Executive Letter
Knowledge shared is knowledge multiplied
Creating an Annual Report is the perfect opportunity for reflection.
In 2024, Greater Texas Foundation wrapped up our 2020-2024 Strategic Plan, so we had a tremendous amount of work and learning to review. In this Annual Report, we are proud to highlight the grant-funded work of dozens of partners across the state who have joined us in the effort to help more Texas learners achieve an essential postsecondary credential.
Given the evolving nature of the Texas population, it follows that each learner is different and has their own unique journey to and through postsecondary education. So, Texas’ higher education system must strive to meet these learners where they are. To accomplish this, the foundation supports research and practice that can be used throughout the state to better support learners, no matter their background or current situation.
By funding research, innovative and scalable programs, and convenings with practitioners in the field, Greater Texas Foundation supports student-centered solutions that make the education journey more seamless for all students.
Every day, we share the learning from our grantmaking – what works, what doesn’t work, what students need to be successful, what can be replicated to serve more learners.
In this Annual Report, we’re taking a moment to share notes from work done across our 2020-2024 Strategic Plan. While there is no way we could include all our incredible partners, we offer samples of work that helped us and the field better understand the range of learner needs in Texas – and apply and share this information across the state.
So we invite you to sharpen your pencils, take a few notes, and together we will set our sights on 2025 and beyond. Our students are counting on us!
End Notes: Strategic Plan 2020-24
Collectively, the 2020-24 investments directly benefited more than 1.2 million learners across Texas.
To learn more about the work done throughout our 2020-24 Strategic Plan, please read the
Notes from our Grantmaking
Situation
In 2024, Texas had nearly 1.6 million college students enrolled in public and private colleges and universities. And each of those students was unique. Texas students come from different backgrounds, have different experiences, face different barriers, and have different dreams that they hope to achieve through a postsecondary education.
Questions from the Field
- How can educational institutions and systems in Texas evolve to support their students with tailored, effective learning experiences that meet students where they are and lead them to success?
- What happens when we put students at the center of solutions built specifically to help them succeed on their terms?
The following grant-funded research, convenings, and programs explore avenues to helping all types of students succeed in earning a postsecondary credential.
Executive Letter
Knowledge shared is knowledge multiplied
Creating an Annual Report is the perfect opportunity for reflection.
In 2024, Greater Texas Foundation wrapped up our 2020-2024 Strategic Plan, so we had a tremendous amount of work and learning to review. In this Annual Report, we are proud to highlight the grant-funded work of dozens of partners across the state who have joined us in the effort to help more Texas learners achieve an essential postsecondary credential.
Given the evolving nature of the Texas population, it follows that each learner is different and has their own unique journey to and through postsecondary education. So, Texas’ higher education system must strive to meet these learners where they are. To accomplish this, the foundation supports research and practice that can be used throughout the state to better support learners, no matter their background or current situation.
By funding research, innovative and scalable programs, and convenings with practitioners in the field, Greater Texas Foundation supports student-centered solutions that make the education journey more seamless for all students.
Every day, we share the learning from our grantmaking – what works, what doesn’t work, what students need to be successful, what can be replicated to serve more learners.
End Notes: Strategic Plan 2020-24
Collectively, the 2020-24 investments directly benefited more than 1.2 million learners across Texas.
To learn more about the work done throughout our 2020-24 Strategic Plan, please read the
2020-24 Impact Report.
In this Annual Report, we’re taking a moment to share notes from work done across our 2020-2024 Strategic Plan. While there is no way we could include all our incredible partners, we offer samples of work that helped us and the field better understand the range of learner needs in Texas – and apply and share this information across the state.
So we invite you to sharpen your pencils, take a few notes, and together we will set our sights on 2025 and beyond. Our students are counting on us!
Sue McMillin
President and Chief Executive Officer
Notes from our Grantmaking
Situation
In 2024, Texas had nearly 1.6 million college students enrolled in public and private colleges and universities. And each of those students was unique. Texas students come from different backgrounds, have different experiences, face different barriers, and have different dreams that they hope to achieve through a postsecondary education.
Question from the Field
- How can educational institutions and systems in Texas evolve to support their students with tailored, effective learning experiences that meet students where they are and lead them to success?
- What happens when we put students at the center of solutions built specifically to help them succeed on their terms?
The following grant-funded research, convenings, and programs explore avenues to helping all types of students succeed in earning a postsecondary credential.
Subject: Rural Learners
Key Fact
16% of the state’s K-12 student population lives in rural communities.
Challenge: In isolated rural districts, learners and their families often have limited access and exposure to college and career options that are available beyond their local community.
Texas A&M AgriLife Extension’s Rural Student Success Initiative helps 28 rural school districts provide essential programming to help students and families navigate postsecondary planning and financial aid processes. Rural learners learn about the multiple postsecondary and career options, visit college campuses across the state, and receive training in financial literacy and resilience skills.
