The College Success program focuses on preparing disadvantaged students to be among the first in their families to attend and succeed in college. < Back College Success Program Institution: Barrio Logan College Institute State: California Academic Level: Community-Based Organization Issue Area: Access Program Focus: College Prep Website: http://www.blci.org Key Personnel: Yanet Lopez Cardenas Contact Info: yanet@blci.org | 616.232.4686 Overview Founded in 1996, as statistics showed that at-risk Latino students dropped out of high school at an alarming rate, and were not attending college Barrio Logan College Institute (BLCI) creates a college-going culture for Latino families in their community. The mission of BLCI is to prepare disadvantaged students to be among the first in their families to attend and succeed in college. The College Success program focuses on achieving its mission, in addition to other programs provided by BLCI. Program Description BLCI's College Success program gives students comprehensive college-prep services such as tutoring, career exploration, and college application guidance. BLCI is unique in that they prepare kids for college starting in 3rd grade, work directly with parents, for at least 30 hours/year, support students through their college. The program additionally provides students with leadership opportunities focused on community service. Outcome BLCI as of August 2015: 100% of high school graduates took the "a-g" courses required for public university eligibility in California, compared with 33% of Latino students who graduated "a-g" eligible statewide. 100% of BLCI high school graduates enrolled in colleges and universities nationwide, compared to 22% of Californian Latino students. 90% of BLCI graduates persisted in college towards graduation; nationally only 11% of first-generation college students graduate college within 6 years. Return To Growing What Works Database Related Programs in California Filter by Issue Area Access Bridge to the Future (B2F) Scholars Program Access Cal-Bridge Program Access Center for Educational Partnerships (CEP) Access College Match Access College Success Program Access Compact for Success Access Encuentros Leadership Preparatory Academy Access Kid City Hope Place Access Show More

ACE brings students unprepared for college and the workforce into community college and helps them reevaluate their educational experience. < Back Academy for College Excellence (ACE) - Cabrillo College Institution: Cabrillo College State: California Academic Level: Associate Issue Area: Retention Program Focus: First Year Support Website: https://www.cabrillo.edu/ace/ Key Personnel: Diego James Navarro Contact Info: diego@cabrillo.edu Overview ACE brings students who are unprepared for college and the workforce into community college, and gives them the opportunity to reevaluate their educational experience, using a unique combination of methods, some of which are based on corporate executive training models not usually found in academic programs. Started at Cabrillo College at its Watsonville campus serving over 90% Latino students, the ACE Program currently has seven programs at community colleges across the nation. Program Description ACE is a semester-long program that aims to bring underprepared and Latino students up to college level performance quickly. It offers students an opportunity to bypass some of the lengthy remedial process, which helps to develop their identity as successful college students. The ACE program addresses self-efficacy and affective issues that hold students back and helps students adopt more effective classroom behavior. The cohort-based ACE model incorporated integrated coursework, community based social justice primary research, experiential pedagogy, peer student support, strength-based learning, and teamwork. Outcome Latino students make up 58.7% of the ACE population of students whose results were analyzed and reported by MPR in February 2013 (http://academyforcollegeexcellence.org/student-outcome-studies/). This report is based on 894 ACE participants and 123,631 non-participants enrolled in Cabrillo College, Hartnell College, Los Medanos College, and Berkeley City College in the fall 2010, spring 2011, and fall 2011 semesters. ACE participants in accelerated programs were considerably more likely to pass degree-applicable English in the ACE semester, and this difference is still apparent two semesters later. They are also considerably more likely than comparable non-participants to complete transfer-level English (148% more likely), and they earn 7 to 10 more degree-applicable credits than comparable non-participants. Completion of transfer-level math are equally as effective though this was of a pilot of the math acceleration model