TABLE OF CONTENTS

Executive Summary page i Annual Report Methodology and Format page iii Conclusion page iii 2015-2016 Data and Findings page 1

Supplemental Information and Best Practices page 18

Appendix A: 2017-2018 Counties Served by CROP page 20

Appendix B: 2017-2018 Participating CROP Institutions page 22

Appendix C: 2017-2018 Schools Served by CROP, by County page 23 Appendix D: Activities and Programs for Students page 25 Appendix E: Description of Select Programs and Activities page 26 Appendix F: CROP Testimonials page 30

i

EXECUTIVE SUMMARY

Section 1007.34(12), Florida Statutes (F.S.), directs the Florida Department of Education (FDOE) to develop a report to the Florida Legislature and to the Commissioner of Education regarding the effectiveness of the College Reach-Out Program (CROP) and the performance outcomes of program participants compared to the performance outcomes of their cohorts with similar backgrounds and characteristics. This document constitutes the report in fulfillment of this mandate.

The College Reach-Out Program is a statewide program created in 1983 by the Florida Legislature under section 1007.34, F.S. To participate in the College Reach-Out Program, a postsecondary educational institution may submit a proposal to the Department of Education. A CROP advisory council is appointed by the Commissioner of Education to review the proposals and recommend to the State Board of Education an order of priority for funding the proposals. The State Board of Education shall consider the proposals and determine which proposals to implement as programs that will strengthen the educational motivation and preparation of low-income educationally disadvantaged students.

In 1991, the CROP Advisory Council asked the Postsecondary Education Planning Commission (PEPC) to conduct a comprehensive evaluation of the program. During the 1994 legislative session, approved legislation mandated that the commission measure the effectiveness of the program annually. In 2002, PEPC evolved into the Council for Educational Policy, Research and Improvement (CEPRI) relinquishing responsibility for CROP and the evaluation. Subsequently, CROP was incorporated into the Florida Department of Education (FDOE). Following reorganization in 2008, CROP was placed in the FDOE’s Division of Public Schools (DPS).

For a student to participate in the College Reach-Out Program, students must meet both academic and economic eligibility criteria as described in Rule 6A-6.05282 of the Florida Administrative Code. Of the students who currently participate in CROP, approximately 81 percent are from low-income families and 64 percent are considered economically disadvantaged, as measured by the number of students determined eligible for the Free and Reduced-Price Lunch program (which requires family income to be at or below 185 percent of the federal poverty guidelines).

A student’s financial hardships can impact their decision to pursue a college education. The College Reach-Out Program provides students with the necessary information regarding financial assistance opportunities that will support them in their decision to pursue and complete a postsecondary education. Without the interventions provided through CROP, these students are less likely to pursue a postsecondary education.

An estimated 190,000 students have been served by CROP since the program was initiated. In 2015-2016, 74 percent of students admitted to the program were potential first generation in college students, while 81 percent were from low-income families and 64 percent were eligible for the Free and Reduced-Price Lunch program. In 2015-2016, 1,587 new students joined the program and a total of 3,392 students were served. The approximate cost per student was $289 for the project year.

ii

In 2015-2016, there were 3,392 participants enrolled in CROP. A total of 12 projects served 268 schools located across 29 counties. Appendices A through C include a map and list of the counties as well as the names of the participating institutions and schools served by CROP in 2017-2018. This report provides the outcome results of performance measures related to the academic achievement and college readiness of student participants. Data matches were performed against databases in the DPS, the Florida College System (FCS), the Florida Education and Training Placement Information Program (FETPIP), the K-20 Education Data Warehouse (EDW) and the State University System (SUS). Performance Outcomes. Based on available data, the following table compares select academic performance outcomes of CROP students with the comparable cohort of non-CROP students:

Academic Outcomes: CROP Students Non-CROP Sample 2014-2015

2015-2016

2014-2015

2015-2016

Seniors Receiving Standard Diplomas 91% 89% 62% 64% Graduates Enrolled in Higher Education 74% NA 59% NA Public College Students with GPA above 2.0 72% NA 64% NA SUS* Students with GPA above 2.0 83% NA 83% NA

*State University System is abbreviated as SUS NA: not available Student Achievement. In accordance with the Florida Department of Education’s mission, CROP delivers quality services resulting in high student achievement as shown below for the 2015-2016 year:

• The average GPA for CROP students in grades 9-12 was 2.77, compared to 2.39 for the random sample (non-CROP students with similar characteristics and background as CROP students).

• Forty-one percent of CROP tenth graders passed the English Language Arts (ELA) section of the Florida Standards Assessments (FSA), compared to 37 percent of the non-CROP sample and 50 percent for all test takers in grade 10.

• Eighth graders in the CROP cohort averaged 196 on the Florida Comprehensive Assessment Test (FCAT) 2.0 Science assessment, compared to 194 among the random sample.

• CROP tenth graders averaged 344 on the ELA section of the FSA, compared to 342 among the random sample.

• Fifty-three percent of the CROP cohort passed the FSA Biology I End-of-Course (EOC) assessment, compared to 49 percent of the non-CROP sample and 64 percent of all test takers in the state.

iii

• Ninety-seven percent of CROP participants in grades 6-11 were promoted to the next grade level, compared to 89 percent for the random sample.

• Eighty-nine percent of CROP seniors graduated with a standard high school diploma, compared to 64 percent of seniors in the non-CROP sample confirming the continuance of a pronounced gap in the graduation rate.

• In 2015-2016, 79 percent of the 2014-2015 CROP graduates were enrolled in postsecondary education or employed full-time, compared to 68 percent of the random sample graduates. Compared to the 2013-2014 graduates that were employed full-time or matriculated to a postsecondary institution in Florida in 2014-2015, the CROP cohort experienced a slight increase (78 percent), while the figure for the random sample graduates remained constant at 68 percent.

• Fifty-eight percent of the 2014-2015 CROP graduates who enrolled in postsecondary education attended a public college, 31 percent attended a state university, while six percent attended a private institution and five percent were enrolled in postsecondary career technical coursework. Enrollment rates for the 2013-2014 CROP graduates were: public college, 63 percent; state university, 21 percent; and eight percent either attended a private institution or postsecondary career technical coursework.

Funding for the College Reach-Out Program is contingent upon annual funding in the General Appropriations Act. The funding provided to support the services of CROP has declined throughout the years. The Florida Legislature appropriated $1,000,000 to CROP in in fiscal year (FY) 2017 as compared to $2,400,000 in FY 1997.

ANNUAL REPORT METHODOLOGY AND FORMAT

The process of compiling, assessing and integrating data into the annual evaluation report is affected by many variables; for example, the school districts are allowed nine months after the end of an academic year to report final student information such as graduation status to the FDOE. After receipt, all data must be examined and corrected, if necessary, to ensure accuracy before matching it to the CROP cohort. This report focuses on data from 2015-2016.The report is based primarily on a comparison of the participation and performance of the 2015-2016 CROP cohort (n=3,392) with that of a non-CROP random sample (n=6,783) of similar backgrounds and characteristics, stratified by race and income; assessments based on data for the 2014-2015 CROP (n=3,523) and random (n=7,038) cohorts are also included.

CONCLUSION

The primary purpose of the College Reach-Out Program is to improve the academic achievement and college readiness of low-income, economically disadvantaged students and to concentrate its efforts on motivating and preparing these students to attend and complete a postsecondary education. The efforts of program services should improve the postsecondary outcomes of the target population. Section 1007.34, F.S., requires participating projects to provide continuous contact with student participants until they enroll in a postsecondary institution.

iv

Although the goal of the program is to increase the number of low-income, economically disadvantaged students to enroll and complete a postsecondary education, the provision of services for the target population is decreased once they enroll in a postsecondary educational institution. The data presented in this report indicates that 81 percent of the students currently served in the program are from low-income families. Students from low-income families often encounter multiple challenges when it comes to academic achievement and postsecondary education. To increase the number of low-income, economically disadvantaged students to enroll and complete a postsecondary education, the services provided by CROP should not end at the time a student enrolls in college but should continue until a student completes their postsecondary education. Future action plans/goals. To improve the efforts of the program in accomplishing the goal of the program the following recommendations have been established:

1. Create data systems that track college readiness and attainment to monitor the

progress of projects and build accountability. 2. Support and build the capacity of high schools and postsecondary educational

institutions.

