Oregon TRIO Association

Promoting educational equity, access, and opportunity for underrepresented students since 2000

Astoria, OR   |  https://oregontrio.org/

Mission

Oregon TRIO Association’s mission is to be a catalyst in Oregon for progressive initiatives that promote educational equity, access, and opportunity for traditionally marginalized student populations.

Ruling year info

2011

Executive Director

Mr. Matt Bisek

Main address

1651 Lexington Ave

Astoria, OR 97103 USA

Show more contact info

EIN

27-2616442

NTEE code info

Music Groups, Bands, Ensembles (A6C)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Basic needs shortages in Oregon have negative effects on student academic performance, mental health, attendance, and rates of retention. Basic needs stressors have disproportionally affected students from marginalized populations, such as those identifying as BIPOC, former foster youth, the mentally and physically disabled, and first-generation. Their disparities often intersect, and low income is the common denominator among those most affected. Facing food and housing insecurity while pursuing a high school diploma or college degree is often correlated with a decline in mental and physical health, fueled by negative stigmatization. Oregon TRIO Association helps remedy these issues by being a catalyst in Oregon for progressive initiatives that promote educational equity, access, and opportunity for traditionally marginalized student populations. Through our TRIO programs, we ensure that all TRIO students in Oregon have the resources and tools needed to achieve their full potential.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Educational Talent Search

Oregon TRIO Association's Educational Talent Search (ETS) program identifies and assists individuals from disadvantaged backgrounds who have the potential to succeed in higher education. ETS provides academic, career, and financial counseling to its participants and encourages them to graduate from high school and continue completing their postsecondary education. ETS publicizes the availability of financial aid and assists participants in the postsecondary education application process. ETS also encourages persons who have not completed education programs at the secondary or postsecondary level to enter or reenter and complete postsecondary education.

The goal of ETS is to increase the number of youths from disadvantaged backgrounds who complete high school to enroll in and complete their postsecondary education. OTA Talent Search projects work with 6028 students ranging from 6th through 12th grade.

Population(s) Served
Ethnic and racial groups
Young adults
Preteens
Adolescents
Economically disadvantaged people

Upward Bound provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in their precollege performance and ultimately in their higher education pursuits. Upward Bound serves: high school students from low-income families; and high school students from families in which neither parent holds a bachelor's degree. The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions of postsecondary education.

Upward Bound projects provide academic instruction in mathematics, laboratory sciences, composition, literature, and foreign languages. Tutoring, counseling, mentoring, cultural enrichment, work-study programs, education or counseling services designed to improve the financial and economic literacy of students.

Population(s) Served
Ethnic and racial groups
Economically disadvantaged people
People with disabilities
Young adults

The Upward Bound Math and Science program is designed to strengthen the math and science skills of participating students. The goal of the program is to help students recognize and develop their potential to excel in math and science and to encourage them to pursue postsecondary degrees in math and science, and ultimately careers in the math and science profession.

Program services include: summer programs with intensive math and science training; year-round counseling and advisement; exposure to university faculty members who do research in mathematics and the sciences; computer training; and participant-conducted scientific research under the guidance of faculty members or graduate students, who are serving as mentors; education or counseling services designed to improve the financial and economic literacy of students.

Population(s) Served
Economically disadvantaged people
Ethnic and racial groups
Young adults

Veterans Upward Bound is designed to motivate and assist veterans in the development of academic and other requisite skills necessary for acceptance and success in a program of postsecondary education. The program provides assessment and enhancement of basic skills through counseling, mentoring, tutoring and academic instruction in the core subject areas. The primary goal of the program is to increase the rate at which participants enroll in and complete postsecondary education programs.

All Veterans Upward Bound projects must provide instruction in mathematics through pre-calculus, laboratory science, foreign language, composition and literature. Projects may also provide short-term remedial or refresher courses for veterans who are high school graduates but have delayed pursuing postsecondary education. Projects are also expected to assist veterans in securing support services from other locally available resources.

Population(s) Served
Veterans

Through a grant competition, funds are awarded to institutions of higher education to provide opportunities for academic development, assist students with basic college requirements, and to motivate students toward the successful completion of their postsecondary education. Student Support Services (SSS) projects also may provide grant aid to current SSS participants who are receiving Federal Pell Grants. The goal of SSS is to increase the college retention and graduation rates of its participants.

All SSS projects must provide: academic tutoring, which may include instruction in reading, writing, study skills, mathematics, science, and other subjects; advice and assistance in postsecondary course selection, assist student with information on both the full range of student financial aid programs, benefits and resources for locating public and private scholarships; and assistance in completing financial aid applications.

