ububmsaprinstructions202425 track changes

OMB Approval Number: 1840-0831
Expiration Date: XX/XX/XXXX

General Instructions for the Upward Bound and Upward Bound Math-Science Programs’
Annual Performance Report 2024-25

Deleted: 11/30/2026

Deleted: 2022-23

INTRODUCTION
A.

What does this package contain?

This package contains the forms and instructions needed to prepare the annual performance report (APR)
for the Upward Bound (UB) and Upward Bound Math-Science (UBMS) programs. The Department of
Education uses the information conveyed in the performance report to assess a grantee’s progress in
meeting its approved goals and objectives and to evaluate a grantee’s prior experience in accordance with
the program regulations in 34 CFR 645.32. Grantees’ annual performance reports also provide
information on the outcomes of projects’ work and of the UB and UBMS programs as a whole. APR data
also allows the Department to respond to the reporting requirements of the Government Performance and
Results Act (GPRA) and the Higher Education Opportunity Act of 2008 (HEOA).

B.

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What are the legislative and regulatory authorities to collect this
information?

 Title IV, Part A, Subpart 2, Chapter 1, Section 402A and Section 402C, of the Higher
Education Act of 1965, as amended;
 The program regulations in 34 CFR Part 645; and
 Sections 75.590 and 75.720 of the Education Department General Administrative
Regulations (EDGAR).

C.

Who must submit this data report?

All grantees funded under the Upward Bound and Upward Bound Math-Science programs must submit
annual performance reports as a condition of the grant award.

D.

What period of time is covered in the report? For which students should
the grantee provide data?

The report covers the 12-month project year for which the grant has been made. This information can be
found in block 6 of the Grant Award Notification.
In determining which participant records to include, a grantee must use the regulatory definition of a
participant in 34 CFR 645.6, which includes a minimum period that a student must be served before he or
she may be counted in the APR as a participant.

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E.

How long must prior-year participants be tracked and included on the
APR data file?

Need for data: As noted at the outset of these instructions, the Department needs grantees’ data not only
to calculate prior experience (PE) points, but also to meet program-level reporting requirements mandated
by law, and to perform other data analyses for these large and important programs.
Relevance to PE calculations: Three of the PE objectives, in particular, affect the number of project
years over which grantees are required to report on participants. For these objectives (all of which are
found in the “Definitions That Apply” at the end of this document), grantees will be reporting on groups
of current and prior-year participants. You will thus continue to include in your data file individuals
whom you haven’t served for some time. To the extent possible, you are to “track” the prior-year
participants—that is, you must try to get updated information about them. We recognize that some prioryear participants may be very hard to track, but it is to your advantage and the advantage of TRIO that
you make a good attempt.
For the 2024-25 APR, we applied the criteria below to the 2023-24 final data to determine which records
should be dropped. These criteria will help you identify the records in advance of our “Go Live” date, if
you wish to do so.

Deleted: 2022-23
Deleted: 2021-22
Deleted: go live” date, if you wish to do so. Please note that, once
participants met one of the criteria, they were not included in the
remaining criteria. For example, if a participant met both criterion 2
and criterion 3, the participant would be included in the count for
criterion 2 only

The criteria below are used to drop records:






Criterion 1 – PSECohort = 2018 or earlier cohort.
Criterion 2 – PSECohort = 8888 and 9999 AND BachDegreeDT has a date value.
Criterion 3 – PSECohort = 8888 and 9999 AND FirstEnrollDT is on or before 8/31/2018.
Criterion 4 – PSECohort = 8888 and 9999 AND HsgradDT is on or before 8/31/2018 AND
FirstEnrollDT is not after 8/31/2018.
Criterion 5 – PSECohort = 8888 and 9999 AND LastSerDT is on or before 08/31/2018 or
unknown value (00/00/0000) AND ProjEntryDT is on or before 08/31/2018 AND HsgradDT is
not after 8/31/2018 AND FirstEnrollDT is not after 8/31/2018.

Deleted: 2016
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Deleted: 2016

To avoid accidentally deleting any records that you may be required to keep on your file, you
should delay any deletions until you have verified which of your records (if any) the Department
has removed from the download file that will be available to you in the web application for 2024-25.
As in the past, for the 2024-25 APR you are to update all the student records in the download file. If you
have been unable to obtain information about a given participant for a year, you may stop tracking them,
but you must leave the participant’s record on your data file. For such former participants whom you have
been unable to track, you may choose the option “Unknown” wherever appropriate in updating the file.
Note on the postsecondary completion objective (see full discussion in “Definitions That Apply”): This
objective measures the percentage of participants who enrolled in a program of postsecondary education
within a certain timeframe and who attained either an associate or bachelor’s degree within six years
following graduation from high school. For purposes of demonstrating that a given student contributed to
the project’s meeting the postsecondary completion objective, a grantee need only show that the former
participant earned one degree. For fuller understanding of the UB and UBMS programs, however, the
Department wishes to have data on the extent to which UB and UBMS participants who earned an
associate degree went on to pursue a bachelor’s degree within the six-year period; we also believe that
this information will be valuable for grantees. We, therefore, strongly urge grantees to continue to
track diligently and report, over the full six years, the academic progress of former participants
who earn an associate degree prior to the end of the six-year period.
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F.

What are case numbers?

Each participant in the match file that grantees must download will have a case number; for each
participant in a grantee’s APR file who is coded “New” or “Transfer” in the Participant Status Code field
(PartCD, field #27), the system will provide a case number when the grantee submits its APR.
In preparing their 2024-25 APRs, grantees must include in the uploaded APR file all the records in the
downloaded match file, including the case numbers that the Department established for these records.
Moreover, for each individual in the match file, grantees must provide values in their APR for the
following fields that are identical to those of the match file:

Deleted: 2022-23

Case number (field #4)
Last name (field #5)
First name (field #6)
Date of birth (field #8)
Cohort value (field #54), if the match file value is a year or 9999 (not applicable, does not qualify for a
cohort)
In the upload file, the grantee must include only those in the match file, as well as participants who are
coded “new” or “transfer” in the Participant Status field (PartCD, field #27). The casenumber field must
be left blank for all New and Transfer students. Any participant that the Department has dropped from the
2023-24 file (for example, participants with a cohort of 2018) must not appear in the upload file.
G.

Deleted: 2021-22
Deleted: 2016

What years are used to calculate prior experience points?

The Department calculates PE points using data from the second, third, and fourth year of the grant cycle.

H.

What information must be submitted?

The report consists of two sections, both of which all grantees must complete:
o

Section I requests project-identifying data (Section I, Part 1), and includes two additional
parts concerning the Competitive Preference Priority announced for the 2022 grant
competition; and target schools served by your project.

o

Section II contains detailed instructions for preparing a data file of information on individual
participants.

I.

When must the report be filed?

The annual report must normally be submitted electronically within 90 days of the end of each 12-month
project period. For the regular UB projects with twelve-month project periods that begin in June or July,
the Department normally extends the report due date so that all UB projects can report on postsecondary
enrollment status for the fall term following the project period. The online APR will be available on,
TBD, with a full-stop deadline for submission of, TBD.

J.

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How may the report be submitted?

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All UB and UBMS grantees must complete the APR online, using our contractor’s web application. The entire
report must be submitted via the web. You may wish to alert your certifying official of this deadline in
advance.
Because the APR requests personal and confidential information on projects’ participants, the secured website
meets the Department of Education’s data security standards for sensitive data, including improved password
and site access procedures. To ensure that the data are accessible only to authorized individuals and protected
from unauthorized use, grantees must submit participant-level data via the web application; under no
circumstances should a grantee transmit the data to the Department or the APR Help Desk, via email.