3. Develop clear incentives to students and parents that will enhance their knowledge and desire to attend and complete a postsecondary education.

1

2015-2016 DATA AND FINDINGS

Student Demographics. CROP encompasses a diverse population that includes African-American, Hispanic, Caucasian, Asian, American Indian and multiracial students. CROP supports underrepresented students in reaching their educational goals through academic and personal growth. During the 2015-2016 project year, female students remained a majority of the CROP membership at 62 percent. African-American and Hispanic males composed 26 percent and seven percent, respectively, of participants in 2015-2016. Additionally, 11 percent of students served by CROP were reported to have disabilities.

CROP Students by Gender, 2015-2016

Source: College Reach-Out Program In 2015-2016, African Americans accounted for 68 percent of CROP participants (66 percent in 2014-2015); Hispanics comprised 20 percent (23 percent in 2014-2015); Caucasians constituted seven percent (six percent in 2014-2015); Asians, one percent; American Indians, less than one percent; and other racial/ethnic groups accounted for four percent. The racial/ethnic composition of the 2015-2016 CROP cohort is shown below.

Racial/Ethnic Characteristics, 2015-2016 CROP Cohort

Source: College Reach-Out Program Note: Percentages may not add up to 100 percent due to rounding.

Male38%

Female62%

Asian1%

African American

68%

Hispanic20%

American Indian0.2%

Caucasian7%

Multiracial/Other

4%

2

Grade-Level Distribution. To enhance the academic performance and college readiness of low-income, educationally disadvantaged students, at least 60 percent of the students recruited for the program should be in grades 6-9, as described in section 1007.34, F.S. By recruiting students early, projects can provide intervention services to help students achieve the readiness and preparation needed to succeed in a postsecondary education. Although the grade-level distribution of student participants reflect more students in grades 9-12, the students in these grades were recruited in earlier grades and have continued in the program. The total grade-level distribution of student participants for 2015-2016 is described in the following graph.

CROP Grade-Level Distribution, 2015-2016

Source: College Reach-Out Program Student Retention. The greatest percentages of new participants were recruited from students in grades 6-9, while the majority of students returning to CROP attended high school. Key reasons that impact a student’s participation and continuation in the program can include: a student’s family relocating to an area not served by CROP, challenges related to transportation that affect a student’s ability to consistently attend program activities, a student’s commitment to extracurricular activities (e.g., sports, etc.) and a student’s employment obligations to support the needs within their family. In 2015-2016, 62 percent of all eligible students returned to CROP, compared to 69 percent in 2014-2015. The percentages of eligible students returning to the program from 2009-2016 is described in the following graph.

0

200

400

600

800

1000

6th 7th 8th 9th 10th 11th 12th

261 308447

374494

839

669

3

Percentage of Eligible Students Returning to a College Reach-Out Program (2009-2010 to 2015-2016)

Source: College Reach-Out Program

Comparative Analysis: Grades 6-12 Outcome Measures The performance of CROP participants was compared to a random sample of sixth through twelfth grade students based on Florida public school enrollment data for academic years 2014-2015 and 2015-2016. The random sample was stratified by income and race to reflect demographic characteristics similar to those of the CROP participants.

Grade Promotion. In 2015-2016, the percentage of CROP students in grades 6-11 academically promoted to the next grade increased by one percentage point over the previous year (97 and 96 percent, respectively), compared to 89 percent of the random cohort, a decrease of one percentage point (90 percent in 2014-2015).

Educational Attainment. Eighty-nine percent of all CROP seniors graduated with a standard high school diploma in 2015-2016, compared to 64 percent of seniors in the random sample confirming the continuation of a significant gap in the graduation rate; the analogous figures for 2014-2015 were 91 percent and 62 percent, respectively. Among the African-American students, 88 percent of CROP seniors and 61 percent of twelfth graders in the random sample were awarded a standard diploma in 2015-2016; likewise, among twelfth grade Hispanic students, the equivalent figures were 94 percent (CROP) and 74 percent (random sample).

0%

20%

40%

60%

80%

100%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

71% 67% 65% 68%62% 69%

62%

4

Discipline. CROP students receive suspensions at lesser rates than students in the random sample, as the chart below affirms. In 2015-2016, CROP students were less likely to be suspended than students in the random sample (19 percent and 20 percent, respectively). Compared to the previous year, the suspension rate for both groups (22 percent) decreased.

CROP Secondary Performance Measures, 2015-2016

Suspension, Promotion and Graduation Rates

Source: DPS, EDW

0%

20%

40%

60%

80%

100%

% With one ormore Suspensions

(6-12)% AcademicallyPromoted (6-11) % Twelfth Graders

ReceivingStandardDiplomas

19%

97%89%

20%

89%

64%

CROP Random

5

CROP versus Random Sample Suspensions, Promotions and Graduation Rates

Source: DPS, EDW

Grade Point Average (GPA). In 2015-2016, CROP students in grades 9-12 achieved a higher average GPA than those in the random sample (2.77 versus 2.39). The average GPA remained constant for students in the random sample, while CROP students experienced an increase compared to 2014-2015 (2.75).

Attendance. CROP students in grades 6-12 continued to average fewer absences in 2015-2016 than students in the random sample (8.9 versus 9.9, respectively); the figure for the CROP students decreased slightly while the random sample experienced a minimal increase, compared to 2014-2015. Additionally in 2015-2016, the percentage of CROP students absent for 21 days or more (10.4 percent) was lower than the percentage for the random sample (12.1 percent), but slightly higher than the percentage for all students statewide (10.1 percent).

0%

20%

40%

60%

80%

100%

% WithSuspensions

(CROP)% With

Suspensions(Random)

% Promoted(CROP) % Promoted

(Random) % ReceivingStandardDiplomas(CROP)

% ReceivingStandardDiplomas(Random)

2013-14 2014-15 2015-16

6

CROP Secondary Performance Measures, 2015-2016 Grade Point Average and Absenteeism

Source: DPS, EDW

Comparative Analysis: FSA and EOC Assessments

Overview of Florida’s Statewide Assessments. The primary purpose of Florida’s K-12 assessment system is to measure students’ achievement of Florida’s education standards. From 2011-2014, the FCAT 2.0 was used to measure student achievement of the Next Generation Sunshine State Standards in reading, mathematics and writing. In 2015, the FCAT 2.0 was replaced by the Florida Standards Assessments (FSA) to measure students’ progress in English language arts (ELA) and mathematics, and end-of-course (EOC) assessments are administered in Algebra 1, Geometry, Biology 1, U.S. History and Civics.

Assessment supports instruction and student learning, and the results help Florida determine whether it has equipped its students with the knowledge and skills they need to be ready for careers and college-level coursework. Student performance on these assessments are categorized into five achievement levels, also known as performance levels.