In this video, hear how the Rural Student Success Initiative helps students in Spurger, Texas, envision a path to higher education.
Dig Deeper
Discover more about rural college access programs by reviewing these other GTF-funded initiatives:
- Empower Schools built a new rural collaborative in the Permian Basin, including Crane ISD, McCamey ISD, Grandfalls-Royalty ISD, Odessa College, and the Education Partnership of the Permian Basin. In collaboration with local industry leaders, educators were able to identify, build, and implement the most appropriate pathways for public school students in the region that are aligned with workforce needs.
- Economic Mobility Systems (EMS) developed an effective plan and support for the implementation of Rural College Promise models. With support from EMS, rural institutions were able to understand the operational and scholarship budgeting needs for sustainable regional programs.
- Collegiate Edu-Nation replicated their P-20 System Model in districts across Texas. The system helps learners earn degrees and certifications in high-wage, high-demand fields. By using trained success coaches, the CEN model fills service gaps for learners and eliminates barriers that limit progress for rural learners.
- Education to Employment Partners (E2E) continued expansion of the UpSkill Coastal Bend Partnership. Education and Career Centers provide residents access to education and training information and assistance in a one-stop location to increase credential completion and high-wage job placement.
Collective Thought: Read this report from GTF’s 2021 convening of rural Texas collaborators.
Key Fact
16% of the state’s K-12 student population lives in rural communities.
Challenge: In isolated rural districts, learners and their families often have limited access and exposure to college and career options that are available beyond their local community.
Texas A&M AgriLife Extension’s Rural Student Success Initiative helps 28 rural school districts provide essential programming to help students and families navigate postsecondary planning and financial aid processes. Rural learners learn about the multiple postsecondary and career options, visit college campuses across the state, and receive training in financial literacy and resilience skills.
In this video, hear how the Rural Student Success Initiative helps students in Spurger, Texas, envision a path to higher education.
Dig Deeper
Discover more about rural college access programs by reviewing these other GTF-funded initiatives:
- Empower Schools built a new rural collaborative in the Permian Basin, including Crane ISD, McCamey ISD, Grandfalls-Royalty ISD, Odessa College, and the Education Partnership of the Permian Basin. In collaboration with local industry leaders, educators were able to identify, build, and implement the most appropriate pathways for public school students in the region that are aligned with workforce needs.
- Economic Mobility Systems (EMS) developed an effective plan and support for the implementation of Rural College Promise models. With support from EMS, rural institutions were able to understand the operational and scholarship budgeting needs for sustainable regional programs.
- Collegiate Edu-Nation replicated their P-20 System Model in districts across Texas. The system helps learners earn degrees and certifications in high-wage, high-demand fields. By using trained success coaches, the CEN model fills service gaps for learners and eliminates barriers that limit progress for rural learners.
- Education to Employment Partners (E2E) continued expansion of the UpSkill Coastal Bend Partnership. Education and Career Centers provide residents access to education and training information and assistance in a one-stop location to increase credential completion and high-wage job placement.
Collective Thought: Read this report from GTF’s 2021 convening of rural Texas collaborators.
Subject: Work-Based Learners
Key Fact
In 2024, Texas had over 37,000 active apprentices.
Challenge: Although many learners may have inaccurate or outdated understandings about apprenticeships, these misconceptions can be corrected relatively easily.
Young Invincibles, an organization dedicated to expanding young adults’ access to career pathways through research, policy analysis, thought leadership, and coalition-building, generated a report for employers, high schools, workforce development organizations, community colleges, other educational institutions, and community-based organizations to develop targeted messaging to bring more young people into an earn-while-you-learn pathway. The toolkit includes recommendations on images, language, targeted strategies, messengers, and the system and infrastructure for messaging. By completing a mixed methods study, Young Invincibles was able to uncover broader trends and deeper understandings of individual perceptions of apprenticeship.
Dig Deeper
Discover more about work-based learning opportunities by reviewing these other GTF-funded initiatives:
- BridgeYear developed a summer pilot to help learners from low-income communities obtain untapped industry-recognized certifications that lead to high-growth, high-demand careers.
- Workcred, along with Houston Community College and Texas Southmost College, examined and aligned workforce and education processes and policies to allow more support for low-income and first-generation learners to complete an industry certification and a certificate/degree. By working with these two institutions and employers, Workcred ensured pathways to credentials being offered at these institutions aligned with regional labor market needs through flexible policies.
Some of the recommendations and promising practices shared in this toolkit includes:
- Reframe apprenticeship as a career opportunity and not as an alternative option
- Use asset-based language
- Incorporate messaging from current apprentices
- Use separate messaging for prospective apprentices and industry partners
Subject: Work-Based Learners
Key Fact
In 2024, Texas had over 37,000 active apprentices.
