Project Focus: Launching the state’s first dual admission transfer pathway with Front Range Community College 

In Colorado, 60 percent of living wage jobs require a bachelor’s degree, yet only 43 percent of residents hold one, with even lower attainment rates for Black, Hispanic, and Native American students (below 30 percent). With 40 percent of Colorado’s high school graduates economically disadvantaged, there is a clear need to improve transfer pathways and degree completion for underserved students.

Colorado State University (CSU), in partnership with Front Range Community College (FRCC), launched the Ram Transfer Academy (RTA) to support first-generation, low-income, and rural students transitioning to CSU. Beyond credit transfer, RTA offers a holistic approach with academic opportunities, mentorship, and integration into CSU’s community, ensuring students are ready to succeed before they transfer. The program aims to serve as a model for seamless community college-to-university transitions, boosting retention and overall student success. 

Project Focus: Creating inclusive and diverse pathways for low-income students lacking access to advanced college planning resources 

Partnership-heavy recruitment pipelines at highly selective colleges like Colby College often overlook talented low-income students who lack access to the resources and guidance offered by existing college access programs. Colby aims to create more inclusive and diversified pathways for low-income students who may not have access to sophisticated college planning resources.

In collaboration with economically disadvantaged school communities, Colby will launch the Commitment Scholars and Advisors Program, designed to support both promising students and their educators. This program will offer regional and virtual workshops, funded campus visits, mentoring and networking opportunities, and enhanced print and digital outreach. What distinguishes this approach is that students who complete the program successfully will receive admission to Colby College. These efforts, combined with Colby’s existing outreach initiatives and robust financial aid program, will help the College reach its Accelerating Opportunity goal by fall 2026 and continue driving success in the years that follow. 

Project Focus: Formalizing a direct admission transfer program with the Community College of Philadelphia 

The Direct Admission Transfer Pathway aims to expand access to higher education for financially disadvantaged students in the Philadelphia region, where 30 percent of Drexel University’s student body is Pell-eligible. Many local students, particularly from the Community College of Philadelphia (CCP), face barriers to admission despite having the potential to succeed. In Fall 2023, 58 percent of denied applicants from Philadelphia County were Pell-eligible, demonstrating the need for this pathway. Through mapped credit transfers, academic and financial support, and access to Drexel’s resources—including its co-op program—this initiative will provide a streamlined route for low-income students to transition from CCP to Drexel, with plans to expand the program to the broader Philadelphia area.  

Project Focus: Building a guaranteed transfer cohort bridge program with Atlanta Metropolitan State College 

Georgia Tech’s increasing selectivity, with acceptance rates dropping from 65 percent in 2004 to just 15 percent in 2024, has made it more challenging for high-priority students—such as those from Atlanta Public Schools (APS), first-generation students, and Pell-eligible students—to gain admission, with fewer than 10 percent successfully transferring to the institution. Despite the creation of transfer pathways, many under-resourced students struggle to navigate the process.

To address this, Georgia Tech is partnering with Atlanta Metropolitan State College (AMSC) to launch a cohort-based transfer program designed to offer clear guidance, mentoring, and support, particularly in STEM fields, and increase the number of successful transfers from local underserved high schools, where college attendance rates hover around 35 percent.  Starting in Fall 2024, Georgia Tech will offer a dual enrollment pre-calculus course at two APS high schools, feeding into the new Bridge Program. This model, which adds 50 students per year, will help increase the percentage of Pell-eligible students at Georgia Tech, addressing retention and graduation rates gaps while advancing the university’s goal of increasing access for underserved students. 

Project Focus: Launching IUBound, a pipeline program that supports Indiana students from high school through graduation 

Indiana’s 21st Century Scholars program, created in 1990, offers income-eligible students up to four years of tuition at state institutions, but enrollment has lagged. In 2021, while 40 percent of Indiana high school graduates were eligible, only 10 percent were enrolled. To address this gap, the state began automatically enrolling eligible seventh and eighth graders in 2023, which is expected to double participation and significantly increase the number of Pell-eligible students attending college at low or no cost.

Indiana University is launching IUBound, a new pipeline program designed to increase access and enrollment for Pell Grant recipients. IUBound will strategically align recruitment, enrollment, and student success efforts to support low-income Indiana students from eighth grade through college graduation. Taking a holistic approach, the program offers a comprehensive suite of services, including college application assistance, test preparation, financial aid counseling, social enrichment, campus visits, academic tutoring, mentoring, and significant need-based aid. IUBound will foster a sense of belonging through cohort relationships, on-campus engagement, and personalized support during key enrollment moments. Additionally, the program promotes dual credit options and connects students with IU’s student success initiatives, guiding them toward timely graduation.  