Each student is assigned a performance level according to his or her scale score on statewide assessments. Performance levels range from 1 to 5, with Level 1 being the lowest and Level 5 being the highest. Achieving a score in Level 3 or higher is considered satisfactory. For all grade levels and subjects, the minimum scale score in performance

0.00

2.00

4.00

6.00

8.00

10.00

12.00

Average GPA (9-12)Average DaysAbsent (6-12)

2.77

8.9

2.39

9.9

CROP Random

7

Level 3 is identified as the passing score. For the assessments that are graduation requirements, students must achieve the passing score to meet that requirement, as determined by the State Board of Education. Performance of CROP Students on the FSA and EOC Assessments. CROP students continue to meet or exceed the standard test scores of the random sample while striving to close the gap compared to scores achieved by all test takers in the state. Scores on standard assessments continue to confirm that the services provided by CROP are having a positive impact on the academic outcomes of traditionally lower-performing students. An analysis of test results for the CROP students, compared to those of the random sample, includes the following:

• In 2015-2016, CROP eighth graders scored an average of 333 on the ELA section of the FSA and 330 on the Mathematics section, while the random cohort scored an average of 332 and 327, respectively. In comparison, all eighth grade test takers averaged 339 for ELA and 334 for mathematics.

• The ELA scores for all three groups increased marginally from 2014-2015 to 2015-

2016; the mathematics scores increased slightly for the CROP cohort and all eighth grade test takers, while decreasing minimally for the eighth grade students in the random sample.

Eighth Grade FSA English Language Arts and Mathematics

CROP, Random Cohort and Statewide Averages, 2014-2015 and 2015-2016

Source: DPS, EDW

300

310

320

330

340

350

2014-152015-16

2014-152015-16English Language Arts

Math

332 333329 330330 332

328327

338 339

333 334

CROP Random State Average

8

• In 2015-2016, CROP tenth graders scored an average of 344 on the ELA section of the FSA, compared to 342 for the random sample and 348 for all tenth grade test takers in the state. Compared to the previous year, the tenth grade students in the CROP and random cohorts experienced small increases, while all tenth grade test takers experienced a marginal decrease.

Tenth Grade FSA English Language Arts

CROP, Random Cohort and Statewide Averages, 2014-2015 and 2015-2016

Source: DPS, EDW

• In 2015-2016, CROP students taking the FSA Algebra I EOC assessment achieved a higher average score and passing rate than the students in the random sample. Forty-six percent of CROP students received a passing score (fulfilling this graduation requirement), compared to 38 percent of the random sample and 55 percent of all test takers in the state.

300310320330340350360

CROPRandom

StateAverage

343340

349344342 348

2014-15 2015-16

9

FSA Algebra I EOC Results for All Grades Combined CROP, Random Cohort and Statewide Percentages,

2014-2015 and 2015-2016

Source: DPS, EDW

• In 2015-2016, CROP students taking the Biology I EOC assessment achieved an average score of 394, compared to 393 for students in the random sample and 403 for all test takers statewide. Fifty-three percent of CROP students achieved a passing score, compared to 49 percent of the random sample and 64 percent of all test takers in the state. Compared to 2014-2015, all three groups experienced small decreases in both the passing rate and average score.

Biology I EOC Results for All Grades Combined CROP, Random Cohort and Statewide Percentages,

2014-2015 and 2015-2016

Source: DPS, EDW

0%

50%

CROPRandom

Statewide

48%41% 56%46%

38%55%

2014-15 2015-16

0%

50%

CROPRandom

Statewide

54%50% 65%53%

49% 64%

2014-15 2015-16

10

• CROP students taking the FSA Geometry EOC assessment in 2015-2016 achieved a higher average score and passing rate than the students in the random sample. CROP students attained an average score of 487, compared to 486 for students in the random sample and 497 for all test takers statewide.

• Thirty-seven percent of CROP students achieved a passing score, compared to 33

percent of the random sample and 51 percent of all test takers in the state. Compared to 2014-2015, all three groups experienced slight decreases in both the passing rate and average score.

FSA Geometry EOC Results for All Grades Combined CROP, Random Cohort and Statewide Percentages,

2014-2015 and 2015-2016

Source: DPS, EDW

Comparative Analysis: Postsecondary Outcome Measures The College Reach-Out Program persists in its commitment to increase the academic performance and college readiness of student participants. To be considered for admission to a degree program in a Florida postsecondary institution, all students must, at minimum, possess a standard high school diploma or its equivalent as defined in Florida Statutes and State Board of Education rule. Additionally, for students to be college and career ready, students must have the knowledge, skills and academic preparation needed to enroll and succeed in college-level courses.

0%

20%

40%

60%

80%

CROPRandom

Statewide

38%35%

53%37%

33%51%

2014-15 2015-16

11

College Placement Assessment. The Postsecondary Education Readiness Test (P.E.R.T.) is Florida’s customized common placement test that is used to assess the readiness of students who intend to enter a degree program at any public postsecondary educational institution. The P.E.R.T. assessment is aligned with the Florida Postsecondary Readiness Competencies, which correspond to the knowledge and skills necessary for success in entry-level college credit coursework. The assessment includes competencies in the areas of English, reading and mathematics. To be considered college and career ready, students must demonstrate mastery of the Florida Postsecondary Readiness Competencies in English and mathematics. Students scoring below state-adopted common cut scores in these discipline areas are required to enroll in and successfully complete developmental education (remedial) courses in the areas of their deficiencies prior to the enrollment in postsecondary, General Education college-credit courses. Performance on the Postsecondary Education Readiness Test. An analysis of test results for the CROP students, compared to those of the random sample, includes the following:

• In 2015-2016, 31 percent of CROP eleventh grade students met or exceeded the college ready score for mathematics, compared to 23 percent of the eleventh grade students in the random sample; 34 percent met or exceeded the college ready score on the reading assessment, compared to 33 percent of the eleventh grade students in the random sample; and 44 percent met or exceeded the college ready score on the writing assessment, compared to 39 percent of the eleventh grade students in the random sample.

Performance on the P.E.R.T. by Subject Area CROP and Random Cohort Percentages, 2015-2016

Source: EDW

0%10%20%30%40%50%

MathReading

WritingAll 3

Subjects

31% 34%44%

21%23%

33% 39%

21%

CROP Random

12

Postsecondary Outcomes. The mission of the Florida Department of Education is to increase the proficiency of all students within one seamless efficient system by providing them with the opportunity to expand their knowledge and skills through learning opportunities and research valued by students, parents and communities, and to maintain an accountability system that measures student progress. The College Reach-Out Program supports this mission by implementing services and supports that will strengthen the educational motivation and preparation of student participants to enroll and complete a postsecondary education. Postsecondary Enrollment and Employment. An analysis of the postsecondary outcomes for CROP students, compared to those of the random sample, includes the following:

• Based on available data, follow-up information on employment and continuing education reveal that 74 percent of the 2014-2015 CROP high school graduates with a standard diploma were enrolled in the Florida higher education system in 2015-2016, compared to 59 percent of 2014-2015 graduates in the random sample; the analogous figures for the 2013-2014 graduates that matriculated to a postsecondary institution in Florida in 2014-2015 were 71 percent (CROP) and 58 percent (random sample).

2014-2015 CROP High School Graduates (n=545)

Source: EDW, FETPIP, FCS, SUS

Post-secondary Education

74%

Employed 5%

Not Found21%

13

2014-2015 Random High School Graduates (n=579)

Source: EDW, FETPIP, FCS, SUS

Postsecondary Selection and Enrollment. An analysis of the postsecondary selection and enrollment outcomes for CROP students, compared to those of the random sample, includes the following:

• Fifty-eight percent of the 2014-2015 CROP graduates who enrolled in postsecondary education attended a public college, 31 percent attended a state university, while six percent attended a private institution and five percent were enrolled in postsecondary career technical coursework. Enrollment rates for the 2013-2014 CROP graduates were: public college, 63 percent; state university, 21 percent; and eight percent either attended a private institution or postsecondary career technical coursework.