of only 55 students over three semesters. Also, accelerated ACE participants were more likely than comparable non-participants to enroll full time in the semester following the ACE semester, enabling them to earn credits more rapidly. Return To Growing What Works Database Related Programs in California Filter by Issue Area Retention Academy for College Excellence (ACE) - Cabrillo College Retention College Assistance Migrant Program (CAMP) - CSU San Marcos Retention Compact Scholars Program (CSP) Retention Enhancing Postbaccalaureate Opportunities at CSUF for Hispanic Students (EPOCHS) Retention Enlace - Evergreen Valley College Retention Graduate Equity Fellowship Program (GEFP) Retention Pathways to Academic Success and Opportunities (PASO) Retention Promises and Pathways Retention Show More

The BECHS in partnership with The University of Texas Rio Grande Valley is to develop knowledgeable citizens and emerging leaders. < Back Brownsville Early College High School (BECHS) Institution: The University of Texas Rio Grande Valley State: Texas Academic Level: Associate Issue Area: Academic Program Program Focus: Dual Degree/Dual Credit/Early College High School Website: https://bechs.bisd.us/ Key Personnel: Aimee Garza-Limon Contact Info: aigarza@bisd.us | 956.698.1476 Overview The mission of Brownsville Early College High School (BECHS) in working partnership with the University of Texas Rio Grande Valley (UTRGV) is to develop knowledgeable citizens and emerging leaders who are engaged in the life of their community. We embrace teaching excellence, active inquiry, lifelong learning, and rigorous scholarship in service to the common good. We honor the creativity, cultural, and environmental heritage of our region. Program Description Opening its doors in 2008, BECHS in partnership with UTRGV offers an accelerated educational experience where students can earn a high school diploma and up to 60 college credit hours simultaneously. BECHS also provides support to students through academic mentoring, counseling, and innovative academic support programs both at the University and on the BECHS campus. Outcome Since opening in August 2008, BECHS has graduated approximately 202 students. 30% have received an Associate’s in General Arts Degree, and 85% have earned 60+ college credits. 99% of the students are Latinos, 97% are economically disadvantaged, and 95% have continued their enrollment in a university. Collectively, they have secured over $8,000,000.00 in college scholarship funds, including three Gates Millennium Scholars. BECHS students earn a high school diploma and between 50 and 70 college credits, all while maintaining a 2.5 average GPA. BECHS students consistently outperform other first-year UTRGV students in passing and retention rates. In fall 2015, the BECHS cohort of 153 students attended UTRGV on a full-time basis and received higher passing rates in Biology, English I, History I, College Algebra, and Pre-Calculus. Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Academic Program Academy for Teacher Excellence (ATE) Academic Program Ascender Program Academic Program Bachelor of Applied Science in Organizational Leadership (BASOL) Academic Program Brownsville Early College High School (BECHS) Academic Program Certificate of Biliteracy Academic Program Clinical Laboratory Science Program Academic Program Cooperative Doctoral Program in Pharmacy (CDPP) Academic Program Department of Mathematics Academic Program Show More

MESA provides disadvantaged students with the skills and resources to be successful in school and careers in STEM. < Back Mathematics, Engineering, and Science Achievement Program (MESA) Institution: Rio Hondo College State: California Academic Level: Associate Issue Area: Academic Program Program Focus: STEM Website: http://www.riohondo.edu/mesa/ Key Personnel: Gisela Spieler-Persad Contact Info: gspieler@riohondo.edu | 562.463.3222 Overview Established in 2008, Mathematics, Engineering, Science Achievement (MESA) provides educationally and economically disadvantaged students with the skills and resources to be successful in school and career in science, technology, engineering and math (STEM) disciplines. Program Description Since Fall 2008, the MESA Program at Rio Hondo College has enabled disadvantaged students to prepare for and graduate from a four-year college or university with a calculus-based degree in STEM. MESA students must declare a major in STEM, intend to graduate with an AA/AS degree and transfer to a four-year institution, and establish an educational plan that includes calculus, physics, chemistry, and/or biology courses. In 2010, the TRiO Student Support Services-STEM Program was implemented in conjunction with the MESA Program since most MESA students are eligible for TRiO