Project Focus: Establishing a transfer partnership with PA Highlands Community College with robust academic and advising support 

Juniata College faces challenges in increasing access for first-generation and low-income students from its 13-county region. While focused efforts have boosted first-time, full-time student enrollments by 72.8 percent in 2023, significant barriers remain for community college transfer students, including support discontinuity, financial anxieties, and inadequate resources. 

Juniata is strengthening its partnership with Pennsylvania Highlands Community College (PHCC) to create seamless transfer pathways for Pell-eligible and lower-income students, advancing ATI Accelerating Opportunity goals and fostering long-term community impact. The model supports students before enrollment (semesters one to four at PHCC) and after enrollment (semesters five to eight at Juniata). Pre-enrollment, a dedicated Juniata transfer specialist will provide proactive, holistic academic advising and transfer planning for PHCC associate-degree candidates. Post-enrollment, an assistant director of transfer admission will lead orientation programs, offer advising upon matriculation, and establish a community space for transfer students known as the Aspire Center. With peer mentors providing academic and social support, the Aspire Center will foster a sense of belonging and connectedness, reinforcing Juniata’s commitment to a relational, community-centered culture. 

Project Focus: Developing a five-pathway infrastructure for community college student transfers with early admission offers 

Too many high-achieving, low- and moderate-income community college students, particularly in central Pennsylvania, fail to transfer to four-year institutions despite their potential. Research shows that over 50,000 such students nationwide do not make the transition, with only 33 percent transferring and just 16 percent earning a bachelor’s degree.

In partnership with Harrisburg Area Community College (HACC), Lebanon Valley College aims to address this issue by creating clear, aligned pathways and providing holistic support to increase the number of community college students who transfer, earn a bachelor’s degree, and positively impact the regional economy. Addressing student and regional needs, the program will provide individualized support from the time students first enroll in community college, empowering them to succeed in their academic and career goals. A dedicated support specialist, cross-trained in admissions, student life, and academic affairs, will help minimize barriers, ease the transition to LVC, and guide students toward success. To accelerate degree completion and ease the transition, students can take one course per semester at LVC, free of charge, while still enrolled in community college. Additionally, LVC will meet the full financial need for Pell-eligible students upon transfer. Early admission acceptances and clearly defined degree pathways will ensure students begin at LVC with full junior status.  

Project Focus: Expanding its cohort-based mentorship program for lower-income high school seniors 

Muhlenberg College has consistently enrolled at least 20 percent Pell-eligible students in each first-year cohort, demonstrating its strong commitment to expanding access to higher education. While the Emerging Leaders (EL) program has historically helped Pell-eligible students achieve higher graduation rates than their peers, recent data shows a decline in four-year graduation rates, particularly for Pell-eligible EL students.

To address this, Muhlenberg plans to expand its Emerging Leaders (EL) program, adding a pre-college component, increasing cohort size, and emphasizing “intrusive advising” to support persistence and degree completion, aiming to reverse the downward trend and further improve graduation outcomes. This comprehensive support system begins in high school and extends through graduation, aiming to improve retention and graduation rates for Pell-eligible students. With this investment, Muhlenberg aims for a 90 percent graduation rate among this population.  

Project Focus: Creating the Stevens Transfer Student Success Initiative for STEM-focused community college transfers 

Students from lower-income backgrounds are underrepresented in STEM fields and often face greater challenges when enrolled. While community colleges serve as a valuable pathway to STEM bachelor’s degrees, Stevens Institute of Technology has not yet formalized a clear process for enrolling community college students. With new leadership and proven success in supporting Pell-eligible students, Stevens sees a timely opportunity to expand its reach to local community colleges, particularly in Hudson, Essex, and Union counties, where high percentages of students receive Pell Grants.

Stevens is launching the Stevens Transfer Student Success Initiative (STSSI). The STSSI aims to enhance transfer enrollment and support lower-income students by developing partnerships with select New Jersey community colleges, providing robust advising from enrollment through graduation, offering academic and social support for transfer students, and expanding scholarship opportunities. Through this multi-faceted approach, Stevens plans to offer a new pathway for students who may not enroll directly in a four-year institution after high school.  

Project Focus: Implementing a dual admission program with Suffolk County Community College to enhance transfer ​​pathways 

Stony Brook University (SBU) has made significant strides in access and equity, with over 50 percent of its incoming class Pell-eligible and minimal graduation gaps for first-time, full-time students across racial and socioeconomic lines. However, disparities persist among transfer students, particularly Black and Hispanic transfers, who graduate at lower rates than their peers. Additionally, while 75 percent of all SBU students participate in high-impact experiential learning, only 58 percent of transfer students do, with participation in research opportunities dropping to just 18 percent. These gaps are particularly concerning given the proven benefits of experiential learning for student success and social mobility, highlighting the need for targeted interventions to support transfer students in achieving equitable outcomes.

