The Goal Of Trio Student Support Services At Pulaski Technical College Essay

The TRiO program at the University of North Carolina at Greensboro has helped me tremendously in my college career. I was a member of the TRiO program at East Wake High school in Wendell, NC before entering college. I am very grateful that I had the opportunity to be a part of the TRiO program here at UNCG. Upon entering college, I was very nervous and anxious that I would not be able to adjust to the fast pace atmosphere of college. I felt unsure of myself and doubted by capabilities as a student. However, I soon learned that my nervousness subsided with the help of the Student Support Services and TRiO program faculty. The TRiO program’s faculty has assisted me in enhancing my organization skills, studying habits, leadership capabilities,

I believe some of the skills necessary to be outstanding when working in student support services are having strong interpersonal skills, compassion, care and respect for individuals. When students are lacking self-confidence a student support service provider can assist in motivating and inspiring them to thrive and excel. A student support service provider must be kind, compassionate and sensitive to the needs of others. Students need to feel cared for and respected as an individual. The student support service provider should be a compassionate and enthusiastic person who has a strong desire to motivate and inspire students with diverse backgrounds, especially those with learning disabilities. Also, it’s vital to have good time management

College tuition has skyrocketed over the past decades making the pathway to college less accessible to low-income families. According to the

As a graduate student at the University of Missouri-St. Louis, I had the opportunity to enhance my understanding of higher education through my coursework, and involvement with on campus organizations. While a graduate student, I also worked in both the student affairs and academic advising department and, I was able to conduct research as part of course assignments. As a non-traditional, first-generation undergraduate student, I found particular interest in research topics involving non-traditional students like myself. I found interest in the history of financial aid and the admission process in regards to a student who took less traditional routes to access higher education.

The data collected from NLTS:12 Phase II will help to understand the impact of the reauthorization and implementation of the IDEA 2004, analyze the postsecondary education enrollment and financial support available to students with disabilities. The findings will provide a foundation of current and longitudinal information on youth experiences and outcomes that can inform future research and policy discussion regarding transition planning practices, access to financial supports for post-secondary education and employment preparation, and subpopulations of youth with disabilities who are less prepared for college and career.

$835,620,934, serving 788,755 participants in 2839 individual projects (U.S. Department of Education, 2016). All services are provided free of charge to TRIO Program participants. Prior to the birth of TRIO Programs in 1965, the opportunity to pursue a college education was a privilege only afforded to the affluent in the United States (Groutt, 2003a). TRIO Programs have been largely instrumental in changing the collegiate landscape, not only in terms of who attends college, but also the way in which federal dollars are spent to afford opportunities to low income citizens.

The Higher Education Act of 1968 authorized the beginning of the first 121 Services for Disadvantaged Students Programs (what would later become Student Support Services) (Groutt 2003b). With the election of President Richard Nixon in 1969 came the fear that the Office of Educational Opportunity, which then housed TRIO Programs, would be wiped out. Rather than dismantling the Office of Educational Opportunity, he decentralized TRIO Programs so that they would be managed via 10 regional centers, rather than via Washington (Groutt 2003b). The Presidency of Jimmy Carter would bring the administration of TRIO Programs back to Washington in 1972 (Groutt 2003b).

Continuing his war on poverty, Johnson passed numerous education bills and acts. The Higher Education Act of 1965 has had great impact on the American education system. In addition to helping low income students, this program created scholarships, which created more opportunities for students living in poverty. The Bilingual Education act of 1968 created a pathway for equal education for students who could speak little to no English. While it didn't do much, the amendments added to this act later on helped give children equal opportunities in

For students to have an opportunity to have a high quality education, many do not have the assistance to afford or navigate their way in college. Such as the first generation entering college with not enough

Abstract: This paper will discuss the Federal Pell Grant and the legislation behind it as well as the Higher Education Act of 1965 and it’s reforms since then. This appears purpose is to show the faults within these programs and to then show possible ways people have tried to reform it. The final part of this paper will be my opinion on how the legislation can be fixed along with using data and information from recent research done on the subject. It is the hopes that these recommendations will then be used to further stabilize this piece of legislation in the future.

Education is an essential step in becoming successful. There are very few jobs that one can do without at least completing high school; and most of those are low paying. As a result, Lyndon Johnson created many programs to make education more accessible. One such program was The Elementary and Secondary Education Act of 1965 or ESEA. The ESEA gives public schools more funding which in turn allows schools to provide a higher level of education.

Presently, the availability of educational opportunities at the college and university level is a critical state and personal interest given the needs of the state for a well-educated workforce which has never been greater. Too many, the focal point of attending college is receiving a high paying job in the future. Unfortunately, in most states, tuition is on the rise and students who come from low-income families find themselves struggling to fund their education. According to legislatures, “The cost of college in New Jersey, as in the nation, continues to grow faster than the rate of inflation.” (State of New Jersey 1). In the national financial aid policy resources that are typically given to the neediest families are shifting towards

In an effort to address the needs of the large numbers of low income and potential first-generation college students at the target school, the USC ETS project will focus on the delivery of consistent and grade level appropriate college and financial aid information to all participants. The extent to which the target secondary schools does not offer their students the courses or academic support they need to complete a rigorous secondary school program of study. They also have a low participation by low-income or first-generation students in such courses, which the USC ETS project can change.

The government began playing a larger role in student financial aid in the 1960’s. The Economic Opportunity Act of 1964 created a federal work-study program, which gave federal funds to universities so they could provide disadvantaged undergraduates with part time jobs which would allow the students to earn money and help compensate off education costs, but still receive an education. The Higher Education Act (HEA), which was enacted in 1965, created the foundation for contemporary day federal aid programs. Title IV is the section of the Act that created grants to students who attend an institution of higher learning. (Higher Education Act.)

Introduction thesis statement Every college has programs that help students in many ways. When I was a freshmen at Jackson College the TRIO program stood out most to me. The TRIO director Melissa Merkel came into our seminar classroom for about 15 minutes and just gave us the rundown of what the TRIO program was all about. It sounded like a good idea because the program was going to help with so many other opportunity. There still a few questions that I have about the program.