Deleted: After the APR has been successfully submitted, the
signatures of the project director and the certifying official for the
grantee institution/agency must be obtained on Section I of the printed
APR, indicating that the information submitted electronically is
accurate, complete, and readily verifiable. Once the form has been
signed, it should be scanned so that it can be uploaded using the
functionality of the APR site. Only Section I, not the entire report,
should be uploaded. The upload must be completed within five (5)
business days of final submission of your online APR. You may
wish to alert your certifying official of this requirement

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The web application and instructions for completing and submitting the report online will be available at the
following web addresses:
Upward Bound Program - http://www2.ed.gov/programs/trioupbound/performance.html
Upward Bound Math-Science - http://www2.ed.gov/programs/triomathsci/performance.html
The web application that UB/UBMS grantees must use to submit the annual performance report has the
following features:
 A web form for completing the APR online.
 Functionality to upload a file with the individual participant records to the web application using a
CSV or XLS file format.
 Functionality to view, delete, or add participant data online.
 Online data field validations and error checks. If any errors or data inconsistencies are found, the
system will draw attention to corrections that the grantee must make prior to submitting the APR.
 Functionality to download an electronic file with the individual participant records at the end of the
process.
 A “Preview PE Report” button that will allow you to see your PE results prior to submission.
 A “Submit” button to send the entire report to the Department.
 An email confirmation that the report has been submitted (a valid email address must be provided in
Section I).
 A PDF document that provides some of the data that the grantee entered in the APR. The PDF
includes a report of PE points awarded for the year, once a grantee has successfully submitted an
APR for one of the three years used for PE calculations (2023-24, 2024-25, and 2025-26). In the first
and last year of the cycle, a Standard Objectives Report will be provided in lieu of the Individual
Prior Experience Points Report provided for the three middle years in this grant cycle.
A project will receive confirmation that the report has been successfully submitted, if the person entering the
performance report data provided a valid email address in Section I. If you do not receive an email
confirmation, please contact the APR Help Desk.

Deleted: , and 2026-27

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The “Preview PE Report” button will allow you determine whether the APR system’s calculations match your
expectations; if you discover errors, you will have an opportunity to make corrections without having to ask
the Help Desk to “unsubmit” your APR.
If for any reason, and prior to the deadline date, you need to revise your performance report data after it has
been submitted, please contact the APR Help Desk as soon as possible, but prior to the deadline date.

K.

Who can provide additional information on submitting the APR?
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Please contact your program specialist directly if you have questions regarding the performance report
requirements. A state listing of program specialists and contact information is available at the website address
provided above.

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If you have technical problems accessing the website or using the web application, please contact the TRIO
APR Help Desk via phone, at: (703) 885-8008, or via email, at: TRIO@helpdesk.thetactilegroup.com.

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L.

Confidentiality/Privacy Act Information

No assurances of confidentiality are provided.
The following statement appears at the end of the OMB-approved APR data collection instrument
(Section II of the APR) to which grantees respond:
Note to the Data Collector: Please see Privacy Act Statement below and convey its content to participants
as you collect the information.
Privacy Act Statement – In accordance with the Privacy Act of 1974 (Public Law No. 93-579, 5 U.S.C.
552A), you are hereby notified that the Department of Education is authorized to collect information to
implement the Upward Bound program under Title IV of the Higher Education Act of 1965, as amended
(Pub. Law 102-325, sec. 402A and 402C). In accordance with this authority, the Department receives and
maintains personal information on participants in the Upward Bound program. The principal purpose for
collecting this information is to administer the program, including tracking and evaluating participants’
academic progress. Providing the information on this form is voluntary; failure to disclose personal
information will not result in denial of any right, benefit, or privilege to which the participant is entitled.
The information that is collected on this form will be retained in the program files and may be released to
other Department officials in the performance of official duties. The information will not be disclosed
outside of the Department, except as allowed by the Privacy Act of 1974, pursuant to the routine uses
identified in the System of Records Notice titled “TRIO Programs Annual Performance Report (APR)
System (TRIO APR).”

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GETTING STARTED
Access the website. To begin completing this report online, from
http://www2.ed.gov/programs/trioupbound/performance.html (UB) or
http://www2.ed.gov/programs/triomathsci/performance.html (UBMS), click on https://trio.ed.gov, a website
hosted by our contractor to support submittal of annual performance reports.
Next, please follow these steps:


New Federal security requirements have changed how project staff will be able to access Federal
IT systems, including the UB-UBMS Annual Performance Report (APR) Data Collection
System. As the project director for your UB-UBMS project, the Federal Government requires you
have an account with Login.gov, to access the TRIO APR Web Portal reporting system.
Therefore, to use the TRIO APR Web Portal, you will need (1) an account in the reporting system
related to your grant program (i.e., your email as stored in G5/G6), and (2) a username and
password that you will create and maintain at Login.gov using the same email address linked to
your G5/G6 account.



If you are not the project director on file, you will need to submit a Change Project Director
Request form by first creating a Login.gov account, if applicable, and then entering your email
address and the password you established when you setup your Login.gov credentials. You will
also be required to enter a one-time passcode using the multi-factor authentication method you
selected when you setup your Login.gov account (e.g., authenticator application, text, or voice
message, etc.).
o

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Verification will occur within two business days once your Program Specialist confirms
this change in project director and email address. Once the Help Desk has received
verification from the Program Specialist, you will be notified to continue with the
registration process.



For additional information on whether you need to create a Login.gov account and/or link your
G5/G6 email address to Login.gov, as well as how to access the TRIO APR Web Portal, please
refer to either the Quick or Detailed guides for Login.gov and the TRIO Web Portal which are
located at: https://www2.ed.gov/programs/trioupbound/report.html.



Whenever you need to access the TRIO APR Web Portal reporting system, you must always
start at the TRIO APR Web Portal (i.e., https://trio.ed.gov); you should never go directly to
the Login.gov site to access the TRIO APR Web Portal reporting system.

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SECTION I
Section I is divided into Parts 1 through 3. The first part covers the project’s identification and characteristics,
along with certification and a warning statement. In Part 2, grantees provide information on how they have
implemented the competitive preference priority established for the 2022 grant competition; and in Part 3,
grantees submit data on target schools they served during the reporting year.



Section I, Part 1: Project Identification, Certification, and Warning

Your PR award number will be automatically inserted into line 1 of Part 1. The system will also pre-populate
most of the other data fields in Part 1. Please review the pre-populated fields, including the project director’s
email address, and update these fields as needed. You may change the data in all fields except for the project’s
PR award number, the grantee name, and the report period. Please provide information for any fields that are
not pre-populated.
In item 8 of Part 1, Upward Bound Math-Science grantees are asked to indicate whether their projects are
regional or non-regional. Regional projects are those that serve more than one state; non-regional projects
operate within a state or locality. An exception to this definition occurs when a project serves students from
two or more states, yet serves only a compact and cohesive area; for example, a UBMS project working
exclusively in Kansas City, Missouri, and Kansas City, Kansas, would be a non-regional project, despite its
service to students from two states.
Part 1.B, the Certification, allows the grantee institution to certify that the information submitted electronically
is accurate, complete, and readily verifiable to the best of your knowledge. Section I, Part 1 must be
electronically signed by both the project director and the certifying representative at the grantee
institution.



Section I, Part 2: Competitive Preference Priority (If Applicable)

The 2022 UB and UBMS grant competitions established a Competitive Preference Priority (CPP) to encourage
applicants to propose for their projects activities that were supported by moderate evidence of effectiveness—
particularly activities that would increase the likelihood that students would complete high school, enroll in a
program of postsecondary education, and complete that program. In this section, each grantee that indicates that
the project addressed the priority in its grant application will be asked to respond to CPP questions.



Section I, Part 3: Information on Target Schools

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Deleted: and scanned so that it can be uploaded using the
functionality on the APR site. You must scan and upload the signed
Section I page within five (5) business days of submitting your
online APR…

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The APR has in the past gathered information on target schools through data on each individual
participant in the APR’s record structure (Section II), but this data requires manipulation to be useful, and
indicates only the target school the student attended when they joined UB or UBMS. To have more
readily useable data on target schools served during the reporting period, TRIO now requires certain
information on grantees’ service to target schools (that is, school name, state, NCES ID, whether the
school was listed in your 2022 grant application, and the number of participants served at the school in
the reporting period). In this section, please click the ‘Modify Target Schools’ button to edit and complete
the required target school information.

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Deleted: he or she

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SECTION II: GENERAL INSTRUCTIONS
FOR THE PARTICIPANT LIST


Who should be included on the annual data file?

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Please see pages 2–3 of these instructions for information on participants for whom the grantee should provide
data. A project should use the Upward Bound Program’s regulatory definition of a project participant in 34
CFR 645.6 (supplied in the “Definitions That Apply” at the end of these instructions) to determine which
project participants should be included in the data file. Be sure to include each participant—whether new,
continuing, reentry, prior-year, or transfer—only once in the file the project submits for the reporting period.


What are the data fields?