services. Program services include enrichment in mathematics, physics, and chemistry; academic advising by a dedicated counselor; peer group support; priority registration; MESA tutors; help with applications for financial aid, scholarships, four-year schools, and internships. Additionally, students have access to the MESA Center, a place to gather, study, and get information and are provided with networking opportunities through field trips, conferences, and industry mentors. Outcome Overall, MESA followed 326 (97%) of these students through their enrollment at the four-year institutions (NSCH data) and the outcomes are as follows: 90% Persistence rate (32% still enrolled and 58% graduated with bachelor’s degree.) 92% of degrees earned are in STEM 2019-2020 Data: 86.5% Latinx (135 of 156) participants 95% Fall to fall persistence 35% Three-year transfer rate for first-time freshmen in STEM, compared to 11% for all Rio Hondo freshmen. Transfer rate of over 70% within 4 -years in the program Return To Growing What Works Database Related Programs in California Filter by Issue Area Academic Program Bachelor of Architecture Academic Program Biology Undergraduate Scholars Program (BUSP) Academic Program Institute for Behavioral and Community Health Studies (IBACH) Academic Program Master of Science in Higher Education (MSHE) Academic Program Math Jam – Cañada College Academic Program Math Jam – Pasadena City College Academic Program Mathematics, Engineering, and Science Achievement Program (MESA) Academic Program NASA Community College Aerospace Scholars (NCAS) Academic Program Show More

The IUPLR/UIC Mellon is a Ph.D. dissertation completion fellowship that mentors, supports, and professionalizes doctoral candidates specializing in Latino Studies. < Back IUPLR/UIC Mellon Fellows Program Institution: Inter-University Program for Latino Research and the University of Illinois-Chicago State: Illinois Academic Level: Graduate Issue Area: Support Services Program Focus: Career/Workforce, Scholarship Website: https://mfp.lals.uic.edu/ Key Personnel: Nena Torres Contact Info: torresma@uic.edu Overview The IUPLR/UIC Mellon is a Ph.D. dissertation completion fellowship that mentors, supports, and professionalizes an annual national cohort of humanities-based doctoral candidates specializing in Latino Studies. Its mission is to strengthen the field of Latino Studies by building a growing network of early- career academics, researchers, and professionals. Program Description The IUPLR/UIC Mellon Fellows Program began as an initiative to increase the number of Latino scholars and advance dissertations and research in Latino Studies. Through a multi-faceted approach, the program has accelerated fellows’ time to degree completion, prepared them professionally, expanded their networks, and equipped them with long-term research and writing strategies. The program is organized around four guiding practices: 1) financial support; 2) creating a supportive environment through mentoring, cohorts, and structure; 3) writing support; and 4) professionalization. In addition to the monetary award, cohorts benefit from a supportive network of staff, mentors, and alumni. The writing program offers the structure, accountability, and encouragement needed to become more confident and productive writers who can balance the demands of an academic career. We prepare the fellows for the job market through a series of workshops and ongoing consulting through the job market season. Outcome In all cases, the program shortened the time to degree by helping doctoral candidates maintain a dissertation writing schedule. As of 2021, 95% of our alumni have graduated with their PhDs; the remaining two doctoral candidates are set to defend their dissertations this year. As of 2021, we have a 0% attrition rate which we attribute in large part to their participation in the program. Approximately 77% of fellows have full-time work, which is significantly higher than the 59% average. The most recent cohort (not in these calculations) has already received two tenure-track offers. Return To Growing What Works Database Related Programs in Illinois Filter by Issue Area Support Services IUPLR/UIC Mellon Fellows Program Support Services Proyecto Pa'Lante Support Services

