at the time of first service (Section III) be correctly reported.
Grantees must provide complete data for the reporting year and the use of “Unknown” should be
minimal.
A. Educational Status of Project Participants Aged 19 or Older
A1. Adult without a secondary school credential, enrolled as a high school senior or in an alternative
education program at a level equivalent to a senior -- Report the number of participants 19 years or
older enrolled as a high school senior or in an alternative education program that is organized by grade
who are at an academic level equivalent to that of a high school senior at the time of first service in the
reporting period.
Note: For a student enrolled in an alternative education program that is not organized by grade, the
project, in determining if the student is at a grade level equivalent to a high school senior at the time of
first service, should consider the grade at which the student left high school and other evidence of his or
her academic achievement as well as the level of the participant’s coursework in the alternative
education program--is it comparable to senior level work?
A2. Adult without a secondary school credential who belongs neither in A1 nor A5 -- Report the number
of participants 19 years or older who do not have a high school diploma or equivalency credential and
who are not at the level of a high school senior. These could include high school non-seniors, alternative
education students not at the level of a senior, and participants who are neither in high school nor an
alternative program.
A3. High school graduate or high school equivalency graduate not already enrolled in postsecondary
education -- Report in this category the number of participants, regardless of age, who, at the time of
first service in the reporting period, had already obtained a high school diploma or high school
equivalency credential, but who had not enrolled in a program of postsecondary education.
A4. Postsecondary dropout with a secondary school diploma or credential -- Report in this category the
number of participants, regardless of age, who, at the time of first service in the reporting period, had a
secondary school diploma or credential and had dropped out of postsecondary education.
A5. Postsecondary dropout without a secondary school diploma or credential -- Report in this category
the number of postsecondary dropouts, regardless of age, who, at the time of first service in the
reporting period, did not have a secondary school diploma.
A6. Potential postsecondary transfer -- Report here the number of participants who had already
obtained a certificate or two-year degree but who, at the time of first service in the reporting period,
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demonstrated an interest in further postsecondary study (e.g., second associate degree, transfer from
two-year to four-year degree program).
A7. Postsecondary student -- Report in this category the number of participants, regardless of age,
enrolled in programs of postsecondary education at the time of first service in the reporting period.
A8. Other participant 19 years or older -- Report here participants that do not belong in categories A1A7 in this subsection.
A9. Unknown -- Report here the number of participants whose educational status at time of first service
is either unknown or unconfirmed.
A10. Total -- Sum of Section III, A1 through A9.
B. Educational Status of Secondary School-Age Students
B1. High school non-senior -- Report the number of participants in grades nine, ten, and eleven at the
time of first service in the reporting period. Include twelfth graders in line B2.
Note: Some school districts include ninth grade as part of junior high school. For consistent national
data collection and reporting, however, please use the definitions provided above.
B2. High school senior or in an alternative education program (12th grade only) -- Report the number of
participants who were high school seniors at the time of first service in the reporting period. Include
individuals enrolled in alternative education programs that are organized by grade who are at an
academic level of a high school senior at the time of first service.
B3. Secondary school dropout (not older than 18 years) -- Report participants who were secondary
school dropouts at the time of first service in the reporting year and had not reentered high school or
enrolled in an alternative education program.
B4. Other participants not older than 18 years -- Report here participants who do not belong in any of
the first three categories in this subsection. For example, in this category report participants not older
than 18 years who are enrolled in an alternative education program at an academic level below that of a
high school senior and participants enrolled in middle school.
B5. Total -- Sum of Section III, B1 through B4
Note: The sum of Section III, A10 and B5 should equal Section II, A3.
Section IV: Educational Status of Participants (at end of the reporting period or for fall term 2018)
and Postsecondary Placements by Type and Control of the Postsecondary Institutions
This section of the annual report is your opportunity to report on your project’s progress in meeting its
approved objectives (Parts A, B, C, and D). In addition, Part E of this section collects information on the
postsecondary placements of participants by type and control of the postsecondary institutions. The
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APR Web application will list each of the standard objectives and will be pre-populated with the
approved targets (percentages) for your project derived from the Program Profile sheet submitted with
your approved FY 2016 grant application or subsequently amended. Should you discover a data entry
error in these percentages, please contact your program/grants specialist.
Note that each objective refers to a certain group of participants that forms the denominator for the
percentage of students who met the objective. For the second objective (financial aid application), for
example, the denominator is participants who at the time of first service in the reporting period were
high school seniors or equivalent in alternative education programs, high school graduates, recipients of
high school equivalency credentials, postsecondary dropouts, or potential postsecondary transfers.
Consider only the students included in the denominator in entering values for each objective in
Section IV. Note that some individuals counted in Section III are not included in any of the new
standard objectives (for example, III, A7, postsecondary students). Section IV does not request
information on these participants.
Please enter a positive numeric value in each field; for those not applicable to your project, enter zero
(0). If more than one response is possible for a given participant, choose the most recent status.
To ensure accurate assessment of the standard objectives, it is critical that the educational status of
participants at the end of the reporting year (Section IV) be correctly reported. Grantees must