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The UB and UBMS APR contains 67 data fields, of which three are project identifiers. The remaining 64
fields are student data fields and may or may not require updates, as noted below. The following three fields
are prepopulated in the APR:
Field #
#1
#2
#3

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Field Name
PR/Award Number
Batch Year
Program Type
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IMPORTANT: To avoid mismatches between 2024-25 APR data and the UB system of records, identifying
data for each participant in your APR file (except for new students) must match the data in your 2023-24 APR,
even if you have discovered errors or misspellings. Identifying data includes Case Number (Field #4), Last
Name (Field #5), First Name (Field #6), and Date of Birth (Field #8). These and other fields that must not
change from reporting year to reporting year are shown in the following table and are identified in Section II
by a checkmark in the section’s fifth column.

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Field #
#4
#5–7
#8
#16–19
#24
#25

Field Name
Case Number
Student’s Name
Student’s Date of Birth
Eligibility Fields
Date of First Project Service
Grade Level at First Service

Deleted: ,

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For certain date fields, a grantee might initially enter “Not applicable,” but in a later reporting period enter a
specific date. In the case of the Postsecondary Education Enrollment Cohort field (#54), a project might
initially enter “Not applicable, not yet completed high school,” but in a later year enter a specific cohort year.
Once the specific date or cohort has been submitted in one year’s APR, that data must not change in
subsequent years’ APRs, as is indicated in the “Valid Field Content” column for the field. Moreover, in the
case of the High School Graduation Status field (#34), since option 3 (“Received high school secondary school
diploma”) is used to establish the student’s postsecondary education enrollment cohort, once option 3 has been
reported in an APR, that data also must not change in later years. These fields are:
Field #
#34

Field Name
High School Graduation Status

Formatted Table

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Field #
#35
#45
#53
#54
#58, 60, and 62

Field Name
Actual Date of HS Graduation
Date of Last Project Service (exceptions allowed for reentry
participants)
Date of First Postsecondary Enrollment
Postsecondary Education Enrollment Cohort
Date of postsecondary credentials

Formatted Table

Fields that need to be reviewed and updated annually, as needed, are in the following table. These fields are
identified by checkmark in the sixth column of Section II.
The asterisk (*) indicates fields for which a grantee may select the option, “Not applicable, not yet completed
high school."
Field #
#26
#27
#28
#29
#30
#31
#32
#33
#36
#37
#38
#39
#40
#41
#42
#43
#44
#46
#47–#51
#52
#55
#56
#57, #59, #61
#63
#64
#65
#66

Field Name
Deceased or Incapacitated
Participant Status
Participation Level
Served By Another Federally Funded Program
Grade Level, Beginning of Academic Year
Secondary Grade Level or Postsecondary Status, Beginning of
Following Academic Year
High School Cumulative GPA, at End of Academic Year
High School Cumulative Unweighted GPA, at End of Academic
Year
Rigorous High School Program of Study Completed
Secondary School Retention and Graduation Objective
High School State Achievement Standard, Reading/Language
Arts
High School State Achievement Standard, Math
Advanced Placement or IB Course completed
Dual Enrollment Participation
Pre-Diploma Credentials or Coursework Completed
Advanced Math Courses Completed
FAFSA Completed
Reason for Leaving Project
Project services
Source of Postsecondary Education Information *
School Code for Postsecondary Institution First Attended*
College Status, Beginning of Academic Year*
Postsecondary credentials earned*
Postsecondary Enrollment Objective (Numerator)
Postsecondary Remediation
Postsecondary Completion Objective
(Numerator)
Postsecondary STEM Degree

While most fields have a checkmark to indicate that the field content either must not change from
reporting year to reporting year; must not be changed after a specific date or cohort has been entered; or
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must be checked each year to see if update is needed, for 11 fields no such annotation appears in the APR.
These 11 fields in the table below usually need no updating, but may be updated if the grantee finds that
previously reported content was erroneous.
Field #
#9
#10–#15
#20
#21
#22
#23



Field name
Sex
Ethnicity and Race
Limited English Proficiency
Disconnected Youth
Other Academic Need
Target School

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Deleted: Gender

How should the date fields be formatted (e.g., fields # 8, #24, #35, etc.)?

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Please review carefully the “Valid Field Content” column to ensure that the data submitted is in the correct
format. All date fields should be formatted as follows: two digits for month; two digits for day; two digits for
century; and two digits for year. For the student’s date of birth (field #8), you are required to provide the
full, precise date (month, day, and complete year). The Department needs an accurate month and a year for
high school graduation, postsecondary enrollment, and postsecondary completion; these dates are used in
establishing cohorts and calculating several objectives. If the day is unknown, use 15. For example, a
participant’s date of first project service of September 2020 would be formatted as follows: 09/15/2020.

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To ensure that the date is properly imported, always insert slashes and use the zero before one-digit months
and days.



How should “Not Applicable” and “Unknown” be reported?

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With the exception of field #67 and, in rare cases, fields #10–15, leaving a field blank is not an option. In
general, the format for the data fields uses “0” or a series of “0s” to allow a project to indicate “Unknown”;
“9” or a series of “9s” indicates “Not Applicable.” Since some exceptions to this practice were unavoidable,
please observe the specific options stated for each field.


Where are the objectives found?

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The objectives for the programs are found in the “Definitions That Apply” pages at the end of this document.
A tab in the web application will be prepopulated with the targets (in percentages) you have set for your
project’s objectives.

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SECTION II: SUPPLEMENTAL INSTRUCTIONS
FOR SPECIFIC FIELDS


Project Identifiers

Field #1—PR/Award Number (pre-populated)
Once the grantee has successfully logged in to the UB APR web application, this field will be pre-populated
for each participant record.
Field #2—Batch Year (pre-populated)
Use the four-digit year provided on the form. This number will change with each year’s submission. The Batch
Year designates the fiscal year funding for the project period reported. TRIO grants are forward-funded.
Therefore, as an example, fiscal year 2024 funds were used to support project activities in the 2024-25
program year. Thus, the data file for Batch Year 2024 will include information on project participants served
or tracked during program year 2024-25.



Deleted: 2022
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Participants’ Demographic Information

Field #4—Case Numbers
Please refer to pages 3–4 of these instructions.
Field #5 - #8—Student Identifying Information
Please pay special attention to the required formatting for each field; this data must match your 2023-24 APR
(except for students new in 2024-25 and for any records dropped from the match file, as explained on pp. 2–3).

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Fields #9 - #14—Sex, Ethnicity (Hispanic), and Race

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On October 19, 2007, ED released revised, Department-wide guidance on how institutions should collect and
maintain data on race and ethnicity and on how they should report such data in the aggregate:
http://www.gpo.gov/fdsys/pkg/FR-2007-10-19/pdf/E7-20613.pdf.
Because Upward Bound grantees report data on individual participants, projects should not follow the portions
of the guidance that cover aggregate reporting; they must, however, collect and maintain data as indicated in the
guidance.
Collection procedures in the guidance require grantees to collect data on race and ethnicity on all participants
using a two-part question: first, the grantee asks the respondent—typically a parent or guardian if the
participant is at the secondary level, or the participant himself or herself if older—whether the participant is
Hispanic/Latino; second, the grantee asks the respondent to select one or more races from the five racial groups
listed. The grantee reports the responses in fields 10–15 of the APR. If, for example, a UB participant’s parent
identifies the student as Hispanic, Asian, and White, entries for the fields would appear thus:

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¶

Field 10: 1, Yes, participant is identified as Hispanic/Latino.
Field 11: 2, No, participant is not identified as American Indian/Alaskan Native.
Field 12: 1, Yes, participant is identified as Asian.
May 2025

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implemented by the fall of 2010 for the 2010–11 school year, though
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Field 13: 2, No, participant is not identified as Black or African American.
Field 14: 1, Yes, participant is identified as White.
Field 15: 2, No, participant is not identified as Native Hawaiian or Other Pacific Islander.
If the participant or parent declines to answer questions about race and ethnicity, the grantee should use
observation, as discussed in the guidance. While grantees should make a good effort to collect data on race
and ethnicity for all participants, if for some highly unusual reason the race and/or ethnicity of a particular
student is unknown, as a last resort the grantee may leave the race and/or ethnicity fields blank. For further
details on the guidance for collecting data, please see the full Federal Register notice. Grantees are
responsible for implementing all relevant aspects of the guidance.
For definitions of the ethnicity and race categories, refer to the “Definitions That Apply” section of these
instructions.