2014-2015 CROP High School Graduates in Postsecondary Education (n=404)

Source: EDW, FETPIP, FCS, SUS

Post-secondary Education

59%

Employed9%

Not Found32%

Public College

58%

Private College

6%

Public University

31%

District Postsecondary5%

14

• Sixty-five percent of the 2014-2015 random cohort graduates who enrolled in postsecondary education attended a public college, 25 percent attended a state university, while four percent attended a private institution and six percent were enrolled in postsecondary career technical coursework. Enrollment rates for the 2013-2014 random cohort graduates were public college, 61 percent; state university, 23 percent; private institution, six percent; and postsecondary career technical coursework, 10 percent.

2014-2015 Random High School Graduates in Postsecondary Education (n=340)

Source: EDW, FETPIP, FCS, SUS

• Forty-nine percent of Hispanic students who participated in CROP, graduated in 2014-2015 and enrolled in postsecondary education in 2015-2016 attended a public college, and 19 percent attended a state university; the analogous figures for the 2013-2014 graduates indicated that decreased enrollment at a public college partially offset increased enrollment at a state university (51 percent and 10 percent, respectively). Matriculation rates for the 2014-2015 Hispanic graduates in the random cohort were public college, 37 percent, and state university, 15 percent; the data also revealed that decreased enrollment at a public college was partially offset by increased enrollment at a state university, compared to the 2013-2014 graduates (40 percent and 13 percent, respectively).

• Forty percent of African-American students who participated in CROP, graduated in 2014-2015 and enrolled in postsecondary education in 2015-2016 attended a public college, and 25 percent attended a state university; the analogous figures for the 2013-2014 graduates revealed increased enrollment at both a public college and at a state university (39 percent and 19 percent, respectively). Matriculation rates for the 2014-2015 African-American graduates in the random cohort were public college, 39 percent, and state university, 14 percent; the comparable figures for the

Public College

65%Private College

4%

Public University

25%

District Postsecondary6%

15

2013-2014 African-American graduates in the random cohort also indicated increased enrollment at both a public college and at a state university (35 percent and 12 percent, respectively).

Academic Achievement in Postsecondary Education. An analysis of the academic achievement in postsecondary education for CROP students, compared to those of the random sample, includes the following:

• Compared to the random cohort that graduated in 2014-2015, a larger percentage of CROP graduates maintained a GPA of 2.0 or higher while enrolled in a Florida public college during their freshman year.

• Seventy-two percent of the 2014-2015 CROP graduates and 64 percent of the random sample graduates that attended a public college in 2015-2016 had a GPA of 2.0 or higher. Compared to the 2013-2014 graduates, the CROP graduates experienced a slight increase (71 percent) while the percentage for the random sample graduates remained constant.

• Eighty-three percent of both the 2014-2015 CROP graduates and random sample graduates maintained a GPA of 2.0 or higher while enrolled in a state university during their freshman year. Compared to the 2013-2014 graduates, the percentage remained constant for CROP graduates, while the random sample graduates experienced a slight increase (82 percent).

• Additionally, the 2014-2015 CROP graduates attained a slightly higher than average GPA (2.74) than those in the random sample (2.70) while enrolled in a state university during their freshman year. The average GPA increased for both groups, compared to the 2013-2014 CROP (2.67) and random sample graduates (2.62).

Students with a GPA of 2.0 or Higher in Public Colleges,

CROP and Random Cohorts, 2014-2015

Source: EDW, FCS

40%50%60%70%80%90%

100%

CROP (n=228)Random (n=216)

72%

64%

16

Students with a GPA of 2.0 or Higher in State Universities, CROP and Random Cohorts, 2014-2015

Source: EDW, SUS Financial Need of CROP students. The legislative intent for the College Reach-Out Program is to increase the number of low-income, educationally disadvantaged students to enroll and complete a postsecondary education. A “low-income educationally disadvantaged student” can be defined as a student who possesses specific academic and economic factors that negatively impact their academic achievement and college readiness. Students must meet specific academic and economic criteria to participate in the program. The economic eligibility criteria includes factors that reflect a student’s financial need such as their family’s participation in a temporary cash assistance or public assistance program. Florida Student Assistance Grant Program. Financial aid programs are available to students who intend to enroll in and complete a postsecondary education. The Florida Student Assistance Grant (FSAG) Program is Florida’s largest need-based grant program that provides financial assistance to students who may not be able to afford a college education. The most recent data suggests over 70 percent of the CROP seniors who intend to enroll in a postsecondary institution have applied for some form of financial assistance. To facilitate college attendance, CROP projects conduct workshops and assist students with applying for financial aid. Utilization of Financial Aid. The data revealed a decrease in the utilization of need-based financial aid for both the CROP and random cohorts that applied for assistance between 2014-2015 and 2015-2016.

40%

50%

60%

70%

80%

90%

100%

CROP (n=127)Random (n=84)

83% 83%

17

• In 2015-2016, of the CROP seniors who applied for a FSAG award, 71 percent were awarded funds compared to 79 percent of those applying in 2014-2015; the analogous figures for seniors in the random cohort were 57 percent (2015-2016) and 64 percent (2014-2015).

• Additionally, 72 percent of CROP seniors who applied for a Bright Futures

scholarship in 2015-2016 received funds compared to 59 percent of the random sample seniors. The corresponding figures for seniors applying in 2014-2015 were 81 percent (CROP) and 67 percent (random sample).

• Many students in the program are afforded the opportunity to receive scholarships

offered by individual CROP projects after fulfilling the requirements of the institution.

Students Who Received Need-Based Financial Aid (FSAG), CROP and Random Cohorts, 2014-2015 and 2015-2016

Source: EDW Note: In academic year following high school graduation.

0%

20%

40%

60%

80%

100%

CROPRandom

79%

64%71%

57%

2014-15 2015-16

18

Students Who Received Merit-Based Financial Aid (Bright Futures), CROP and Random Cohorts, 2014-2015 and 2015-2016

Source: EDW Note: In academic year following high school graduation.

SUPPLEMENTAL INFORMATION AND BEST PRACTICES The development and design of the College Reach-Out Program is to improve the academic achievement and college readiness of low-income, educationally disadvantaged students. To accomplish this, projects are required to implement program activities that will enhance student learning, academic performance and college preparation. In accordance with section 1007.34(7)(e), F.S., all program activities must support the following goals of the program:

1. To motivate students to pursue a postsecondary education. 2. To enhance the basic learning skills and performance of students. 3. To strengthen the understanding of students and parents of the benefits of pursuing

and obtaining a postsecondary education. 4. To foster the academic, personal and career development of students through

supplemental instruction. Examples of the activities and descriptions offered by CROP projects include, but are not limited to, the following:

• Reading Programs - Some projects establish reading clubs to increase student reading skills.

• Homework Clubs - CROP mentors and tutors assist CROP students in completing their homework assignments.

0%20%40%60%80%

100%

CROPRandom

81%

67%72%

59%

2014-15 2015-16

19

• Tutoring and Group-Learning Sessions - Groups are established to assist CROP students in specific academic areas that require additional attention. The extra tutoring and group learning sessions also help prepare students for a number of standardized tests (e.g., FSA, EOC, PERT, PSAT, SAT, ACT, College Placement Exams).

• College Tours - CROP projects arrange college bus tours for CROP students to visit postsecondary institutions. The purpose is to broaden the students’ knowledge of the many institutions and the numerous career-path options available to them.

• Shadow a (College) Mentor Day - CROP allows students to shadow a college student during a normal day, including attending classes, studying, spending time with their mentors’ friends and experiencing campus life.

• Summer Residency Program - CROP students spend one to two weeks on a college campus, living in the dorms, attending classes and interacting with college students and faculty.

• Workshops - CROP projects provide various workshops to prepare students and parents for postsecondary education by instructing them on how to write resumes, prepare a budget and save for college, and assisting them in filling out financial aid forms and scholarship applications.