provide complete data for the reporting year and the use of “Unknown” should be minimal.
A. Objective: Secondary School Diploma
___% of participants served during the project year that did not have a secondary school diploma or its
equivalent at time of first service in the project year will receive a secondary school diploma or its
equivalent during the project year.
Note: For a definition of alternative education programs for purposes of the APR, please see section
titled “Definitions that apply to sections III and IV.”
For this objective, the denominator is the participants reported in Section III, A1, A2, A5, B1, B2, B3, and
B4 (minus deceased).
A1. Received secondary school diploma or its equivalent -- Report the number of participants who at
the time of first service during the project year lacked a secondary school diploma or equivalency
credential who received a secondary school credential during the reporting period.
A2. Enrolled in an alternative education program but did not complete -- Report the number of
participants who at the time of first service in the reporting year did not have a secondary school
diploma (or equivalent) who enrolled in an alternative education program during the reporting year but
did not complete the program.
A3. Enrolled in high school but did not complete -- Report the number of participants who at the time of
first service in the reporting year did not have a secondary school diploma (or equivalent) who enrolled
in high school during the reporting year but did not receive a diploma.
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A4. Not enrolled in high school or an alternative education program -- Report the number of participants
who at the beginning of the reporting period lacked a secondary school diploma and did not enroll in
high school or an alternative education program.
A5. Deceased -- Report on the number of participants served during the reporting year who did not
have a secondary school credential at the time of first service in the reporting period who died during
the reporting year.
A6. Unknown -- Report the number of participants who at the time of first service in the reporting year
lacked a high school diploma or equivalency credentials and whose educational status at the end of the
reporting year is either unknown or unconfirmed.
A7. Total -- The total should equal the sum of Section III, A1, A2, A5, B1, B2, B3, and B4.
B. Objective: Financial Aid Application
___% of participants served during the project year who at time of first service in the project year were
not already enrolled in a postsecondary education program and who: (1) were high school seniors or
equivalents in alternative education programs; (2) were high school graduates; or (3) had obtained a
high school equivalency certificate will apply for financial aid during the project year.
For this objective, the denominator is the participants reported in Section III, A1, A3, A4, A6, and B2.
The numerator for Objective B is the number of participants who actually applied for student financial
aid during the reporting period (Section IV, B1). Receiving services related to financial aid from the
project is insufficient grounds for counting a participant in Section IV, B1; the individual must have
actually applied for the aid. Applications for financial aid include scholarship applications, student loan
applications, U.S. Department of Education federal student financial aid forms, and state applications for
financial aid.
B1. Completed a financial aid application -- Report the number of participants under consideration who
actually applied for student financial aid during the reporting period.
B2. Did not complete a financial aid application -- Report the number of students under consideration
who did not complete a student financial aid application during the reporting period.
B3. Unknown -- Report the number of participants under consideration whose financial aid application
status at the end of the reporting period is either unknown or unconfirmed.
B4. Total -- Total should equal the sum for Section III, A1, A3, A4, A6, and B2.
C. Objective: Postsecondary Education Admissions
___% of participants served during the project year who at time of first service in the project year were
not already enrolled in a postsecondary education program and who: (1) were high school seniors or
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equivalents in alternative education programs; (2) were high school graduates; or (3) had obtained a
high school equivalency certificate will apply for postsecondary admission during the project year.
For this objective, the denominator is the participants reported in Section III, A1, A3, A4, A6 and B2.
The numerator for Objective C is the number of participants who, during the reporting year, actually
applied for admission to postsecondary education (Section IV, C1). Do not include applications to
programs in which students take postsecondary courses while still in high school. Receiving assistance
from the project in applying for admission is insufficient grounds for including a participant in Section IV,
C1; the individual must have actually applied for admission to a postsecondary school.
C1. Applied for admission to a postsecondary education program -- Report the number of participants
under consideration who applied for admission during the reporting period.
C2. Did not apply for admission to a postsecondary education program -- Report the number of
students under consideration who did not apply for postsecondary admission during the reporting
period.
C3. Unknown -- Report here the number of participants under consideration whose educational
admission status at the end of the budget period is either unknown or unconfirmed.
C4. Total -- Total should equal the sum of Section III, A1, A3, A4, A6, and B2.
D. Objective: Postsecondary Education Enrollment
___% of participants who graduate from secondary school and are not already enrolled in a
postsecondary education program will enroll in a postsecondary education program immediately
following participation in an EOC program or will have received notification, by the fall semester, of
acceptance but deferred enrollment until the next academic semester (e.g. spring semester).
When completing the APR for the 2016-17 reporting year, the online Web application required every
project to indicate, by selecting one of the two options discussed below, which interpretation of the
objective was followed when the project established its postsecondary enrollment objective in its FY
2016 application. This will help guide the Department to accurately calculate each project’s PE points
for this objective. Projects will NOT be allowed to change their selection within the same grant cycle to
maintain consistency in calculation of PE points. The option selected for the 2016-17 APR cannot be
changed for the remainder of the grant cycle.
Please note that the online version of the form will be pre-populated with the option selected in the
2016-17 APR for the postsecondary education enrollment objective. A description of each option
follows:
Option 1:
•