Shark Path guides students at every stage of their journey, from admissions, to completion, to the next stage — a baccalaureate program or the labor market. < Back Shark Path Institution: Miami Dade College State: Florida Academic Level: Associate Issue Area: Retention Program Focus: Website: https://levelupcoalition.org/level-up-story/miami-dade-college-shark-path/ Key Personnel: Jaime Anzalotta Contact Info: janzalot@mdc.edu Overview Shark Path is an intentional weave of strategies, programs, activities, and interventions that guides students at every stage of their journey from admissions to completion of a credential and transition to the next stage — entry into a baccalaureate program or the labor market. The guided pathway integrates a three-tiered (pre-college, first year, and college mentoring) model of advising using a case management proactive approach. Pre-college advisors (PCA) engage students early and encourage their attendance in college while forming connections with MDC. Once enrolled, during mandatory orientation, new students become acquainted with their assigned First Year Advisor (FYA), who, during the first term, provides career exploration and, in conjunction with the student, develops an Individualized Academic Plan using the Course Sequence Guides. Once 25% of students’ classes are completed, they are assigned a college mentor, who is a faculty or department advisor, who provides guidance on internships, career options, and/or transfer to a four-year institution while focusing on persistence and completion. Program Description The program has two complementary goals: transformative change in the student experience to increase progression and completion, and increased organizational capacity for innovation and improvement to sustain this change. The Shark Path steps to success for students consist of: (1) complete admissions application and financial aid, (2) attend a mandatory orientation, (3) complete career assessment and declare program of study, (4) complete English, math, and first-year experience course during their first term, (5) complete an Individualized Academic Plan during their first term, and (6) reach milestones to stay on track to completion within less than three years. Overall, Shark Path seeks to increase enrollment of new students each fall, successful completion of English and math, fall-fall retention, and 150% completion rates. Outcome Since inception in 2012, over 80,000 new, first-time-in-college direct-entry (FTIC-DE) students have benefited from Shark Path. In 2019, by the end of their first term, 96% of Hispanic students declared a program of study. Increase in Hispanic applicants by 30% from 9,711 in Fall 2016 to 12,613 in Fall 2018. Increase in Hispanic enrollment by 12% from 5,636 in Fall 2016 to 6,334 in Fall 2018. Since 2016, approximately 88% of FTIC DE Hispanic students are retained from fall to spring. The fall-to-fall retention percentage is 72%. The non-Hispanic fall-to-spring retention rate is 88%, while the fall-to-fall retention rate is 68%. Return To Growing What Works Database Related Programs in Florida Filter by Issue Area Retention School of Science STEM Research Institute Retention Shark Path Retention The Gateway Project Retention

Latino Promise and HACER are sister programs whose mission is to provide access to higher education to traditional-aged, Latino students. < Back Latino Promise-HACER Program Institution: Fairleigh Dickinson University-Metropolitan Campus State: New Jersey Academic Level: Associate Issue Area: Access Program Focus: Bilingual/ESL, First Year Support Website: https://www.fdu.edu/program/latino-promise/ Key Personnel: Irene Oujo Contact Info: oujo@fdu.edu Overview Latino Promise and HACER are sister programs whose mission are to provide access to higher education by offering associate degree programs with the benefits of a university setting to traditional-aged, Latino students. Ultimately, Latino Promise-HACER ensures that primarily first-generation college students can transfer into a bachelor’s program of their choice. Latino Promise and HACER offer the same curriculum, but HACER (Hispanics Achieving College Education Recognition) helps students preserve and even improve their native Spanish while teaching them English through ESL; these students gradually transition from taking bi-lingual coursework to English-only. The Latino Promise program offers instruction in English. Program Description Both programs seek to redress educational, economic, and social barriers by recruiting in immigrant-heavy school districts, offering workshops for families on financial aid and a one-credit course on transitioning to college life which promotes student retention. The programs provide a pre-college summer program, small classes, academic support, financial grants, personalized advising, and cultural enrichment all designed to mold high school graduates from the local communities into successful college students. Reduced-cost, student trips to Philadelphia and/or Boston, to plays on Broadway, and soon to our British campus provide cultural enrichment beyond coursework. Outcome The average graduation rate since 2010 for Latino Promise is 40%, which is more than double the current average of 18% graduation rate for Latino students in associate programs at New Jersey two- year institutions. Latino Promise time to (associate) degree is at 2.19 years (2012-2021 average). For the HACER cohort, it is 2.13 years (2018-2021). A persistence rate for Latino Promise students of 93% from fall to spring over the past three years. For HACER, the average graduation rate is 25% (2019-2022 anticipated). Return To Growing What Works Database Related Programs in New Jersey Filter by Issue Area Access Latino Promise-HACER Program Access Puerta al Futuro Access Supera Spanish Speaking Program Access