Eligibility Information

Field #16—Eligibility (at time of initial selection)
The statute and regulations governing the Upward Bound programs require that an individual, at the time
of initial selection for the project, must be a “low-income individual,” a “potential first-generation college
student,” or “an individual who has a high risk for academic failure.” (These terms are defined in the
section on “Definitions That Apply.”) No less than two-thirds of the project’s participants each year must
be both low-income and potential first-generation college students; the remaining one-third must be lowincome individuals, potential first-generation college students, or individuals who have a high risk for
academic failure.
In field #16, please select the appropriate option for the criterion or criteria that apply to each participant.
An individual participant might meet one, two, or all three criteria.
Although a participant need only meet one of three criteria (low-income, potential first-generation college
student, or at high risk for academic failure) to be eligible, the Department requires projects to assess a
participant’s eligibility using all three criteria and to report accordingly. For example, if a participant is
low-income and potential first-generation, and if they meet at least one of the criteria for high-risk status,
the project should select the new option “7” (low income, first generation, and high risk).
By adding these new combinations of eligibility, the Department is in no way requiring or expecting
projects to serve more participants that are at high risk. As noted above, the statute and regulations require
that at least two-thirds of the participants an UB project serves each year be low-income individuals who
are potential first-generation college students. Those individuals who have all three characteristics—that
is, those who are low income, first generation, and at high risk for academic failure—would of course be
counted in the two-thirds.

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Fields #17 - #19—Evidence of High-Risk Status for Academic Failure (at time of initial selection)
As indicated above, one criterion for eligibility in the Upward Bound programs is high risk for academic
failure. The program regulations define an individual at such risk as one who, at the time of initial
selection, (a) has not achieved at the proficient level on State assessments in reading/language arts and/or
in math; (b) has not successfully completed pre-algebra or algebra by the beginning of the tenth grade; or
(c) has a grade point average of 2.5 or less (on a 4.0 scale) for the most recent school year for which grade

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May 2025

12

point averages are available. Information collected in fields #17–#19 will indicate whether a student is at
high risk for academic failure, as so defined, and therefore eligible for services on those grounds.
Field #17—Reading/Language Arts or Math Proficiency Not Achieved (at time of initial selection)
Middle school state assessments may be used for this field if they are the most recent such tests available
for the student. Note that proficiency on state assessments is used for two purposes in the APR: as a
criterion for high-risk status here, and as measures of academic proficiency for one of the PE objectives in
fields #39 and #40. As explained in the instructions for those fields, a project’s response may change over
several reporting periods (if, for example, a student fails to achieve proficiency in tests administered in
the 10th grade, but succeeds in the 11th grade). In field #17, however, since the response represents
proficiency at one single point in time (time of initial selection), the response must not change once it is
submitted.
Field #18—Low Grade Point Average (at time of initial selection)
Middle school GPAs are permissible for this field to establish the level of academic need for participants
first served as ninth-graders or rising ninth-graders.
Field #19—Pre-Algebra/Algebra Not Successfully Completed by Beginning of 10th Grade
“Successful completion” signifies that the student passed an algebra or pre-algebra course, received high
school credit, and will not need to repeat the course.
Since the criteria for establishing high-risk status for academic failure must reflect the time of the
student’s initial selection for the project, this criterion in some cases will not be applicable if the student,
when selected, has not yet completed ninth grade. For such a student, select option 8 (“NA, due to grade
at initial selection, this information is not yet available”).
Field #20—Limited English Proficiency (at time of initial selection)
Refer to the section on “Definitions That Apply” to determine if the participant, at time of initial selection
into the project, was of “Limited English Proficiency.”
Field #21—Disconnected Youth (at time of initial selection)
Refer to the section on “Definitions That Apply” to determine if the participant, at time of initial selection,
met the definition of “disconnected youth.”
Since grantees would not have collected data on this field for prior participants served before the 2012–17
cycle, option 9 (“Not applicable, prior or continuing participant served before 2012–17 cycle”) is provided.
Field #22—Other Academic Need (at time of initial selection)
In accordance with 34 CFR 645.3(c), a project, in selecting individuals to participate in an Upward Bound
program, must determine that an individual needs academic support if they are to successfully pursue a program
of education beyond high school. Field #22 lists criteria (other than those listed in fields #17–#19) commonly
used by projects to determine an individual’s need for services; please choose whichever criterion was primary
for the student. If the project has already indicated in fields #17–#19 that a participant has academic need

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sufficient to demonstrate at-risk status for academic failure (as defined in the UB program regulations), the
project should select option 16 in field #22, signifying that the student’s need was identified in those fields.
Field #20 allows projects to indicate whether a participant has limited proficiency in English. Limited English
proficiency also appears as an option in field #22 and should be chosen if that lack of proficiency is the student’s
primary area of academic need.



Fields Concerning Participation in UB or UBMS and Status in Secondary School

Note for projects serving participants in a fifth year of high school due to participation in a dual enrollment
program: For most of the remaining fields in the APR, reporting for these students is straightforward; for
example, in the GPA fields (#32 and #33), you should provide the student’s GPAs for the fifth year of high
school as you would for any other academic year. Since the participant does not graduate from high school until
the end of the fifth year, report graduation then (fields #34 and #35), even though other students in the project
may be graduating after four years. Students in dual enrollment programs who persist from the 12th grade to the
fifth year of high school will be considered persisters for the retention and graduation objective.
On the other hand:
 For the fields on state academic achievement standards (#38 and #39), report only through the 12th grade,
since presumably that is when final state tests would be administered.
 In the field for the performance measure on advanced math courses completed (#43), report as of the end of
the 12th grade (not as of the fifth year).
 Students who participated in dual enrollment programs should not be reported as enrolled in postsecondary
education (fields #52 through #66) unless they enroll in a postsecondary program after their high school
graduation.
Field #23—Target School Identification Numbers
The Upward Bound regulations define target schools as those designated by the grantee as a focus of
project services. Please provide the 12-digit NCES school identification number for a public secondary
target school the UB-UBMS student attended at time of entry into the project; these numbers may be
found at https://nces.ed.gov/ccd/schoolsearch/. Use the codes for private and parochial schools (6s and 7s,
respectively) only if the school was a target school. If, at the time of the student’s entry into the project,
the public, private, or parochial school that he or she first attended was not a target school, use 9s (not
applicable).
For “rising” ninth-graders (those first served the summer between completing eighth grade and starting
ninth grade), provide the NCES school identification number for the target school the student attended (or
will attend) as a ninth-grader.
Note: In previous years, field #23 had not made adequately clear that non-target schools should have been
coded with 9s; some grantees sometimes entered NCES codes instead for these schools. While TRIO
seeks to have more accurate data about participants in target schools, we are not requesting that grantees
make retrospective corrections, though projects are free to make such changes in this field if they wish.
We do require that grantees must use NCES numbers only for target schools; the same applies to 6s and
7s if a private or parochial school was a target school. If a participant at time of entry into the project did
not attend a target school, the correct coding is 9s.

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May 2025

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Field #24—Date of First Project Service
For new students, use the date the student first received service from the Upward Bound project that is
submitting this report. Do not use the date of acceptance into the project unless that is the same as the date
of first service.
Use the original month and year of service at this project even if the student subsequently left and reentered.
If the students transferred from another UB project, in this field give the month and year of first service at
the project submitting the report.
Please note that accuracy is particularly important for this field and that the date must not be
changed in subsequent reporting periods.
Field #25—Grade Level at First Service
For new participants, enter the student’s grade at the time they first received UB services from the project
that is submitting the report. For students served first during the summer component, select “rising” ninthgrader for those students who had completed eighth grade and would be entering ninth grade in the fall
term; ninth grade itself is not a valid option for students first receiving service in the summer program. For
all other students first served during the summer component, enter the grade the student would enter for the
fall academic term (e.g., for students first served in the summer between ninth and 10th grades, the correct
code is 10; for those first served in the summer between 10th and 11th grades, the correct code is 11). In
addition, this field provides an option for students first served in a fifth year of high school, which is to be
used only for individuals also participating in dual enrollment programs entailing a fifth year of high school.

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If a student was first served on any day in June, consider that student to have been first served in the summer
before the coming fall grade, even if school was still in session on the student’s first day of service. For
example, if your project first served a student on June 3 in the waning days of grade nine, consider that
student to have been served in the summer before grade 10; thus, you would select option 10 (10th grade)
in field #25.
If a student transferred from another UB project, in this field give the grade level at first service in the project
submitting the report.
Please note that accuracy is particularly important for this field (#25).
Field #26—Deceased or Incapacitated
This field includes four options for reporting on those current or prior year participants who by the time
the APR is submitted are deceased or permanently incapacitated. It is important that the information
provided in this field be consistent with the information in field #27 (PartCD). If the participant is
reported as a “prior participant” (option 4 in field #27), in field #26 you must select option 1, 2, 9, or 0. If
the participant is reported as a “current participant” (option 1, 2, 3 or 6 in field #27), in field #26 you must
select option 3, 4, 9 or 0.
Please note that accuracy is particularly important for this field as the data in this field is used in the
PE calculations. For example, if a “current” year participant dies or is incapacitated during the reporting
period, the individual will be counted in the Funded Number, but will not be counted in five of the remaining
six PE calculations.