• Academic Enrichment and Cultural Field Trips - Academic enrichment activities coupled with social and cultural field trips reinforce academics and appropriate behaviors while assisting in inspiring students toward a pattern of life-long learning.

• Other Services - A variety of other activities and services are offered including Brain Bowl competitions, computer labs, career assessment, individual counseling and personal awareness sessions.

• Community Service - Some projects allow high school students to participate in community service by serving as tutors for middle school students. This allows students to accrue the volunteer hours needed to apply for specific scholarships and experience increased responsibility. It also provides opportunities to serve as role models for younger struggling students.

Appendices D and E include a comprehensive list and descriptions of select program activities.

MIAMI-

Appendix A

2017-2018 Counties Served by CROP

21

2017-2018 Counties Served by CROP

Alachua Indian River

Bay Lee

Charlotte Leon

Collier Manatee

Duval Miami-Dade

Franklin Pasco

Gadsden Pinellas

Glades Polk

Gulf Sarasota

Hendry St. Lucie

Hernando Wakulla

Hillsborough

22

Appendix B

2017-2018 Participating CROP Institutions

State Universities

Florida Agricultural and Mechanical University

Florida Gulf Coast University

Florida International University

Florida State University

University of Florida

University of North Florida

University of South Florida

State and Community Colleges

Florida State College at Jacksonville

Gulf Coast State College

Hillsborough Community College

Indian River State College

Miami Dade College

Pasco-Hernando State College

Polk State College

St. Petersburg College

State College of Florida

Private Institutions

Barry University

Florida Institute of Technology

23

Appendix C

2017-2018 Schools Served by CROP, by County

Alachua Duval Hendry Fort Clarke Middle Alfred I. DuPont Middle Clewiston Middle Howard W. Bishop Middle Arlington Middle LaBelle Middle Kanapaha Middle Fort Caroline Middle Clewiston High Lincoln Middle Jean Ribault Middle LaBelle High Buccholz High J.E.B. Stuart Middle Eastside High Jefferson Davis Middle Hernando Gainesville High KIPP Impact Middle D.S. Parrott Middle Hawthorne Middle/High Lake Shore Middle Raymond B. Stewart Middle Matthew W. Gilbert Middle Central High Bay Northwestern Middle Frank W. Springstead High Bay Haven Charter Middle Andrew Jackson High Hernando High Everitt Middle Edward H. White High Nature Coast Technical High Jinks Middle Englewood High Merritt Brown Middle Jean Ribault High Hillsborough Mowat Middle Robert E. Lee High Burnett Middle Surfside Middle Samuel W. Wolfson High Ferrell Middle Magnet A. Crawford Mosley High Sandalwood High Mann Middle Bay High Terry Parker High McLane Middle J.R. Arnold High Westside High Memorial Middle Newpoint Bay Charter High William M. Raines High Mulrennan Middle Rosenwald High Orange Grove Middle Magnet Rutherford High Franklin Rampello K-8 C.C. Washington Academy Franklin County PK-12 Rodgers Middle Deane Bozeman School Shields Middle Gadsden Stewart Middle Charlotte Havana Middle Tomlin Middle Port Charlotte High Shanks Middle Williams Middle Gadsden County High Young Middle Magnet Collier Armwood High Golden Gate Middle Glades Bell Creek Academy High Immokalee Middle Moorehaven Middle High Blake High Manatee Middle Bloomingdale High Golden Gate High Gulf Brandon High Immokalee High Wewahitchka Middle Brooks Debartolo Collegiate High Wewahitchka High Chamberlin High

24

Hillsborough (Cont’d) Manatee Pinellas (Cont’d) Durant High Lee Middle Gibbs High East Bay High Bayshore High Lakewood High Freedom High Manatee High Tarpon Springs High Hillsborough High Palmetto High Jefferson High Southeast High Polk King High Crystal Lake Middle Lennard High Miami-Dade Denison Middle Leto High Brownsville Middle Jere L. Stambaugh Middle Middleton High Carol City Middle Kathleen Middle Newsome High Jose De Diego Middle Lake Alfred-Addair Middle Plant City High Lake Stevens Middle Lake Gibson Middle Plant High Madison Middle Lakeland Highlands Middle Riverview High North Dade Middle Westwood Middle Robinson High North Miami Middle Auburndale Senior High Seffner High Thomas Jefferson Middle Haines City Senior High

Spoto High Dr. Mack/West Little River K-8 Center Kathleen Senior High

Tampa Bay Technical High Booker T. Washington High Lake Gibson Senior High Tampa Catholic High Keys Gate Charter High Lake Region High Miami Carol City Senior High Lake Wales Senior High Lee Miami Central Senior High Lakeland Senior High Fort Myers Middle Academy Miami Edison Senior High Ridge Community High Hams Marsh Middle Miami Jackson Senior High Tenoroc High Lehigh Acres Middle Miami Northwestern Senior High Winter Haven High Oak Hammock Middle Miami Southridge Senior High Dunbar High North Miami Senior High Sarasota East Lee County High Booker High Fort Myers High Pasco Riverview High Island Coast High Centennial Middle Lehigh Senior High Pasco Middle St. Lucie South Fort Myers High Raymond B. Stewart Middle Dan McCarty Middle Pasco High Forest Grove Middle Leon Wesley Chapel High Northport K-8 Fairview Middle Wiregrass Ranch High Southern Oaks Middle Griffin Middle Zephyrhills High Fort Pierce Central High R. Frank Nims Middle Wesley Chapel High Fort Pierce Westwood High Amos P. Godby High Port St. Lucie High James Rickards High Pinellas Leon High John Hopkins Middle Wakulla Lincoln High Boca Ciega High Wakulla Middle Dunedin High Wakulla High

25

Appendix D

Activities and Programs for Students

The College Reach-Out Program provides enrichment activities and programs that aid students in their progression toward higher education. The activities are designed to increase students’ motivation, self-esteem and test scores, as well as decrease the anxieties of parents and students associated with the daunting process of entering postsecondary education. These include, but are not limited to, the following activities.

• Academic Advising • Health and Fitness Education

• After School/Saturday School Programs • Improving Study Skills

• Big Brother/Big Sister Program • Mentoring/Peer Leadership Program • Boys and Girls Club • Parent/Student Workshops

• Career Counseling • Personal Development

• College Fairs, Expos and Campus Visits • Self-Esteem Building Activities • Community Service Projects • Shadowing College Students

• Computer Literacy Training • Substance Abuse Prevention

• Culture Enrichment Techniques • Summer Enrichment Programs • Dual Enrollment • Summer In Residence Programs • Educational Talent Search • Technology Training

• Family Engagement Activities • Test-Taking Strategies

• Finance/Budget Management • Tutoring and Supplemental Academic Instruction

• Financial Aid Assistance • Personal Development

• Goal-Setting Activities • SAT/ACT/College Placement Assessment Workshops

26

Appendix E

Description of Select Programs and Activities

The following are some of the programs, instructional tools and partnerships employed by CROP coordinators to help motivate and stimulate their students’ interest in academics and personal development. The programs and activities listed are not offered at all institutions.

Aces in Motion (AIM) (http://www.acesinmotion.org/) Aces in Motion is the Gainesville Area Community Tennis Association's (GACTA) youth program that uses tennis to promote character development, academic achievement and a healthy lifestyle to people of all abilities, with a focus on underserved youth.

Advancement Via Individual Determination (AVID) (www.avid.org) AVID is a program developed by teachers and college professors to aid fourth through twelfth graders in preparing to meet the requirements for acceptance into a four-year institution of higher learning. With a commendable track record in decreasing the achievement gap, AVID’s curriculum is based on the WICR methods – writing, inquiry, collaboration and reading.

