University of dubuque trio student support services
Ended Project Grant Awarded Last action
- Award ID
- P042A250599
- Recipient
-
University Of Dubuque UEI W2P9JX5RHMV5
- Awarding agency
-
Office of Postsecondary Education
Department of Education
- Obligated
- $264,428
Award facts
- Assistance listing
- 84.042 TRIO Student Support Services
- Completion date
- Place of performance
- Dubuque, IA 52001, USA
Award details come from USAspending.gov.
About this award
The University of Dubuque received a $264,428 Project Grant award effective September 1, 2025, through August 31, 2026, from the Office of Postsecondary Education under the TRIO Student Support Services Program (CFDA 84.042). This grant funds comprehensive support services designed to enhance postsecondary educational outcomes for disadvantaged students, including low-income, first-generation, and students with disabilities enrolled at the institution. The program delivers targeted interventions to increase student retention and graduation rates, facilitate successful transfer from two-year to four-year institutions, and strengthen academic potential and financial literacy among participating students.
The TRIO Student Support Services initiative at University of Dubuque provides integrated support mechanisms that enable disadvantaged students to successfully complete their postsecondary education programs. Services typically include academic advising, tutoring, financial literacy instruction, and transfer assistance designed to remove barriers to educational success and completion. This one-year project award represents the Department of Education's commitment to expanding access and affordability in higher education through direct institutional support of evidence-based student success programming.
Quick answers
Who received award P042A250599?
P042A250599 was awarded to University Of Dubuque by Office of Postsecondary Education (Department of Education) on September 1, 2025.
How much is award P042A250599 worth?
$264,428 has been obligated on P042A250599.
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