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Field #27—Participant Status
For each participant, the grantee must review the options available and select or update this field as
appropriate. The participant status options are:






New participant
Continuing participant
Reentry participant, previously served by project submitting report
Prior-year participant
Transfer participant

You must select one of the above options for each participant on the APR data file. See Section II, field
#27, of the APR form for definitions of the participant status options.

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Please also refer to the “Definitions That Apply” for the regulatory definition of a participant. Keep in
mind the time frames indicated in the definition; for example, a student first served on May 1, 2025, in a
project with a June 1 start date cannot be considered a participant in the 2024-25 reporting period because
they were not served for 60 days in that period. Once such a student has been served an adequate number
of days in the 2024-25 reporting period, they would have met this criterion of the definition of a
participant. Students should be coded as new in the first year the project reports them as participants.
A student who leaves a UB project to join a UBMS project, or leaves a UBMS project to join a UB
project, should be reported as new in the new project, assuming they meet the definition of a participant.
Please refer to the instructions for field #24, Date of First Project Service, on establishing the date of first
service for new participants served initially in the summer program.

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Field #28—Participation Level
Projects with performance periods starting between September and November:



Use options #0-#6 only.
“Summer” refers to summer of 2025.

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Projects with 12-month performance periods starting in June or July:




Use options #0-#6 only.
“Summer” refers to summer of 2024.

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Projects transitioning from Summer starts to Fall starts:


Do not use options #1- #6.

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Please note that a student served as a summer bridge student during summer of 2024 should be reported as option
#5 by 12-month summer start projects, and as option #21 by summer-to-fall transition projects.

Deleted: 2023

Any 2024 summer bridge students in these projects can be served only in the summer—not in the academic
year—of the reporting year, since a bridge student will presumably be attending college in the fall of the same
year.

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Field #29—Served by Another Federally Funded Program
Although some project participants may have received services from another federally funded college access
program in a prior year, in this field report only on the services received during the reporting year. If the
participant only received services during the reporting year from your project, select option 8, Not applicable.

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Fields #30–31—Grade Levels
Field #30 requests the participant’s grade level at the beginning of the academic year coinciding with the
project year (i.e., 2024-25); field #31 asks for the student’s grade level or postsecondary status at the
beginning of the academic year following the project year (i.e., 2025-26). These fields are used to
determine if the participant has progressed to the next grade or graduated. Field #30 includes an option for
eighth-graders in September- or October-start projects to allow reporting of students who joined the
project as rising ninth-graders in the summer of 2024. For field #31 (secondary grade level or
postsecondary status at the beginning of the academic year following the project year), please classify a
student within a given secondary grade if that student has met the requirements for progression to that
grade. For example, a student should be classified as an 11th-grader in field #31 if they successfully
completed 10th grade in 2024-25 (or if they met requirements for 11th grade by doing extra work in the
summer of 2025).
These fields provide an option for students first served in a fifth year of high school to be used only for
individuals also participating in dual enrollment programs entailing a fifth year of high school. Even in a
situation in which a student is enrolled both in high school and in one or more postsecondary classes,
select the actual high school grade level for the student.

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Fields #32–33—High School Grade Point Averages
Projects are encouraged to report data on GPAs carefully. The cumulative grade point averages provided
should be calculated on all courses taken. Because middle school GPAs and high school GPAs are generally
not comparable, middle school grades should not be used in calculating the two high school GPA fields
(though they may be used in field #18, Low Grade Point Average at time of initial selection).
A high school GPA presumably would not be available until the end of the first term of the first year in
high school (usually ninth grade), at the earliest. For participants who entered prior to the availability of a
high school GPA, for fields #32 and 33 choose 8.888, "Not applicable."
Please report the GPA based on a four-point scale. If the participant's school used a four-point scale, enter
the GPA provided by the school; if not, convert other scales to four-point to the extent possible. If a
student's GPA on a four-point scale exceeded 4.000 for such a reason as completing honors or Advanced
Placement courses, in field #32 the project may enter a score that exceeds 4.000. Use 0.000 for unknown
GPA and for cases in which the school did not use a scale convertible to four-point.
Note: Provide only unweighted GPAs in field #33; that is, make no adaptations for such reasons as completing
honors or AP courses. As previously noted, in response to the HEOA the Department must prepare a
performance report on the UB and UBMS programs, including comparative data, where available, on national
performance of low-income, first-generation students. Since national datasets generally include data on
unweighted GPAs, for comparative purposes TRIO needs GPA data gathered in the same way. If you do not
know whether a student’s GPA is weighted or not, enter 0.000 in field #33.
For purposes of calculating the PE objective on academic performance using GPAs, the Department will
use the GPAs entered into field #32, which may be weighted.
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Report GPAs with three decimal places; do not round.
Field # 34—High School Graduation Status
Please note that accuracy is particularly important for this field since it is used in calculating the secondary
school retention and graduation objective. See “Definitions That Apply” for the definition of a regular secondary
school diploma.
If a student completed the 12th grade but did not meet state or local requirements for graduation, select option 6.
Should the student subsequently meet the state or local requirements, update this field in a subsequent year’s
APR.
Field #35—Actual Date of HS Graduation (Or Completion of High School Equivalency Certificate)
Report only high school graduation dates that have actually occurred by the time the APR is submitted. For
those participants completing a high school equivalency certificate, please provide the completion date. If a
student completed the 12th grade but did not meet state or local requirements for graduation, use 66/66/6666,
“Not applicable.” Should the student subsequently meet the state or local requirement, update this field in a
subsequent year’s APR.
Field #36—Rigorous Secondary School Program of Study Completed
Field #36 provides data needed to determine the extent to which the grantee has met its approved objective
regarding participants’ successful pursuit of a rigorous secondary program of study. See “Definitions That
Apply” for the regulations’ definition of a rigorous secondary school program of study.

Please note that your responses in this field should be consistent with the data you reported in fields #34
and 35. For the 2024-25 reporting year, select either option 1 or 2 for current and prior year participants
who were reported in field #34, option 3 (received regular secondary school diploma) and whose
graduation date in field #35 was between 09/01/2024 and 08/31/2025.

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Field #37—Secondary School Retention and Graduation Objective—Numerator
Beginning with the 2013–14 APR, this field was no longer used. Instead, the Department uses the data
reported in fields #30, #31, #34 and #35 to determine the number of participants served during the reporting
year (i.e., 2024-25) who persisted in school during the next academic year (i.e.,2025-26) at the next grade level
or had graduated high school with a regular diploma.

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For summer-start projects (i.e., those whose reporting period began in June or July), summer bridge
students are included in the number of participants the project served during the reporting year.
Therefore, the Department will use field #28 (Participation Level, option 5) to identify the summer bridge
students and field #54 (PSECohort) to determine if they persisted.
Fields #38–#39—High School Proficiency
Projects must use only assessments that specifically indicate whether the student achieved at the proficient
level. (Assessments designed for No Child Left Behind accountability are examples of such tests.) If a student
did not originally meet the standard, but then subsequently did so by the end of his or her senior year, the
project should choose option 3, “Yes.”
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A few grantees have reported experiencing difficulty in getting reliable data for students' results on state
achievement tests. If a grantee does not think that test data are reliable for a student, the grantee should choose
"Unknown" for field #38 and/or #39 for that student. It is, of course, in the project's interest to make every
effort to collect reliable test data so as to be able to demonstrate the extent to which the project has met its
targets for the academic achievement objective.
Fields #38 and #39 will be used to calculate the PE or Standard Objectives on academic performance as
reflected in state standardized tests. While this is calculated only for seniors, data should be reported and
updated as necessary in each reporting year. If, for example, an 11th-grader passed both assessments at
the proficient level in reporting period 2024-25, the project would choose option 1 in 2024-25 and in
subsequent years as well, including the student’s senior year (2025-26).
To be counted toward meeting the academic performance as reflected in state standardized tests objective,
a current-year senior participant must achieve the proficient level on state high school assessments in both
reading/language arts and math.
Field #40—Advanced Placement (AP) or International Baccalaureate (IB) Course Completed

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This data is being gathered so as to allow TRIO to respond with greatest accuracy to the requirement in the
HEOA to prepare a performance report on the UB and UBMS program that is to include comparative data,
where available, on national performance of low-income, first-generation students. The data from field #40 and
from other fields in the APR may help TRIO to identify subgroups of national datasets that may have greater
validity for comparative purposes than would a broader group.
Do not worry about whether the student took an AP exam or passed an AP exam; ignore whether the student
took an IB exam or completed the IB diploma. Simply choose “Yes” if the student completed at least one AP
or IB course in high school.
In this field, the Department needs data on all current and prior year participants who had not graduated before
the 2012–13 reporting year. A grantee may use option “9 - Not applicable” option only for prior participants
who graduated high school prior to the 2012–13 reporting year.