The BSHS program’s mission is to prepare highly qualified, diverse graduates interested in pursuing healthcare careers that require advanced levels of professional education. < Back Bachelor of Science in Health Sciences (BSHS) Institution: Rush University State: Illinois Academic Level: Baccalaureate Issue Area: Academic Program Program Focus: Discipline/Subject Website: https://www.rushu.rush.edu/college-health-sciences/academic-programs/bachelor-science-bs-health-sciences Key Personnel: Brinda Bradaric, PhD Contact Info: Brinda_D_Bradaric@rush.edu | 312.563.7997 Overview The Bachelor of Science in Health Sciences (BSHS) degree completion program’s mission is to prepare highly qualified, diverse graduates interested in pursuing healthcare careers that require advanced levels of professional education. The BSHS program outcome goals are twofold: Graduate Latino and minority students so they can enter or advance in health science careers that require a bachelor’s degree Provide Latino and minority students a path to advance their career goals by preparing them for acceptance into a variety of graduate/post-baccalaureate healthcare programs, including but not limited to, medicine, nursing, physician assistant studies, respiratory care, health administration, research, and occupational therapy. Program Description The BSHS was launched in 2013 at Rush University in collaboration with City Colleges of Chicago – College to Careers initiative to provide minority students a pathway to complete a bachelor's degree focused on healthcare. A cohort model (23 students) is designed to allow for significant student/faculty interaction with individualized plans of study being developed for each student. Each term, students meet with their Academic Advisor and the Student Professional & Career Development Manager (SPCDM). When students receive below 70% on an assessment they are required to meet with the SPCDM. Additionally, faculty meet weekly to discuss support strategies for each student. Programming for students includes professional and personal development seminar series and the opportunity to learn from alumni. During a student’s last term they complete a clinical practicum (approximately 220 hours) where they are able to apply their didactic education at a hospital with various professionals (e.g. OTs, RNs, MDs). Outcome Latino students who matriculated Fall 2016 to Fall 2019, 82% graduated, 9% are continuing, 5% military leave and 5% transferred/attrition. During 2018-2021, 72% of our Latino graduates were accepted into graduate or post-baccalaureate education (e.g. medicine, health systems management, respiratory therapy, medical laboratory sciences, counseling, and occupational therapy). Of the 2019 graduates, 100% have continued their education. In comparison, according to Hispanic Outlook, only 4% of Latinos are pursuing graduate degrees. In 2017, the Council of Graduate Schools stated 11% of graduate students were Latino. Return To Growing What Works Database Related Programs in Illinois Filter by Issue Area Academic Program Bachelor of Science in Health Sciences (BSHS) Academic Program Bachelor of Social Work Academic Program Engaging Latino Communities in Education (ENLACE) - Northeastern Illinois University Academic Program Engineering Program at Wright College (EPW) Academic Program Grow Your Own Teachers Illinois Academic Program Heating, Ventilation, Air Conditioning, and Refrigeration (HVACR) Program Academic Program

TAP aims to assist low-income and educationally disadvantaged students in becoming competitive transfer applicants to UC Berkeley and other selective colleges. < Back Transfer Alliance Project (TAP) Institution: University of California-Berkeley State: California Academic Level: Associate Issue Area: Transfer Program Focus: Website: https://cep.berkeley.edu/tap Key Personnel: Merryl Owen Contact Info: mmowen@berkeley.edu | 510.504.5299 Overview The mission of the University of California Berkeley (UC Berkeley) Transfer Alliance Project (TAP) is to increase the number of low-income and educationally disadvantaged community college students in California. TAP aims to assist students in becoming competitive transfer applicants to UC Berkeley and other highly