Report on the Impact of TRIO Programs and the Threat of Federal Funding Cuts

Introduction

The TRIO initiative, a federal program supporting disadvantaged students in accessing and completing higher education, faces potential elimination under the proposed 2026 federal budget. This report highlights the significance of TRIO programs in advancing Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), through the lens of Colorado State University Pueblo’s experiences and national perspectives.

Background and Importance of TRIO Programs

TRIO programs serve approximately 870,000 individuals nationwide, including low-income students, first-generation college attendees, and students with disabilities. In Colorado alone, about 17,500 students benefit from these programs. TRIO encompasses eight distinct programs that provide college awareness, advising, and support services to middle school, high school, college students, and adult learners.

Key Features of TRIO Programs

1. College awareness initiatives for middle and high school students.
2. Advising and mentoring services for college enrollment and retention.
3. Support for older adults returning to education.
4. Preparation for various educational pathways including degrees and industry credentials.

Case Study: Colorado State University Pueblo

• Bailee Hernandez, a first-generation college student, received critical support from CSU Pueblo’s TRIO office to enroll and persist in higher education despite financial and personal challenges.
• The program serves approximately 2,500 students annually at CSU Pueblo, including veterans and older adults.
• TRIO funding at CSU Pueblo amounts to about $2.2 million annually, essential for program continuity and student success.

Challenges and Proposed Federal Budget Cuts

The Trump administration’s proposed fiscal year 2026 budget recommends eliminating all funding for TRIO, citing concerns over accountability and performance. This action threatens to dismantle a program that has operated successfully for over six decades and is critical for achieving SDG 4 by promoting inclusive and equitable quality education.

Implications of Funding Cuts

• Increased barriers for low-income and first-generation students to access higher education.
• Loss of vital support services that contribute to higher enrollment, retention, and graduation rates.
• Negative impact on communities with limited resources, undermining SDG 10 by exacerbating educational inequalities.
• Potential discontinuation of TRIO programs at institutions like CSU Pueblo due to funding uncertainties.

Stakeholder Responses and Advocacy

TRIO programs have historically enjoyed bipartisan support in Congress. Key stakeholders, including university leaders, program administrators, and advocacy groups, emphasize the program’s proven success and call for continued funding.

• CSU Pueblo’s Executive Director of TRIO Programs, Brenda Trujillo-Aranda, emphasized the program’s role in shaping futures and community development.
• The Council for Opportunity in Education (COE) highlights that TRIO participants are significantly more likely to graduate, underscoring the program’s effectiveness.
• Over 10,000 TRIO alumni have petitioned Congress to preserve funding.
• Colorado State University System trustee Nate Easley noted the exponential return on investment through increased graduation and civic contribution.

Examples of TRIO Program Innovation

• The University of Northern Colorado used TRIO funding to develop University 101, a mandatory course for first-time and transfer students focusing on college readiness and study skills.
• Community organizations like the Denver Scholarship Foundation utilize TRIO funds to prepare high school students for college entry.

Alignment with Sustainable Development Goals

TRIO programs contribute directly to the achievement of several SDGs:

• SDG 4 (Quality Education): By increasing access to higher education for marginalized groups, TRIO promotes inclusive and equitable quality education and lifelong learning opportunities.
• SDG 10 (Reduced Inequalities): TRIO reduces disparities in educational attainment among low-income, first-generation, and disabled students.
• SDG 8 (Decent Work and Economic Growth): By supporting educational attainment, TRIO enhances employability and economic participation.

Conclusion

The proposed elimination of TRIO funding poses a significant threat to educational equity and community development. Maintaining and strengthening TRIO programs is essential for advancing the Sustainable Development Goals related to education and inequality. Continued advocacy and legislative support are critical to preserving these vital services for vulnerable student populations.

1. Sustainable Development Goals (SDGs) Addressed

1. SDG 4: Quality Education
   • The article focuses on access to higher education for low-income, first-generation, and disadvantaged students through the TRIO program.
   • It highlights efforts to improve college enrollment, retention, and graduation rates.
2. SDG 10: Reduced Inequalities
   • TRIO targets students from low-income backgrounds, students with disabilities, and first-generation college students, aiming to reduce educational inequalities.
   • The program supports marginalized communities and promotes equal opportunities in education.
3. SDG 8: Decent Work and Economic Growth
   • By helping students graduate and enter the workforce, TRIO contributes to economic growth and decent employment opportunities.

2. Specific Targets Under Identified SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
   • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including education for sustainable lifestyles and human rights.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.

3. Indicators Mentioned or Implied in the Article

1. Indicators related to SDG 4 (Quality Education):
   • Enrollment rates in tertiary education among low-income, first-generation, and disabled students.
   • Retention and graduation rates of students participating in TRIO programs.
   • Number of students accessing college advising and support services.
2. Indicators related to SDG 10 (Reduced Inequalities):
   • Access to education for marginalized groups (low-income, first-generation, disabled students).
   • Reduction in educational disparities between socio-economic groups.
3. Indicators related to SDG 8 (Decent Work and Economic Growth):
   • Employment rates of graduates who participated in TRIO programs.
   • Number of students transitioning from education to employment.
4. Additional implied indicators:
   • Program funding levels and sustainability (e.g., federal funding amounts).
   • Number of students served by TRIO programs annually.
   • Student satisfaction and support metrics (e.g., mentoring, event participation).

4. Table of SDGs, Targets, and Indicators

Source: cpr.org