Deleted: ¶
¶

Once a project reports option ‘1-Yes’ in a reporting period for a student, the project should continue to report
option ‘1-Yes’ the same student in all subsequent reporting periods.
Field #41—Dual Enrollment Participation
Field #41 allows grantees to report students’ participation in dual enrollment programs which, for the
purpose of completing the UB APR, the Department defines as collaborative efforts between high schools
and colleges that allow high school students to enroll in college-level courses and earn credit towards both
a high school diploma and a college degree (college-credit dual enrollment) or a career preparation
certificate (career dual enrollment). This definition is not limited to programs that lead to students’
completing a degree or certificate by the time of high school graduation; it also includes those that can
provide credit towards a later degree or certificate. Report UB-UBMS participants who participated in
such programs at any time during high school subsequent to the 2012-13 academic year regardless of
whether they actually earned college credit. (If, on the other hand, a student takes one or more
postsecondary courses on her own, outside of a program established between high schools and a
postsecondary institution, the grantee should not report the student as participating in a dual enrollment
program.
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May 2025

19

A student’s participation in a dual enrollment program need only be reported once; after a grantee
reports option #1 or option #2 in a reporting period, the project should continue to report the same
response in all subsequent reporting periods.
Note: Students who participated in dual enrollment programs should not be reported in fields #52–#66
as enrolled in a program of postsecondary education unless they enroll in a postsecondary program after
high school graduation. If a student who earned a certificate/diploma or an associate degree in a dual
enrollment program upon or before high school graduation (for example, in spring 2024-25) subsequently
enrolled in a program of postsecondary education (for example, in fall 2025 in a program aimed at a bachelor’s
degree or another associate degree), they may be counted in appropriate fields (#52–#66) in the APR.

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Field #42—Pre-diploma Credentials or Coursework Completed
This field requests information on postsecondary credentials completed in dual enrollment programs and on
postsecondary coursework completed outside of dual enrollment programs. While postsecondary credentials
earned prior to, or simultaneously with, high school graduation are not to be entered in fields #52–#66, the
Department wishes to gain a better understanding of the extent to which UB participants are completing PSE
credentials in these programs; thus, TRIO has established this field. Option 3, concerning postsecondary
coursework completed outside of dual enrollment programs, will allow the Department also to learn more
about the extent to which UB participants are engaged in such efforts.
A grantee needs to report credentials earned or coursework completed only once for a participant; after a
grantee reports this accomplishment in one year’s APR, the grantee need not update the field in
subsequent years, but instead should simply retain the previous year’s response.
Field #43—Advanced Math Courses Completed
This information is needed for reporting on one of the performance measures described in the 2017 and 2022
UB and UBMS grant application instructions and listed in “Definitions That Apply.” If the participant completed
two years of mathematics beyond algebra 1 (e.g., geometry, algebra 2, trigonometry, or pre-calculus) by the end
of the 12th grade, select option 1. In this field, the Department needs data on all current and prior-year participants
who had not graduated before the 2017–18 reporting year.
Field #44—FAFSA Completed
Please indicate whether current or prior-year participants who graduated from high school or received high
school equivalency credentials during the project year completed the FAFSA. This information is needed for
reporting on the performance measures described in the 2017 and 2022 UB and UBMS grant application
instructions and listed in “Definitions That Apply.” While the Department has databases to help determine
whether participants have completed the FAFSA, we are requesting this information in the APR to have more
complete data in cases in which students’ identifying information does not match unambiguously with those
databases.
Field #45—Date of Last Project Service
If a student is still a participant in the Upward Bound project, enter “9s” (“Not applicable; participant is
still in program”). Report a date of last service only for those students who the project believes will not
return, e.g., those who have graduated or moved out of the project’s target area. When reporting a date of
last service, please do so regardless of the amount of time the student spent in the program. Providing these
dates will allow the Department to obtain an accurate measure of the average length of time spent in the
program prior to high school graduation. If a project omitted in last year’s report a date of last service for a
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given student who subsequently did not participate in the year on which the project is now reporting, please
include that student in this year’s report as a prior-year participant and record a date of last project service
for him or her, even if the date occurred in the prior reporting period.
For those Upward Bound participants who dropped out of the program, please use the date the participant
last attended an Upward Bound activity or received any kind of help from the project. This could include
contacting a student regarding attendance in project activities, providing advice, counseling, etc. If that
information is not available, you may use the date the project dropped the student from its list of active
participants.
For reentry participants, change the previously reported date of last project service to 99/99/9999 (“Not
applicable, participant is still in the program”) if at the end of the reporting year the individual was still
participating in UB or UBMS; enter a new date of last service if the student has again left the program or
completed it.
Field #46—Reason for Leaving Project
Please select the code that best describes the reason the participant withdrew from the project.



Project Services

Fields #47–51—Select Project Services and Activities
Complete these fields only for project participants who participated in these activities during the reporting
period. Use 9s, ‘Not applicable,’ for prior-year participants. Of the academic instruction and services
required or permitted by the authorizing statute and implementing regulations, the APR requests data on
five services and activities of special interest to the Department and for which evaluation data and other
analyses have shown to be informative.
Report only on those services and activities applicable to the Upward Bound participant during the reporting
period. If the project did not offer the service, for fields #47 and #49–#51 choose “8.” Since field #48 has
an option for employment that a student secured without assistance from the project, we have omitted option
8 from that field.
Please refer to the section on “Definitions That Apply” for definitions of the services and activities.



Information on Participants’ Postsecondary Education

For the fields that provide data on participants’ postsecondary education, please note that the Department
wants to gather data about students’ college enrollment status (both for recent high school graduates and
prior-year participants) at the first opportunity. If you collect data about a student’s postsecondary status
after the end of the reporting period, but before the due date for the report, please include that data in your
report. (Note: In addition, for projects with a reporting period beginning June 1 or July 1, please
report on summer bridge participants’ postsecondary status at the first opportunity, i.e., in the fall
after summer bridge, even though the summer bridge students will be included in the next year’s data
file as “continuing participants” [field #27]. For example, for a project with a reporting period of June 1,
2024, to May 31, 2025, the grantee should report data on the fall 2025 postsecondary enrollment of 2024
2025 summer bridge participants in the 2024-25 APR even though the grantee will include these bridge
students as continuing participants in the data file for 2025-26).

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Please enter “8” or a series of “8s” as specified for participants who have not yet completed high school.
Students who participated in dual enrollment programs should not be reported as enrolled in
postsecondary education unless they enroll in a postsecondary program after their high school
graduation. Please enter “9” or a series of “9s,” where requested, for high school graduates who were not
enrolled in a program of postsecondary education during or prior to the reporting period.
Enter “7” or a series of “7s,” where requested, for students who have left a program of postsecondary
education without completing it. "Students who have left a program of postsecondary education without
completing it" is an umbrella category including, among others, students on leave of absence, those away
from postsecondary education for a humanitarian or religious purpose or for military duty, and those who
have dropped out and may eventually return. A participant is considered enrolled if he or she has completed
registration requirements (excluding payment of tuition and fees) at the institution he or she is attending.
Fields #52—Source of Postsecondary Education Information
Self-explanatory.
Field #53—Date of First Postsecondary School Enrollment

Deleted: ¶

Please note that accuracy is particularly important for this field as it is used to calculate the
postsecondary education enrollment cohort.
For those participants who graduate with a regular secondary school diploma during the school year (i.e.,
2024-25) and enroll in postsecondary education by the fall term (i.e., fall 2025), please make every effort
to report the postsecondary enrollment date in that year’s APR (2024-25). If the project fails to report a
valid postsecondary school enrollment date in the 2024-25 APR, the participant will not be counted
toward the project’s postsecondary enrollment objective and will not be included in the 2025
postsecondary education enrollment cohort. Once the Department accepts the 2024-25 APR,
participants cannot be added to the 2025 postsecondary education enrollment cohort.
For summer bridge participants in June- and July-start projects, you must provide postsecondary
enrollment data in the 2024-25 APR for participants served in 2025 summer bridge to include such
students in the 2025 cohort.