Boys and Girls Club (http://bgca.org/Pages/index.aspx) To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. The Boys and Girls Club provides a safe place to learn and grow; ongoing relationships with caring, adult professionals; life-enhancing programs and character development experiences; and hope and opportunity.

Brain Bowl (www.fefonline.org/brain.html) Since 1985, the Florida Education Fund has hosted The Annual Brain Bowl Competition designed to motivate students to improve skills in mathematics, writing and reading. After rigorous training and preparation, students compete to test their knowledge and win college scholarships and other prizes.

Center for Academic Retention and Enhancement (C.A.R.E.) (http://care.fsu.edu/) The mission of the Center for Academic Retention and Enhancement at Florida State University is to contribute to the successful retention and graduation of undergraduate students who have been disadvantaged by virtue of economic, educational or cultural circumstances. C.A.R.E. provides preparation, orientation and academic support programming for students who are among the first in their family to attend college, and for those who otherwise may face unique challenges in college because of economic, cultural or educational circumstances. C.A.R.E. implements programs to prepare certain middle and high school students for college as well as programming to help entering college students in their adjustment and academic success throughout their time in college. The students served by C.A.R.E. represent broad levels of diversity in terms of backgrounds, cultures, interests and academic performance.

27

College For Every Student (CFES) (http://www.collegefes.org/about-us/what-we-do.php) College For Every Student is a global leader helping K-12 underserved students from rural and urban communities become college and career ready. College For Every Student engages every CFES Scholar in three high-impact core practices – Mentoring, Leadership Through Service and Pathways to College and Career – that raise aspirations and develop essential skills including adaptability, grit, resilience, teamwork, leadership and other key qualities that promote social and educational uplift. Educate Tomorrow (http://www.educatetomorrow.org/) Educate Tomorrow, Corp. is an international, nonprofit, certified 501(c)(3) organization. Educate Tomorrow believes that the best way to end the cycle of poverty is through education. The mission of the program is to make education an attainable goal for the most disadvantaged so that all may be afforded the possibilities that can be achieved through learning. Based in Miami, Florida, Educate Tomorrow supports 16- 17- and 18-year-olds, who are aging out of the foster care system, by matching them with mentors. These mentors in turn help the young people to enroll in college and training programs, find housing and jobs, as well as apply for educational and social assistance that may be available to them. Educate Tomorrow also provides educational and life skills camps called "It's Your Life," which is funded by The Children's Trust. Florida College Access Network (F.C.A.N.) (http://www.floridacollegeaccess.org/) The mission of Florida C.A.N. is to create and strengthen a statewide network that catalyzes and supports communities to improve college and career preparation, access and completion for all students. Florida Center of the Literary Arts (http://www.flcenterlitarts.com/) The Florida Center for the Literary Arts champions reading and writing by creating programs that introduce new books and pathways available to students. The Florida Center for the Literary Arts at Miami Dade College promotes reading and writing throughout the year by consistently presenting high-quality literary activities open to all in South Florida. Florida Education Fund (FEF) (http://www.fefonline.org/) The Florida Education Fund (FEF) was funded initially by a major grant from the McKnight Foundation of Minneapolis, Minnesota, and, subsequently, a challenge grant from the foundation that required matching funds from the Florida Legislature. The impact of the FEF's innovative programs and non-traditional approach to enhancing educational outcomes has been demonstrated across various educational levels through three highly acclaimed programs. Florida Virtual School (FLVS) (www.flvs.net) In 2000, the Florida Legislature established Florida Virtual School (FLVS) as an independent educational entity. FLVS is an established leader in developing and providing virtual K-12 education solutions to students nationwide. It also provides online solutions for grades 6-12 as well as for adults seeking GED alternatives both in Florida and out-of-state through their Global Services Division. Serving over 50,000 students, this award-winning program offers 90 courses and Advanced Placement exam reviews.

28

Gaining Early Awareness and Readiness for Undergraduate Programs! (GEAR UP) (http://www.ed.gov/programs/gearup/index.html) GEAR UP is designed to prepare educationally disadvantaged and minority students to enter and succeed in postsecondary education. Serving Gadsden, Leon and Jefferson counties, this grant serves and provides for students starting in the seventh grade and continuing through their high school graduation.

Girls in Engineering, Math and Science (GEMS) (http://www.fgcu.edu/WhitakerCenter/gems.html) Girls in Engineering, Math and Science (GEMS) consists of science workshops for middle school female students from Lee and Collier counties and was developed in 2006 to address a shortage of professionals in the fields of math, science and engineering. Females are underrepresented in many areas of science and math, and increased numbers of females in these fields could help solve the shortage of workers. The GEMS mission is to encourage and stimulate interest in science and math in girls at an early age so they will consider these fields as a career.

Science, Technology, Engineering and Math (STEM) (http://www.ed.gov/stem) The United States has developed as a global leader, in large part, through the genius and hard work of its scientists, engineers and innovators. In a world that’s becoming increasingly complex, where success is driven not only by what you know, but by what you can do with what you know, it’s more important than ever for our youth to be equipped with the knowledge and skills to solve tough problems, gather and evaluate evidence and make sense of information. These are the types of skills that students learn by studying science, technology, engineering and math—subjects collectively known as STEM. The Committee on STEM Education (CoSTEM), comprised of 13 federal agencies, is facilitating a cohesive national strategy, with new and repurposed funds, to increase the impact of federal investments in improving STEM instruction in preschool through 12th grade, increasing and sustaining public and youth engagement with STEM, improving the STEM experience for undergraduate students, better serving groups historically underrepresented in STEM fields and designing graduate education for tomorrow's STEM workforce.

State College of Florida (SCF) Early College Program (http://scf.edu/StudentServices/EducationalRecords/EarlyCollege/default.asp) The Early College Program at State College of Florida, Manatee-Sarasota (SCF) allows qualified high school students to enroll in selected college courses to satisfy high school graduation requirements and the associate degree.

St. Petersburg College Summer of Success Program (https://go.spcollege.edu/sos/) The mission of the program is to assist first generation and/or limited-income students with the mentoring and resources needed to graduate from St. Petersburg College. The Summer of Success enrichment program provides students just out of high school with information needed for success in college. Students selected to participate in Summer of Success receive individualized support in adjusting to the college environment. College credit also can be earned in this six-week summer program, a positive start to studies at St. Petersburg College.

29

Students Targeted for Educational Performance (STEP) (http://www.pcsb.org/cms/lib8/FL01903687/Centricity/Domain/1103/STEP%20at%20SHMS%202016.pdf) In Pinellas County Schools, minority student enrollment in advanced-level courses is not representative when compared to the number of minority students enrolled in schools. Many honors, foreign language, Advanced Placement or dual enrollment courses have no minority students. The goal of STEP is to increase the number of capable minority students enrolled in challenging courses by creating a positive, supportive educational environment with opportunities for leadership and community service.

Take Stock in Children (http://www.takestockinchildren.org/) This program has a commendable reputation for offering financial and moral assistance to low-income, at-risk youth. Offering various scholarships, mentors, tutors, early intervention and long-term support, Take Stock in Children uses both public and private entities to help participants enter and graduate from institutions of higher learning.

TRIO (http://www2.ed.gov/about/offices/list/ope/trio/index.html) The Federal TRIO Programs (TRIO) are federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students and individuals with disabilities to progress through the academic pipeline from middle school to post-baccalaureate programs. TRIO also includes a training program for directors and staff of TRIO projects.

21st Century Community Learning Centers (http://www.21stcclc.org/index.cfm?pageid=4242) The 21st Century Community Learning Centers program provides federal funding for the establishment of community learning centers that provide academic enrichment opportunities for children, particularly students who attend high-poverty and low-performing schools. This program is also intended to offer students a broad array of activities and to include families and the community in the educational process.

