A formative evaluation of the student support services TRIO program for low income and first generation college bound students self-efficacy at Butte-Glenn Community College District

UnrestrictedThe primary purpose of this study was to evaluate the strengths and weaknesses of the TRIO Student Support Services program at Butte College, a federally funded program to aid low income, disabled and first generation college students. The study will present suggestions for increasing the self-efficacy of the TRIO students and for improving the retention and transfer rates for these students to four year institutions.; Data were collected through a Likert self-efficacy questionnaire sent to 140 TRIO students, two randomly chosen campus classes of 77 non-TRIO students, a tabulation of responses of 53 randomly chosen applications of TRIO students that included a Personal Needs Assessment, interviews with the Butte College TRIO Director and Assistant Director, faculty, staff, eight TRIO students, three former TRIO students, a review of federal TRIO and other government documents, and a literature review of student retention, remediation, and self-efficacy.; The TRIO application and Personal Needs Assessment results indicated a large number of students were between 16 and 25, female and Caucasian, 61% of students self-identified that they lacked academic preparedness and educational and/or career goals, close to 50% of mothers and fathers completed high school, 72% of the students didn't work or worked less than 19 hours, 77% applied for financial aid and 91% said their taxable income was $15,000 or less per year.; The qualitative study results identified through the interviews with TRIO students, TRIO administrators, faculty and staff that the interventions of personalized attention and support helped the students stay accountable and keep on track. The Likert Self-Efficacy questionnaire found similar results for both TRIO and non-TRIO students. This may have been due to student academic experience and support TRIO students received prior to applying, as most students started TRIO in their second year of college. The TRIO program serves a very small number of eligible applicants due to limited funding resources. However, the student support servicesthe campus and the TRIO program offer to students is considerable. Promoting a campus-wide climate with all departments, faculty, staff and administration, taking steps to promote student retention and transfer is paramount to student success. Whether it is offering a first-year life skills courses to help students with acclimating to college and life management skills, offering classes to all students using a variety of methods to actively engage students, offering supplemental instruction to peer tutors, or learning communities, it is imperative that students come first and we all take the responsibility to connect with students, build relationships, assist with resources and support students in their academic and personal life skills for student self-efficacy, retention and transfer