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Field #54—Postsecondary Education Enrollment Cohort
This field is used to establish the cohort of students who will form the denominator for each project’s
postsecondary completion objective and for relevant performance measures described in the 2022 UB and
UBMS grant application instructions and listed in “Definitions That Apply.”
Once established, cohort year data in this field will not be adjusted in later years. The cohort for each year
includes current participants (i.e., those served during the reporting year) and prior-year participants who
graduated high school during the academic year with a regular secondary school diploma and enrolled in
postsecondary education by the fall term immediately following the high school graduation date or by the
next academic term (e.g., spring term) as a result of acceptance but deferred enrollment. Thus, grantees
should choose option 2025 for current and prior-year participants who actually graduated from high
school in academic year 2024-25 with a regular secondary school diploma and enrolled in postsecondary
education by the fall term immediately following the high school graduation date (fall 2025) or by the
next academic term (e.g., spring term 2026) as a result of acceptance but deferred enrollment.

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If a participant graduates from high school in spring 2025 but does not enroll as specified in the objective,
he or she will not be included in a postsecondary cohort and instead should be coded as 9999 in this field
(“Not applicable, does not qualify for a cohort”). Further, if the participant graduates from high school in
spring 2025 and enrolls in postsecondary education by the fall of 2025 but the project does not provide
both the participant’s high school graduation date and postsecondary enrollment date in the 2024-25 APR,
then data validations will prevent the grantee from selecting a 2025 cohort year. If the project fails to
report the required information in the applicable reporting year, the participant will not qualify for a
cohort and thus will need to be coded as 9999 in this field. (A code of 8888 will only apply to participants
who have not yet graduated from high school. In cases in which a project is unsure of a student’s exact
status, but believes they have not graduated from high school, the project should choose 8888.)

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TRIO recognizes that there are situations in which a project may not be able to ascertain the high school
graduation date or postsecondary enrollment date prior to submitting the APR. However, because PE
points will be calculated annually at the time the APR is submitted, it is imperative that all data
needed to establish cohorts be submitted in a timely manner.
Field #55—School Code for Postsecondary Institution First Attended
Provide the Federal School Code/OPE ID Number (Office of Postsecondary Education Institutional
Number) for the postsecondary institution the UB/UBMS participant first attended. This is a six-digit
number that is required on all federal financial aid documents. Information regarding this number is
included in Federal School Code Directory and can be accessed at
https://studentaid.gov/fafsa-app/FSCsearch.
Since the Department does not request school names, these codes are particularly important, as they are
the means by which the Department is able to identify the institutions that UB/UBMS students attend.
Use "555555" only in unusual cases in which the project is sure that the institution is not in the Federal
School Code Directory. U.S. military academies not included in the Federal School Code Search may be
coded “555555.”
If the student began attendance in fall 2025 (that is, after the end of the 2024-25 reporting period), please
do provide the code of the institution.

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For students who received notification from their IHE of acceptance but deferred enrollment until the next
academic semester, projects should include the school code for the IHE.
Field #56—College Status at Beginning of Academic Year 2025-26

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For current year and prior-year year participants whose postsecondary education status is known, in field
#56 provide information on the student’s college status at the beginning of academic year 2025-26.

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Fields #57 - #62—Postsecondary Credentials Earned
The information in fields #57–62 will allow the Department to report on participants’ attainment of
various kinds of credentials over varying lengths of time, as specified in the performance measures
described in the 2022 UB and UBMS grant application instructions. Each type of credential is to be
reported separately, as indicated in the fields.
If a student has received more than one credential of a particular kind (e.g., more than one certificate), the
project should report the date that the first certificate was completed. If a student attained more than one
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kind of credential (e.g., an associate degree and a bachelor’s degree), each should be shown in the report
in the respective field.
For students who received notification from their IHE of acceptance but deferred enrollment until the next
academic semester, projects should select option 6 in fields #57, #59, and #61, and option 66/66/6666 for
fields #58, #60, and #62.
Field #61—Bachelor’s Degree Attained: For a student enrolled in a dual degree program (not to be
confused with a dual enrollment program; see “Definitions That Apply”) who has completed four years of
postsecondary instruction, use option 1 (“Yes, attained bachelor’s degree”) to indicate that the student has
accomplished the equivalent of a bachelor’s degree, though a degree was not awarded.
Field #63—Postsecondary Enrollment Objective – Numerator
The denominator for calculating the PE objective on postsecondary enrollment is all current and prioryear UB and UBMS participants who graduated high school during school year 2024-25 with a regular
secondary school diploma. Participants coded 1 or 2 in field #63 will count towards the postsecondary
enrollment objective.

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Field #64—Postsecondary Remediation
This information is needed for reporting on one of the performance measures described in the 2022 UB
and UBMS grant application instructions and listed in “Definitions That Apply.” Please provide data as
available at the time the APR is submitted on prior-year participants in the 2024 postsecondary education
enrollment cohort (see field #54). For a definition of remediation, please see “Definitions That Apply.”

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The Department does not require that grantees obtain transcripts to document participants’ remedial
coursework; communication with the participant, or other reliable evidence, is sufficient.
Field #65—Postsecondary Completion Objective – Numerator
In reporting year 2024-25, will report in this field on whether participants in the 2019 postsecondary
education enrollment cohort (the denominator; see field #54) had achieved an associate or bachelor’s
degree within six years of high school graduation (i.e., by the end of August 2025). This data will be
used to determine whether the grantee meets its target for the postsecondary completion objective.

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Field #66—Postsecondary STEM degree (UBMS grantees only)
In reporting year 2024-25, grantees will report in this field on whether UBMS participants in the 2019
postsecondary education enrollment cohort (field #54) have achieved an associate or bachelor’s degree in
a STEM field within six years of high school graduation (i.e., by the end of August 2025). This
information is needed for reporting on one of the performance measures described in the prior year
UBMS grant application package and listed in “Definitions That Apply.” UB grantees should choose
option 8, “NA, participant in regular UB program.”
Choose option 1 if the participant earned a postsecondary degree in one of the following fields of study:
 Computer and Information Sciences
 Engineering
 Life Sciences, which include agricultural sciences/ natural resources, biological/biomedical
sciences, and health sciences.
 Mathematics
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

Physical Sciences, which include astronomy, atmospheric science and meteorology, chemistry,
geological and earth sciences, ocean/marine sciences, and physics.
Formatted: Indent: Left: 0.5"

Choose option 2 if the student earned a postsecondary degree in psychology or the social sciences.
For a list of majors under each of these fields of study, please refer to pages 6 and 7 of the survey
instrument for the National Science Foundation’s Survey of Earned Doctorates (SED) for 2021–22, at:

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https://www.nsf.gov/statistics/srvydoctorates/surveys/srvydoctorates-2022.pdf.
Field 67—Participant’s Name Change (Optional)

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If a participant changed his or her name (for example, due to marriage), and if the project wishes to record
this information in the APR to help track the student, the project may enter the participant’s changed full
name (i.e., first and last name) in field #67. Note that the first and last names provided in fields #5 and
#6 (LastNM and FirstNM) remain identifiers that the Department will use to track the student;
thus fields #5 and #6 must not change from year to year.
Names entered in field #67 may be in a variety of formats, e.g., John Doe, John D. Doe, Jane Smith-Doe,
Jane Smith Doe, John Doe II, John Doe, Jr. Moreover, you will be able to update this field in subsequent
reporting periods.
If the student has not changed his or her name, the project need not complete field #67.

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DEFINITIONS THAT APPLY


Upward Bound and Upward Bound Math-Science Standard Objectives from 2022 Competition

Academic Performance—Grade Point Average (GPA): X% of participants served during the project year will have a
cumulative GPA of 2.5 or better on a four-point scale at the end of the school year.
Academic Performance on Standardized Test: X% of UB seniors served during the project year will have achieved at
the proficient level on state assessments in reading/language arts and math.
Secondary School Retention and Graduation: X% of project participants served during the project year will continue
in school for the next academic year, at the next grade level, or will have graduated from secondary school with a regular
secondary school diploma.
Secondary School Graduation (Rigorous Secondary School Program of Study): X% of all current and prior-year UB
participants who graduated from high school during the school year with a regular secondary school diploma will complete
a rigorous secondary school program of study.
Postsecondary Enrollment: X% of all current and prior-year UB participants who graduated from high school during
the school year with a regular secondary school diploma will enroll in a program of postsecondary education by the fall
term immediately following high school graduation, or will have received notification by the fall term immediately
following high school from an institution of higher education of acceptance but deferred enrollment until the next
academic semester (e.g., spring semester).
Postsecondary Completion: X% of participants who enrolled in a program of postsecondary education, by the fall
term immediately following high school graduation or by the next academic term (e.g., spring term) as a result of
acceptance but deferred enrollment, will attain either an associate or bachelor’s degree within six years following
graduation from high school.