30

Appendix F

CROP Testimonials

“The CROP program has provided my children with the opportunities to explore their options after high school through college campus tours, financial aid seminars and educational trips out of the state. They are excited about their future and have learned the importance of setting short and long term goals. CROP is preparing them to take on the college experience with enthusiasm and confidence!”

Parent of University of Florida CROP students

“My parents instilled in me to value the importance of education and hard work. They worked hard to ensure my sister and I would not be a product of our environment…they taught us that it was okay to have goals and dream big…and if we focused on our academics and kept our grades up, we would somehow have the opportunities that they didn’t. I was a sixth grader when I was introduced to the College Reach-Out Program and being a part of this program allowed me to step out of my comfort zone. I was given the opportunity to be around like minded individuals who shared my dream of wanting to attend college and commitment to doing well in school, but whose families did not have the means financially to support a college education. This program offered mentorship that helped to mold my personal development and exposed me to a number of opportunities available to CROP participants. I am now able to mentor and assist students who enter college through the Center for Academic Retention and Enhancement (C.A.R.E) at Florida State University, where I am employed as a Financial Aid Specialist. As a college alumna and a continuing Graduate student, I am able to tell students that there will be times that they want to give up but I can show them where not giving up got me.”

FSU Financial Aid Specialist and Former Tallahassee Community College CROP student

“I can’t say enough about the College Reach-Out Program at the University of South Florida. Before I started attending CROP, I wanted to attend college, but I didn’t have a proper plan in place. CROP allowed me to find an interest in meteorology and attend Jackson State University so that I could cultivate that interest and obtain my degree. I owe a lot of my SUCCESS thus far to CROP, and I am thankful for the program instilling that seed in me to be successful in life. Without it, I don’t believe that I would be here today. Thank you for investing in my future and for giving me the opportunity to become a productive citizen of society! I am currently an elementary school teacher and Recruiter for CROP at USF, while also working on my Master’s degree in education.”

Elementary School Teacher and Former University of South Florida CROP student

31

I am a class of 2010 alumna of the Hillsborough County College Reach-Out Program. As a product of this program, I would like to attest to the blessing that this program has provided for me and my future.

I was a first generation student coming from a single parent household and knew very little about college nonetheless the process of applying to college. From the time I started CROP, my grades improved and my interest about life after high school started to develop. Being involved in CROP not only helped improve my grades, but the environment redefined my outlook on life itself; the teachers, director and other students became an extended family to me. Having somewhere to go every Saturday for tutoring and educational development to college tours all the way to experiencing a taste of college life itself through the summer residential program not only made our future brighter and realistic but it also brought all the students closer and helped us build lifetime friendships.

The CROP program has opened doors for me that I never imagined were possible. The program introduced me to dual enrollment my sophomore year of high school and pushed me to challenge myself beyond the measures that I thought I could. This program is the reason why I was admitted into FSU. They helped me every step of the way with the application process and even went above and beyond to contact admissions officers and the director to check on the status of my application. It is because of the CROP program why I was able to graduate college in three years instead of the usual four years. The CROP program is the reason why in 2013 I was able to walk across the stage of Florida State University as a debt-free college student. The program encouraged, demanded, and ensured that we applied for numerous scholarships in hopes that we would not fall into the statistics of owing hundreds of dollars in student loans.

I can without a doubt say that CROP is the reason for my success today. The foundation that CROP has laid for me and my future has been a tremendous benefit. The work ethic that CROP has showed me, the opportunities they awarded me, the love, support, encouragement and faith that they have showered over my life and future is why I can stand before you and say that I am now Assistant State Attorney.

CROP showed me the meaning of working hard, studying harder, and giving back to the community. The plethora of knowledge, resources and support the CROP program gives is not only unbelievable but it is simply indescribable. I am a true believer that it takes a village to raise a child and the College Reach-Out Program was my village.

Assistant State Attorney and Former Hillsborough Community College CROP student

32

I am a former College Reach-Out Program student at the University of South Florida. I am now a freshman student at the USF, in the Student Support Services (SSS) Program working on obtaining a Psychology degree to later earn my doctorate. I would first like to say I am very grateful that CROP is a program here at USF and I was able to have the opportunity to join this community of people. I joined the summer of 8th grade and, at first, I was nowhere near as excited about this program as I am now. I was very reluctant working with others and going to tutoring on a Saturday, yet I still went and pushed through.

CROP harvested a learning environment that allowed me to broaden my horizons related to college and what I wanted to pursue during my postsecondary education studies. The frequent trips to the numerous colleges and CROP’s Counselor who helped me (with) college applications and building a resume helped me with the challenging process during my senior year. All throughout my CROP journey, the staff and teachers made me feel welcomed and helped me with my education. I am truly thankful for CROP as they have not only helped me with my education but (are) also helping me to pave a way for my future after University.

Former University of South Florida CROP student

“CROP has helped me in so many ways. I am currently finishing up my masters at Rutgers University and I can honestly thank CROP for my successes. I never thought about college or which college I would attend until CROP. The spring college tours and college tours throughout the school year helped put everything in perspective. Speaking to people and actually visiting the universities helped me visualize that this could be me. The Saturday classes also helped me get my ACT scores up. It also gave me an opportunity to get further assistance if I was not understanding something in class. This was huge in increasing my GPA so I could become competitive when I was applying to colleges.

[Name of CROP staff member] helped me stay on track. I was raised by a single mother and he was like a father figure to me. I really looked up to [Name of CROP staff member] as a mentor and we have stayed in touch throughout the years. CROP is such an amazing program and I could not be more appreciative for the opportunities granted to me through the program.”

Former Hillsborough Community College CROP student

“The College Reach-Out Program has allowed me to broaden my educational abilities, social abilities and economical abilities. CROP not only prepares students for college classes but prepares us for some of the challenges that we will face in life. Being a recent high school graduate, I would like to thank the College Reach-Out Program for all the help it has given me, my family and others like us.”

Former University of Florida CROP student

33

“I entered into the College Reach-Out Program when I was in eighth grade. Ever since that year, I have had wonderful experiences with the program and all that they offer. Though I was in middle school when I first started, I had a guide to help me determine what I would likely want to do once I graduated from high school. As soon as I became a high school student, I was given through CROP, many resources that would be helpful for me in the future. I had the opportunity to tour colleges/universities, attend leadership retreats, go to testing workshops, stay at the University of South Florida for the summer residential program, and many more things that have helped me for the future.

With all the help and resources provided for me, I was given the opportunity to become a better student. Every year that I was in CROP, I knew that I was a step closer to graduating high school and heading off to college. Once graduation came, I knew I was going to be prepared for college, especially because I was going to be in the Summer Bridge Program. The Summer Bridge Program made it easier for me to transition from being a high school student to being a college student. With the guidance that was given to me through CROP, I was able to utilize the tools provided for me to better my study skills and improve my grades. I was also given the opportunity to apply for several scholarships to help pay for my education without paying out of my own pocket.

After a little over a year of being in college, I graduated with my A.A. degree. I still want to further my education and become an Occupational Therapist. I know that without the help of CROP and the support of my family, I probably would have struggled through college and might not have made it very far.”

Former State College of Florida CROP student

Former University of South Florida CROP student

“I am a proud alumni of the College Reach-Out Program at the University of South Florida. I first heard about CROP when I was in the tenth grade talking to a couple of my older friends (who were in CROP) on the school bus. They told me that CROP helped students graduate from high school and get accepted into college. Before CROP, going to college was a dream nobody else saw or believed in…Growing up I was not the best student and no matter how hard I tried in school, I struggled to keep my GPA on a college acceptance level. In that same school year I begged my assistant principal to give me an application to apply to CROP. I can say it was the best decision I’ve ever made.