selective colleges. Program Description TAP is a cohort model program that achieves its success by providing students with multi-year, one-on-one personalized academic advising, guidance on choosing an appropriate major, assistance with the UC application, and information about financial aid and scholarships. TAP students have access to multiple educational enrichment opportunities, such as taking a Berkeley class in Summer for free, conducting research with UC Berkeley faculty, peer-to-peer mentoring, or participating in a 3-day Summer residential program on the Berkeley campus to experience student life at a UC. Students also receive support with preparing to successfully transfer to a 4-year university. Outcome Since 2010, 81% (1005 of 1245) of Latino TAP students were admitted to UC Berkeley and 84% (844) enrolled at Berkeley. This compares to UC Berkeley’s average admit rate for Latino students from 2017-2019 of 22% and enrollment rate of 56%. In 2019, 91% of TAP students were admitted to a UC campus, and other universities, such as Stanford and Cornell. Return To Growing What Works Database Related Programs in California Filter by Issue Area Transfer Attract, Inspire, Mentor, and Support Students (AIMS²) Program Transfer Center for Community College Partnerships (CCCP) Transfer Gaining Access ‘N Academic Success (GANAS) Transfer Transfer Achievement Program (T.A.P.) Transfer Transfer Alliance Project (TAP) Transfer

BUSCA, an Associate of Arts degree program, offers Hispanic students a unique opportunity to transform their lives and their futures. < Back Bilingual Undergraduate Studies for Collegiate Advancement (BUSCA) Institution: La Salle University State: Pennsylvania Academic Level: Associate Issue Area: Academic Program Program Focus: Bilingual/ESL, College Prep Website: https://www.lasalle.edu/busca/ Key Personnel: Joanne Woods Contact Info: woodsj@lasalle.edu | 215.951.1561 Overview BUSCA, an Associate of Arts degree program, offers Hispanic students a unique opportunity to transform their lives and their futures. BUSCA helps students by developing their foundational knowledge, improving their academic and language skills, deepening their intellectual curiosity, and increasing their self-confidence. BUSCA graduates are equipped to continue their education and to become lifelong learners and empowered bilingual leaders in our communities and society. Program Description BUSCA provides bilingual support services to help students through every stage of their education, from the time they are applicants through their graduation from their bachelor's degrees at La Salle. The students in BUSCA take courses in a shelter-immersion environment to improve their academic English and Spanish in the hopes that they are able to speak, listen, read, and write proficiently and professionally in both languages. Outcome BUSCA continues to educate the next generation of Philadelphia Latino leaders successfully: 375 students have earned their associate’s degrees; many have gone on to earn their bachelors’ degrees here (88) and at other institutions. Six students have earned master’s degrees from La Salle. In January 2014, 49 students graduated from BUSCA. Of that group, 75% immediately enrolled in a bachelor’s degree program. For the past five years, BUSCA’s graduation rate has been above 50%; two years it was over 60%. Return To Growing What Works Database Related Programs in Pennsylvania Filter by Issue Area Academic Program Bilingual Undergraduate Studies for Collegiate Advancement (BUSCA) Academic Program Early Childhood Education (ECE) ESL Embedded Tutoring and Peer Support Academic Program English for Academic Purposes (EAP) Academic Program

The Village at Cerritos College is a housing project exclusively for homeless students, offering secure housing and comprehensive support services. < Back The Village Institution: Cerritos College State: California Academic Level: Associate Issue Area: Support Services Program Focus: Website: http://cerritos.edu/falcons-nest Key Personnel: Pamela Sepulveda Contact Info: psepulveda@cerritos.edu | 562.860.2431 Overview The Village at Cerritos College is a housing project exclusively for homeless students, offering secure housing and comprehensive support services to ensure educational success. Partnering with the Falcon’s Nest, Cerritos' basic needs program, The Village provides emergency aid, food, clothing, hygiene, legal support, and other essential services. The project’s goals include providing all participants with an educational plan to support degree and certificate completion, reducing time-to-completion for Black/African American and Latinx students, and expanding Cerritos College’s housing programs through continuous evaluation to reach underserved student populations. Program