Upward Bound and Upward Bound Math-Science Performance Measures from 2022
Competitions

The following performance measures have been developed to track progress toward achieving program success:
1. The percentage of UB students who take two years of mathematics beyond Algebra I by the 12th grade;
2. The percentage of UB students who graduated from secondary school with a regular secondary school
diploma;
3. The percentage of UB students who enrolled in postsecondary education;
4. The percentage of UB students who enrolled in a program of postsecondary education by the fall term
following graduation from high school who in the first year of postsecondary education placed into
college-level math and English without need for remediation;
5. The percentage of UB students who enrolled in a program of postsecondary education and graduate on
time within four years for the bachelor’s degree and within two years for the associate degree;
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6. The percentage of UB participants who enrolled in a program of postsecondary education and attained
either an associate degree within three years or a bachelor’s degree within six years of enrollment;
7. The percentage of UB students who graduated high school in the reporting year that complete a Free
Application for Federal Student Aid (FAFSA); and
8. The cost per successful participant.
An additional performance measure established for UBMS projects only:
The percentage of former UBMS students who earned a postsecondary degree in a STEM field (i.e., science,
technology, engineering, or mathematics).



Ethnicity and Race Categories (Fields #10–#15)

Hispanic or Latino- A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or
origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South
America (including Central America), and who maintains tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, and the Indian
subcontinent. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine
Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
White- A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii or other
Pacific islands such as Samoa and Guam.



Regulatory Definition of a Participant

The Upward Bound program’s regulations provide the following definition of a project participant in 34 CFR 645.6.
Participant means an individual who –
1. Is determined to be eligible to participate in the project under 34 CFR 645.3;
2. Resides in the target area, or is enrolled in a target school, at the time of acceptance into the project; and
3. Has been determined by the project director to be committed to the project, as evidenced by being allowed to
continue in the project for at least—
i. Ten days in a summer component if the individual first enrolled in an Upward Bound project’s
summer component; or
ii. Sixty days if the individual first enrolled in an Upward Bound project’s academic year
component.
Formatted: Font: 11 pt, Italic



Formatted: Normal, Justified, Indent: Left: 1.5", Don't
hyphenate, Tab stops: -0.5", Left + 0.31", Left

Participant Eligibility (Fields #16–#19)

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Low-income individual means an individual whose family taxable income did not exceed 150 percent of the poverty
level amount in the calendar year preceding the year in which the individual initially participated in the project. The
poverty level amount is determined using criteria established by the Bureau of the Census of the U.S. Department of
Commerce.
Potential first-generation college student means an individual neither of whose natural or adoptive parents received a
baccalaureate degree; or a student who, prior to the age of 18, regularly resided with and received support from only one
natural or adoptive parent and whose supporting parent did not receive a baccalaureate degree.
Individual who has a high risk for academic failure means an individual who has not achieved at the proficient level
on State assessments in reading or language arts; has not achieved at the proficient level on State assessments in math;
has not successfully completed pre-algebra or algebra by the beginning of the tenth grade; or has a grade point average of
2.5 or less (on a 4.0 scale) for the most recent school year for which grade point averages are available.



Limited English Proficiency (Field #20)

Limited English proficiency, with reference to an individual, means an individual whose native language is other than
English and who has sufficient difficulty speaking, reading, writing, or understanding the English language to deny that
individual the opportunity to learn successfully in classrooms in which English is the language of instruction.



Disconnected Youth (Field #21)

“Disconnected youth” is defined in the Appendix to the FY 2013 Budget of the U.S. Government as individuals between
the ages of 14 and 24 who are homeless, in foster care, involved in the juvenile justice system, or are neither employed
nor enrolled in an educational institution.
Foster care youth means youth who are in foster care or are aging out of the foster care system.
Homeless children and youth means persons defined in section 725 of the McKinney-Vento Homeless Assistance Act
(42 U.S.C. 11434a).



Academic Year Fields: #30, #31, # 32, #33, #34, and #56

For purposes of completing these fields of the APR, the academic year runs from September 1 to August 31. If a given
target secondary school starts its fall term in late August, the project should consider its academic year to begin on an
August date. (Note that June 1 is the beginning date for grade at first entry; see instructions for Field #25.)



Rigorous Secondary School Program of Study (Field #36)

According to the definition in the Upward Bound program regulations, “rigorous secondary school program of study”
means a program of study that is-(1) Established by a State educational agency (SEA) or local educational agency (LEA) and recognized as a rigorous
secondary school program of study by the Secretary through the process described in 34 CFR 691.16(a) through (c) for
the Academic Competitiveness Grant (ACG) Program;
(2) An advanced or honors secondary school program established by States and in existence for the 2024-25 school year
or later school years;
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(3) Any secondary school program in which a student successfully completes at a minimum the following courses:
(i) Four years of English.
(ii) Three years of mathematics, including algebra I and a higher-level class such as algebra II, geometry, or data analysis
and statistics.
(iii) Three years of science, including one year each of at least two of the following courses: biology, chemistry, and
physics.
(iv) Three years of social studies.
(v) One year of a language other than English;
(4) A secondary school program identified by a State-level partnership that is recognized by the State Scholars Initiative
of the Western Interstate Commission for Higher Education (WICHE), Boulder, Colorado;
(5) Any secondary school program for a student who completes at least two courses from an International Baccalaureate
Diploma Program sponsored by the International Baccalaureate Organization, Geneva, Switzerland, and receives a score
of a “4” or higher on the examinations for at least two of those courses; or
(6) Any secondary school program for a student who completes at least two Advanced Placement courses and receives a
score of “3” or higher on the College Board's Advanced Placement Program Exams for at least two of those courses.



Regular Secondary School Diploma (Fields #36 and #63)

Regular secondary school diploma means a diploma attained by individuals who meet or exceed the coursework and
performance standards for high school completion established by the individual’s state.



Services and Activities (Fields #47–#51)

Work-study positions (as the term is used in the Higher Education Act of 1965, as amended in 1998, Section
402C(b)(10)) means internships and/or employment provided or arranged for by the project for the purpose of exposing
participants to careers requiring a postsecondary degree. Upward Bound students participating in one of these workstudy positions may be paid a stipend of $300 per month during June, July, and August. Include in this field only those
work-study positions for which the Upward Bound participant received a stipend from the project.
Employment-- Means jobs of at least 10 hours per week arranged either by the project or by the Upward Bound participant
that are separate from the Upward Bound program. In contrast to the “work-study” positions, these jobs are primarily to
allow participants to earn some income while participating in the program.
Cultural Activities-- Means any project sponsored activities, such as field trips, special lectures, and symposiums, that
have as their purpose the improvement of the project participants’ academic progress and personal development.
Community service refers to a student’s participation, facilitated by the Upward Bound project, in an activity or activities
designed to serve a community. Under this definition, community service need not be explicitly integrated into the
student’s academic work in Upward Bound or at his or her school.

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Instruction/tutorials means a formal, structured method for transmitting facts, information, understanding of the concept,
and skills to students. Instruction usually includes lesson plans and assignments designed to help students achieve learning
objectives.



Bachelor’s Degree Attained (Field #61)

Dual degree program is a program of study that awards an individual both the bachelor’s and a graduate degree upon
successful completion of the program of study. For a student enrolled in such a program who has completed four years of
postsecondary instruction, in field #61 grantees may use option 1 (“Yes, attained bachelor’s degree”) to indicate that the
student has accomplished the equivalent of a bachelor’s degree, though a degree was not yet awarded.



Postsecondary Enrollment Objective—Numerator (Field #63)

A participant is considered enrolled if he or she has completed registration requirements (excluding payment of tuition
and fees) at the institution he or she is attending.



Postsecondary Remediation (Field #64)

For the purpose of APR reporting, remedial education courses are defined as courses in reading, writing, or mathematics
for college-level students lacking those skills necessary to perform college-level work at the level required by the
institution.
[This document is dated May 2025]

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