When I started CROP in the eleventh grade, I and my parents noticed a change in my confidence when it came to school. Due to the great teachers/professors tutoring me in my weaker subjects, my GPA started to increase. CROP also provided its students an ACT/SAT prep class, which was very beneficial. CROP also took us on trips to see the colleges and universities we would like to attend beyond the websites and brochures such as FAMU, FSU, BCU, UCF and others.

After graduating from high school I received my two year degree from St. Petersburg College and my bachelor’s/master’s from the University of Central Florida. If it wasn’t (for) CROP and people like [name of student's mentor] believing in me and giving me a chance I don’t know where I would be today and I am forever grateful. As I close with a quote my mom always said to me from Frederick Douglass, “If there is no struggle, there is no progress.”

34

“I’ve been involved with the CROP program since my junior year of high school. I first heard of CROP through a conversation with a friend. I always viewed the college process as terrifying, confusing and stressful, but after going on a few trips to colleges and talking to the CROP staff it didn’t seem so bad. The CROP program offered me a scholarship for the summer before my freshman year and continued to really support me throughout my first year of college. Even now as a sophomore in college working for the CROP program continues to be extremely beneficial to me by offering me job experience and by exposing me to situations and opportunities I wouldn’t have experienced just as a regular student. As I continue with my education here at SCF, I know that the CROP program will always do it’s best to help in any way I may need it.”

Former State College of Florida CROP student

“I am [name of CROP student], a senior at Booker High School, I would like to go to a four-year university and later become a pediatrician or an OB/GYN. I’ve been in the CROP program for five years and I am honored to say I am the president of the CROP program at Booker High School this 2017-2018 school year. This program has allowed me to set goals for myself and pathways to my postsecondary education. Between the guest speakers and the college trips I was able to go on, I was able to figure out what career I am interested in and what colleges I would like to attend.

As a DACA (Deferred Action for Childhood Arrivals) student, I did not believe that would be possible for me since I am not a US citizen. It has been a struggle being able to apply for scholarships and colleges, but the CROP program and its representatives have helped me figure everything out and find different options for me. All thanks to this program I am able to say I know what I want for my future.”

Former State College of Florida CROP student

“This program has taught me a lot of things. Things like communication, community service, and teamwork. But the main thing was teamwork. They had many kids my age that came from different schools and different areas, but it all worked out. Everyone got along, I gained more friends and I felt like I was really helping with the community. This experience helped me gain more confident as a person now and I really am grateful for what this program has done for me.”

Current Florida State University CROP student

“CROP has impacted my life by helping me open up more and get serious about my school work. I used to be shy and not talk to anyone until I got accepted into CROP. I met new people and actually enjoyed getting to know them. Also, the program has made me want to go to college. At first, I really was not into the whole “college life thing.” Then I got into CROP and saw what college is like. It motivated me to want to attend college after I graduate from high school. Overall, CROP has changed me and really motivated me a lot.”

Current Florida State University CROP student

35

I'm a junior at Armwood High school and I'm 17 years old. Throughout my time, I've been pleasantly surprised with how CROP has provided me, and a plethora of other students, with opportunities to further excel in our academic goals. From the many college campus tours to universities like BCU, FAMU, and UCF, guest speakers like Toastmasters and Junior Achievement. CROP has made sure to always keep us knowledgeable of where we come from. A lot of our trips include stops in historical towns that give us a little history lesson, like when we took trips to St. Augustine and Rosewood. Places I never had any knowledge of that forcefully relates to me being an African American in today's society.

Now when I first was admitted into CROP, I didn't want to go, at all. I felt like I didn't need. I was doing well academically, I was already a part of other extracurricular activities on top of that, and to make it even “sweeter” it was on the weekends. I walked in on my first Saturday at CROP thinking “this is the end of my Saturdays until I go off to college,” but then I met the counselors and the kids and saw how close they were with each other and I figured “eh, I might as well give it a try,” and so I did. CROP took me in on day one and I've never looked back from that moment... When I first started out I was having trouble in my Algebra 2 class, right away they were able to direct me to somebody who could go through the problems with me and it helped a lot. Another way they helped me was when it came to researching and preparing for college. There's a whole room dedicated to us filling out college applications, learning how to write an admissions essay and finding what colleges are right for us. Even though I already had colleges in mind, CROP exposed me to even MORE colleges that I never thought about or even heard of that I'm now interested in.

[Names of CROP staff members], are prime examples of adults who care about our success. From pulling you to go experience something new to just asking you how everything is going they're always a constant presence. [Name of CROP staff member] particularly has made it his annual duty to personally come out to all of the high schools every school year to sit down and check in on us. The passion seen by our counselors towards our success really resonates throughout the whole program. It is their dedication and involvement that impacts the postsecondary success of students in the program.

[Name of CROP staff member], our counselor over the ACT/SAT prep, personally has become a mentor to me. The knowledge he brought to the college process and his unwavering determination to improve himself and the people around him pushes me to be better in everything that I do. Even though I may have been more gifted academically than the kids around me he never let me slack off or cut corners in my work. The fact that I see him not only during the school year but over the summer as well keeps me constantly in the mindset to improve myself because I truly believe that I can achieve anything I put my mind to.

In conclusion, CROP has been a life changing experience for to me say the least. With what the program has shown so far I'm more than confident that when making my transition into college I can ask them for help and they will do whatever it takes to make sure I have what I need to succeed. I highly recommend this program for students who have no idea about college or even to those who just want a safe place to be themselves, CROP is the right place for you. It's not all work and no play. We have had many conversations about academics and we talk about sports and relationships to keep the tone light. This what I appreciate the most.

Current Hillsborough Community College CROP student

36

“Because of my participation in the CROP program I was able to identify three kinds of learning styles that have been very beneficial to my understanding of how I learn best. By identifying my learning style, it was a big step towards my goals in the future. I was able to learn what study habits will benefit me now in high school, and this exposed me to information necessary to make decisions about choosing a college. Another activity that was a huge impact on my decisions for the future was the career exploration. It helped me find careers that would most likely interest me. The activity also showed me how much money each job makes and if it will still be around in the far and near future.

The college tours help me see what college life is like. This program gives me the college life experience in a short time but it has a big impact. By seeing a variety of colleges and the surrounding communities it will help me make the decision easier when it is time to choose.”

Current University of North Florida CROP student

“At first when I moved to the US I had no interest in going to college. Even thinking about it made me stress. After meeting a classmate during school, Arthur presented me with the program and I became excited. After a month of doing research on UNF I decided that I wanted to major in architecture and minor in business. By participating in a few college tours with CROP I was able to visualize all the possibilities for my future.

As I am now going into the twelve grade, I realize that without this program I would have never developed the hunger I have for starting my life and going off to college by this time next year. CROP makes you think of all the opportunities we have right now that many other people do not have. So I intend to take advantage of this program because it has been the best decision of my life to join CROP.”

Former University of North Florida CROP student

“Since day one of being in the CROP program it has had a big impact on my life. In the program when I first started we had Learning Guides and those Learning Guides would make sure we would get a head start on our goals and aspirations we want to achieve in life. They would provide us with resources and information that would inform us about college and choices to make in life. Going on college tours was just a plus, honestly. Actually going to colleges for a visit opened my mind even more about what different colleges offered and an insight on the college life experience.

CROP is one of the reasons I chose the college I will be attending in the fall, which is Stetson University. By us touring the school it was perfect timing for me because I was already a senior looking at multiple colleges. CROP giving me the opportunity to tour that college was just the icing on the cake for me. This is an example of how participating in college tours with CROP can impact your vision for your future. I would like to thank the CROP staff for everything they have done with us in this program and the doors and opportunities they have opened for us. This program motivated me to achieve any goals I have and to make wise decisions with it comes to my future. I would recommend anyone to join.”

Former University of North Florida CROP student