Population(s) Served
Economically disadvantaged people
Ethnic and racial groups
People with disabilities

The Educational Opportunity Centers program provides counseling and information on college admissions to qualified adults who want to enter or continue a program of postsecondary education. The program also provides services to improve the financial and economic literacy of participants. An important objective of the program is to counsel participants on financial aid options, including basic financial planning skills, and to assist in the application process. The goal of the EOC program is to increase the number of adult participants who enroll in postsecondary education institutions.

Projects include: academic advice, personal counseling, and career workshops; information on postsecondary education opportunities and student financial assistance; help in completing applications for college admissions, testing, and financial aid; coordination with nearby postsecondary institutions; media activities designed to involve and acquaint the community with higher education opportunities.

Population(s) Served
Adults
Ethnic and racial groups
People with disabilities
Economically disadvantaged people

The McNair program prepares eligible participants for doctoral studies through involvement in research and other scholarly activities. Participants are from disadvantaged backgrounds and have demonstrated strong academic potential. Academic institutions work closely with participants as they complete their undergraduate requirements and encourage participants to enroll in graduate programs while tracking their progress through the successful completion of advanced degrees.

The goal of the McNair program is to increase the attainment of Ph.D. degrees by students from underrepresented segments of society. All McNair projects must provide the following activities: opportunities for research or other scholarly activities; summer internships; seminars and other educational activities designed to prepare students for doctoral study; tutoring; academic counseling; and activities designed to assist students participating in the project in securing admission to and financial assistance.

Population(s) Served
Economically disadvantaged people
Students

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Total number of organization members

This metric is no longer tracked.
Totals By Year
Population(s) Served

At-risk youth, Economically disadvantaged people, Academics

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

TRIO programs throughout Oregon pay a membership fee to Oregon TRIO Association to receive our services.

Number of conferences held

This metric is no longer tracked.
Totals By Year
Population(s) Served

At-risk youth, Economically disadvantaged people, Academics

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Oregon TRIO Association aims to hold annual professional development conferences for TRIO professionals and a yearly student conference for our TRIO students.

Number of conference attendees

This metric is no longer tracked.
Totals By Year
Population(s) Served

Academics, At-risk youth, Economically disadvantaged people

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Number of people on the organization's email list

This metric is no longer tracked.
Totals By Year
Population(s) Served

Academics, At-risk youth, Economically disadvantaged people

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Context Notes

The number of TRIO professionals or stakeholders who is on our email list.

Number of meetings with policymakers or candidates

This metric is no longer tracked.
Totals By Year
Population(s) Served

Academics, At-risk youth, Economically disadvantaged people

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Lobbying on behalf of TRIO programs for continued support with our federal legislatures. We schedule yearly meetings with our 2 senators & 5 house reps to advocate for TRIO and our students.

Number of training workshops

This metric is no longer tracked.
Totals By Year
Population(s) Served

Academics, At-risk youth, Economically disadvantaged people

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Grant Writing workshops to assist institutions in writing competitive proposals to get a new or keep an existing TRIO program in Oregon.

Number of participants attending course/session/workshop

This metric is no longer tracked.
Totals By Year
Population(s) Served

Academics, At-risk youth, Economically disadvantaged people

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Oregon TRIO Association seeks to:

1. Provide our TRIO Students with the resources and tools necessary to successfully navigate through high school and college.

2. Support Oregon TRIO programs by encouraging best practices and providing student events, professional development opportunities, and grant support to maximize the effectiveness of each program.

3. Work to identify potential new areas of need and pursue federal TRIO funding to support more students in need of TRIO program services.

4. Build coalitions of allied community partners, and utilize local and statewide resources that enhance program operations.

1. Collaborate with each of the 47 TRIO programs across Oregon to ensure that TRIO students have the resources and support necessary to successfully pursue higher education. We will create collaborative meetings and events to connect the programs in order to share best practices and overcome any challenges they are facing.

2. Identify areas of need to pursue TRIO funding and support active TRIO programs in developing quality plans of operation to maximize their effectiveness in reducing inequalities.

3. Provide career exposure and professional development opportunities to students. Provide opportunities for students to study abroad.

4. Advocate for TRIO Programs and Students with US Congressional Stakeholders to maintain and increase support for funding each year.

Our 47 Oregon TRIO programs are the backbone of our organization. These programs staff over 200 TRIO professionals who work with the 11,350+ TRIO students in communities throughout the state. These professionals constitute our membership and support us in achieving our mission. Their ability to identify students' needs allows us to provide the resources and opportunities necessary for student academic success. Supporting and sustaining the TRIO programs and its members are our primary function.