The Seawolves at Suffolk program offers dual acceptance to Suffolk County Community College and Stony Brook University (SBU), creating a seamless pathway for transfer students to enhance access, belonging, and success. Students will engage with SBU from the start, benefiting from paid research or internship opportunities, early access to campus life, priority registration, and comprehensive advising. By providing tailored academic and experiential support, the initiative will help transfer students have a seamless transition between the partner institutions and gain access to valuable high-impact experiences that will set students up for post-graduate success.  

Project Focus: Launching a Center for Community College Partnerships and guaranteed admission pilots 

Low-income community college students often face significant barriers when transferring to four-year institutions, including lower graduation rates, leading to a 41 percent decline in transfer enrollment at SUNY Oneonta over the past decade.

SUNY Oneonta is launching the Center for Community College Partnerships (CCCP) to strengthen partnerships with New York State community colleges and introduce the Red Dragon Complete (RDC) program, which offers guaranteed or dual admission to select community colleges. Through this program, students receive dedicated advising and support to ensure clear, streamlined pathways from community college to SUNY Oneonta. By focusing on increasing enrollment and graduation rates of Pell-eligible transfer students, the CCCP aims to reverse declining transfer numbers and help more students successfully complete their degrees by 2026. 

Project Focus: Creating a summer college preparation residency program for Baltimore City high school students 

Low-income students from Baltimore City often face significant challenges transitioning to college, with many lacking the academic preparation and support needed to succeed in higher education. At Towson University (TU), nearly two-thirds of undergraduates from Baltimore City receive Pell Grants, but there is a growing need for targeted support to help these students thrive.

TU is launching Tigers Connect, a summer college preparation residency program for Baltimore City high school juniors and seniors to address this. The program will include a mathematics boot camp to strengthen foundational skills, study skills workshops, and Q&A panels led by TU undergraduates from Baltimore City, all designed to build confidence and college readiness. Pell-eligible students who complete the program will be invited to join a residential learning community at TU for their first year, with no cost for room and board. This initiative will provide a seamless pathway for low-income students from Baltimore to transition to college. 

Project Focus: Enhancing transfer student support systems with community college ​​partners through new pathways 

In the Monterey Bay region, low-income students face significant barriers to economic mobility, as the most common jobs for individuals with only a high school diploma or associate’s degree do not pay a living wage. In Monterey County, where Hartnell College serves as a primary educational institution, only 26 percent of adults hold a bachelor’s degree, illustrating the urgent need to create pathways for these students to earn high-demand, high-value postsecondary degrees that lead to living-wage employment.

Through the Pathways to Success program, Hartnell College and UC Santa Cruz (UCSC) aim to improve transfer preparation, enrollment, and two-year graduation rates for community college students. Over the next five years, this initiative will provide targeted advising, clear curricular pathways, and holistic support before, during, and after transfer, with the goal of more than doubling the number of Hartnell students transferring to UCSC. Key components include professional advising, peer mentoring, detailed curricular maps, paid internships for career readiness, and alignment between Hartnell and UCSC faculty to support academic success and long-term career outcomes. 

Project Focus: Adding an employer-connected component to the Sinclair Academy transfer program, ensuring stronger career pathways for students 

Many talented, underserved students in the Dayton region choose to attend lower-cost universities elsewhere, reducing diversity at local institutions and draining the region of talent needed for its growing workforce. Each year, around 500 students admitted to the University of Dayton’s engineering programs enroll at lower-priced competitors, and 20 percent of them are Pell-eligible. This talent loss is particularly concerning as Dayton, a city in economic revitalization, faces an increasing gap between the demand for a skilled workforce and the supply of local graduates.

The University of Dayton (UD) is launching a new pathway through the UD Sinclair Academy, designed in collaboration with employers, offering guaranteed admission (potentially starting in high school), a fixed-price pathway for earning both an associate’s and bachelor’s degree and guaranteed involvement with employer partners. The program aims to attract and retain local talent by aligning efforts with employers, high schools, government, and higher education stakeholders, addressing regional workforce gaps while supporting economic growth. Initially focused on engineering, the program will expand to other fields and build on the success of the UD Sinclair Academy. By strengthening relationships with high schools and employers, the program will demonstrate the value of a bachelor’s degree to students and families.  

Project Focus: Launching the Learning Accelerator program, a statewide dual-credit initiative that fast-tracks high school students toward four-year completion 

Traditional dual enrollment is often touted as a way for high school students to prepare for college early. Of recent Illinois high school graduates, nearly 40 percent are from lower-income families. Unfortunately, only 25 percent of the state’s dual-credit or AP students come from lower-income backgrounds, and their retention rates in these programs are lower.

UIUC’s “Learning Accelerator” aims to address these issues. The Learning Accelerator will offer high-quality dual-credit options (students earn credit that counts toward both their high school and college degrees) in key general education subjects that are unavailable at lower-income Illinois public high schools. The cohort-based dual-credit program will engage students where they are – in the high school classroom – with online course content provided by UIUC faculty, taught by certified high school teachers, and at no cost to students.