Description In 2019, Cerritos College participated in a survey by the Hope Center and found that 65% of students experienced basic needs insecurities, 55% experienced housing insecurity, and 15% experienced homelessness. In response, The Village launched in 2020 as California’s first community college housing development exclusively for students facing homelessness. Located near campus, the development features seven townhomes with free and affordable rental units for students aged 18-25. Within three years, the program expanded to include additional housing resources (Rapid Rehousing, Safe Landing, and Prevention) and the Falcon’s Nest, a centralized location on campus providing food, housing, clothing, and financial assistance. As an HSI with a 69% Latinx population, collaboration with local organizations and resources is key to addressing the significant disparities in basic needs and insecurities experienced by Black/African American and Latinx students. Outcome Cerritos College found that participants in The Village maintain higher GPAs, complete their programs faster, and are more likely to transfer than non-participants of their housing programs. The Village's model allows students to enter and exit throughout the year, providing continuous support tailored to individual needs. Since its inception, 51% of the participating students have been Latinx. Average Time-to-Completion: In 2022-2023, the average time-to-completion for Latinx program participants was 3.4 years. In comparison, non-participants took an average of 6.2 years to graduate. Educational Plans to Increase Completion Rates: The program’s data show that students who receive an educational plan are 1.5 times more likely to complete their degree within two years. In 2023-2024, 100% of Latinx participants received an educational plan, compared to 82% of non-participants. Return To Growing What Works Database Related Programs in California Filter by Issue Area Support Services Bridge Program Support Services Cerritos Complete Support Services College Bound / College Success Support Services Engage. Develop. Grow. Empower. (EDGE)/plEDGE Program Support Services Graduate Support Program Support Services Latino Education Advancement Foundation (LEAF) College Success Program Support Services Long Beach College Promise Support Services Maximizing Access to Research Careers (MARC) Program Support Services Show More

Waukegan to College creates brighter futures for students, families and the community by preparing students to enroll in and graduate from college. < Back Waukegan to College (W2C) Institution: Waukegan to College State: Illinois Academic Level: Community-Based Organization Issue Area: Access Program Focus: College Prep, Parental/Family Engagement Website: http://www.waukegantocollege.org Key Personnel: Laura Rios Contact Info: laura.rios@waukegantocollege.org Overview Waukegan to College creates brighter futures for students, families and the community by preparing students to enroll in and graduate from college. Established 2009, Waukegan to College became an independent non-profit in 2012. Program Description W2C provides many services to help students and families prepare for college including counseling, workshops, tutoring, SAT/ACT prep, math skill building with Khan Academy, Read to Achieve, college visits, Expanding Horizons, and one-on-one help with admissions applications and essays. Among the comprehensive set of services provided, W2C’s monthly counseling remains the cornerstone. Students are assigned an academic advisor who provides individualized support such as helping students take ownership of their futures, becoming accountable for their successes/failures, advocating for themselves, and assuming leadership roles. They also encourage students to step out of their comfort zones – to take honors/AP classes, to attend summer camps on college campuses, or to start clubs at school. Outcome Improvement of academic performance % of students who achieve 3.0+ gpa in math/ English: 93%/94% College Matriculation Average # of college applications per student: 12.4 Average # of college acceptances per student: 8.5 % of eligible students completing the FAFSA: 100% % of students who enroll in a four-year college: 95% (5% at 2-year college) College Persistence Graduation rate: 77% Return To Growing What Works Database Related Programs in Illinois Filter by Issue Area Access Community Health Worker Access Hispanic Center of Excellence Access Influence Student Potential and Increase Representation in Education (INSPIRE) Access Latin American Recruitment and Educational Services (LARES) Program Access Noble College Access and Persistence Program Access Transitional Bilingual Learning Community (TBLC) Access Waukegan to College (W2C) Access