Our Executive Director is responsible for executing the mission, vision, and goals of the organization. The ED facilitates the day-to-day work, responsibilities, and tasks associated with the organization and organizes stakeholders to make decisions about OTA’s future. The ED primarily manages board organization, finances, OTA’s website and communications, and executes the events/activities that OTA offers. Secondarily, the ED fosters relationships with current TRIO programs to provide support and services to both staff and students to meet program objectives. Lastly, the ED works with outside entities to cultivate future opportunities and funding to promote our mission and vision and pursue new TRIO grant opportunities for communities in need. The ED is a non-voting board member of the Northwest Association of Educational Opportunity Programs (NAEOP) and the Council for Opportunity in Education (COE).

OTA’s Board of Directors represent eleven individuals from a majority of TRIO programs throughout Oregon. Their objectives are to:
(1) Provide governance, programmatic, and organizational advice.
(2) Monitor the work of the ED to ensure that OTA is making progress towards meeting its goals and executing its strategies.
(3) Play a critical role in centralizing the work of OTA on the student experience and ensure services and programs provided are in line with OTA’s mission.
(4) Serve on committees to assist with the distribution of funding for scholarships, international education, and the selection of student participants in our various programs.
(5) Board members play a critical role as volunteers for the conferences OTA facilitates each year.
(6) Participate in the strategic planning process to craft a forward-thinking vision that aligns with the needs of TRIO programs and students throughout the state.
(7) Serve as stewards for the organization.

OTA currently hosts two AmeriCorps VISTA members who are assisting in day-to-day operations, building capacity, and developing long-term strategies/goals for organizational and financial sustainability.

OTA currently hosts two AmeriCorps VISTA members who are assisting in day-to-day operations, building capacity, and developing long-term strategies/goals for organizational and financial sustainability.

Oregon TRIO Association was founded in 2000 when a group of TRIO program leaders agreed to organize and create a singular entity to advocate on behalf of TRIO students to US federal legislators. They also held annual meetings to provide programmatic support, community, a platform to share best practices, and would later organize an annual professional development conference to provide structure and accessibility to TRIO professionals in Oregon.

In 2011, OTA officially registered as a 501(c)(3) organization and its board structure was designed to provide three primary initiatives:
(1) Provide an annual professional development conference for TRIO professionals,
(2) Provide an annual student leadership conference for TRIO students, and
(3) Provide a framework to ensure that Oregon sends advocates annually to Washington D.C. to advocate on behalf of TRIO programs nationwide to ensure their continued funding and support from the US Congress.

Since then, OTA has expanded via enhanced TRIO Alumni benefits to our students through: board positions, a fellowship program, increased student scholarship funding, consistent networking opportunities, and a continued push to legitimize the organization. In July of 2021, OTA received a $1 million grant from the State of Oregon to support college access for traditionally marginalized students. This funding has been used to create a full-time Executive Director position and has led to substantial changes in the organization. OTA is currently working to build organizational capacity as we can now provide advanced support to our programs and create new opportunities for TRIO students. Our primary goal is to increase the number of students served in Oregon by applying for new TRIO grants throughout the state. These funds are utilized to create scholarships to support college students who are no longer eligible for financial aid and are close to graduation, and for low-income students to pursue international education opportunities. We are constantly pursuing new projects and funding support to expand services and opportunities for TRIO students throughout Oregon.

The COVID-19 pandemic has allowed OTA to shine in new ways. We became a beacon for Oregon communities as we helped to provide best practices and resources to entities who were struggling to serve students. For example, OTA provided virtual programming for students throughout the state to get college and career exposure through virtual conferences and will now be providing tech resources to select students. Additionally, with the shift to virtual work, our structure and abilities were perfectly aligned to provide academic assistance, organization, community, and hope.

Financials

Oregon TRIO Association

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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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Oregon TRIO Association

Board of directors
as of 06/13/2022
SOURCE: Self-reported by organization
Board chair

Christine Riehl

Clatsop Community College

Christopher Mahan

Southern Oregon University

Becky Attaway

Umpqua Community College

Linda Liu

Portland State University

Troy Henri

Clatsop Community College

Zach Jones

Oregon Tech

Summer Baber

Mt. Hood Community College

Destiny Hunt

Umpqua Community College

Hayley Gibbs

Chemeketa Community College

Naomi McCreary

Southern Oregon University

Whillamina Wise

Southern Oregon University

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? No
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? No
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 5/17/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Male, Not transgender (cisgender)
Sexual orientation
Gay, Lesbian, Bisexual, or other sexual orientations in the LGBTQIA+ community
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

Equity strategies

Last updated: 05/17/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.