The denominator for this objective would include participants that received a secondary school
diploma or its equivalent during the reporting year (Section IV, A1).
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•
or

The numerator for this option 1 is the number of participants served who received a secondary
school diploma or equivalent during the reporting year and enrolled in a postsecondary
education program (Section IV, D1).

Option 2:
•

•

The denominator for this objective would include participants that received a secondary school
diploma or its equivalent during the reporting year (Section IV A1) and those participants who
had a secondary school diploma or credential at the time of first service (Section III, A3, A4, and
A6 minus deceased reported in Section IV, D4) during the reporting year.
The numerator for this option 2 is the number of participants served who received a secondary
school diploma or equivalent during the reporting year and enrolled in a postsecondary
education program (Section IV, D1) and the number of participants who already had a
secondary school diploma or credential at the time of first service and enrolled in a
postsecondary education program (Section IV, D2).
Note: Because Section IV, A5 identified deceased participants, IV, A1 did not include such
students; the calculation for Option 1 will therefore not involve subtracting deceased
participants from the denominator. On the other hand, Section IIIA did not identify deceased
students; therefore, in the calculation for Option 2, deceased students in IV, D4 will be
subtracted from the denominator.

D1. Received a secondary school diploma or equivalent during the reporting year and enrolled in a
postsecondary education program -- Report the number of participants who received a secondary
school diploma or its equivalent during the reporting year (Section IV, A1) who also enrolled in a
postsecondary education program. Report the number of participants under consideration who
enrolled in postsecondary education either for the first time during the reporting period or the
subsequent fall term (e.g., 2019) or the following spring term (e.g., 2020) if the institution deferred
enrollment. If the project is aware that a participant enrolled and then withdrew, the participant should
still be counted as enrolled. Taking postsecondary courses while still in high school, or prior to receiving
a secondary school diploma or equivalent, does not constitute enrollment in a program of
postsecondary education.
D2. Had a secondary school diploma or credential at the time of first service in the reporting year and
enrolled in a postsecondary education program -- Report the number of participants who already had a
secondary school diploma or credentials prior to first time of service (Section III, A3, A4, and A6) and
enrolled in a postsecondary education program. Report the number of participants under consideration
who enrolled in postsecondary education either for the first time or as reentry students during the
reporting period or the subsequent fall term (e.g., 2019) or the following spring term (e.g., 2020) if the
institution deferred enrollment. If the project is aware that a participant enrolled and then withdrew,
the participant should still be counted as enrolled. Taking postsecondary courses while still in high
school, or prior to receiving a secondary school diploma or equivalent, does not constitute enrollment in
a program of postsecondary education.

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D3. Did not enroll in a postsecondary education program -- Report the number of students under
consideration who did not enroll in postsecondary education during the reporting period, the fall 2019
term, or the spring 2020 term if the institution deferred enrollment.
D4. Deceased -- Report on the number of participants served during the reporting year who had a
secondary school credential at the time of first service in the reporting period (Section III, A3, A4, and
A6), but who died during the reporting year or before the fall 2019 term.
D5. Unknown -- Report here the number of participants under consideration whose educational status
at the end of the reporting period is either unknown or unconfirmed.
D6. Total -- The total should equal the sum of Section IV, A1 and Section III, A3, A4, and A6.
E. Postsecondary Placements (Types of Institutions)
For participants enrolled in a program of postsecondary education, as reported in Section IV, D1 and D2
above, indicate the number of participants by type of postsecondary institution attending. The total
(E8) should equal the sum of numbers in Section IV, D1 and D2.
For definitions of the types of postsecondary institutions, please see language concerning Title IV
programs in sections 101 and 102 of Title I of the Higher Education Opportunity Act of 2008 (HEOA) (P.L.
110-315) (https://www2.ed.gov/policy/highered/leg/hea08/index.html).
In addition, for a definition of a proprietary school, use the definition of a private for-profit institution
used by the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS).
Private for-profit institutions: Institutions in which the individual(s) or agency in control receives
compensation other than wages, rent, or other expenses for the assumption of risk (e.g., proprietary
schools) (see: http://nces.ed.gov/programs/coe/supnotes/2012-n01.asp).
Note: Programs of postsecondary education include vocational and technical degree programs,
associate degree programs, and bachelor’s degree programs.

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