Challenge: Although many learners may have inaccurate or outdated understandings about apprenticeships, these misconceptions can be corrected relatively easily.
Young Invincibles, an organization dedicated to expanding young adults’ access to career pathways through research, policy analysis, thought leadership, and coalition-building, generated a report for employers, high schools, workforce development organizations, community colleges, other educational institutions, and community-based organizations to develop targeted messaging to bring more young people into an earn-while-you-learn pathway. The toolkit includes recommendations on images, language, targeted strategies, messengers, and the system and infrastructure for messaging. By completing a mixed methods study, Young Invincibles was able to uncover broader trends and deeper understandings of individual perceptions of apprenticeship.
Dig Deeper
Discover more about work-based learning opportunities by reviewing these other GTF-funded initiatives:
- BridgeYear developed a summer pilot to help learners from low-income communities obtain untapped industry-recognized certifications that lead to high-growth, high-demand careers.
- Workcred, along with Houston Community College and Texas Southmost College, examined and aligned workforce and education processes and policies to allow more support for low-income and first-generation learners to complete an industry certification and a certificate/degree. By working with these two institutions and employers, Workcred ensured pathways to credentials being offered at these institutions aligned with regional labor market needs through flexible policies.
Some of the recommendations and promising practices shared in this toolkit includes:
- Reframe apprenticeship as a career opportunity and not as an alternative option
- Use asset-based language
- Incorporate messaging from current apprentices
- Use separate messaging for prospective apprentices and industry partners
Subject: Part-Time Learners
Key Fact
Part-time students are half of college students nationally and in Texas. In fact, more than three-quarters of community college students in Texas are considered part-time.
The University of Texas at Dallas completed an interdisciplinary and mixed methods study that characterizes enrollment patterns of part-time students to deepen their understanding of these learners and support the design of policies that meet the needs of part-time students and increase their chances of academic success. The research showed that maintaining momentum through consistent enrollment, even at a lower number of credit hours, increases a student’s chance of completion.
The study suggested several policy levers to increase part-time student success:
- Developmental education courses incorporated into the academic pathway
- Enrollment in online courses
- Enrollment in an 8-week course to avoid gaps in course taking
- Enrollment in a student success course
Institutions should keep part-time students in mind when implementing supports. By collecting systematic data on part-time students, administrators can better understand their experiences, needs, and changes in enrollment while also ensuring they have increased access to financial aid.
Subject: Part-time Learner
Key Fact
Part-time students are half of college students nationally and in Texas. In fact, more than three-quarters of community college students in Texas are considered part-time.
The University of Texas at Dallas completed an interdisciplinary and mixed methods study that characterizes enrollment patterns of part-time students to deepen their understanding of these learners and support the design of policies that meet the needs of part-time students and increase their chances of academic success. The research showed that maintaining momentum through consistent enrollment, even at a lower number of credit hours, increases a student’s chance of completion.
The study suggested several policy levers to increase part-time student success:
- Developmental education courses incorporated into the academic pathway
- Enrollment in online courses
- Enrollment in an 8-week course to avoid gaps in course taking
- Enrollment in a student success course
Institutions should keep part-time students in mind when implementing supports. By collecting systematic data on part-time students, administrators can better understand their experiences, needs, and changes in enrollment while also ensuring they have increased access to financial aid.
Subject: Transfer Learners
Challenge: Only about 15 percent of Texans who start at a community college end up graduating from a four-year institution.
Researchers at the University of Texas at Austin analyzed the correlations and consequences of credit loss for transfer students.
Tapping into the literature on academic momentum as well as administrative data from Texas allowed them to disentangle major credit loss from general credit loss and understand the contribution of each to post-transfer outcomes. They found that both forms of credit loss are inversely related to institutional retention, and evidence that major credit loss is more strongly related to both retention and persistence than general credit loss.
Dig Deeper
Discover more about transfer pathways by reviewing these other GTF-funded initiatives:
- Alamo Colleges District (ACD) has 23 partnerships with four-year institutions throughout the South and Central Texas Transfer Compact. These partnerships are built on transfer advising guides, which define pathways from each ACD campus to one of the four-year partners. ACD is building a credit mobility portal that will allow students to compare their transcripts with degree plans at their future four-year institution, to understand clearly how their credits will apply for degree completion and which courses they still must take.
- The Charles A. Dana Center at The University of Texas at Austin worked to decrease the high level of inefficiency and credit loss students experience during transfer through the expansion of the Texas Transfer Alliance, Texas’ portion of Tackling Transfer. By fostering institutional collaboration and data sharing, the Texas Transfer Alliance removed structural barriers that cause low transfer and graduation rates, excess credit accumulation, and extended time-to-graduation for underrepresented learners. Throughout this collaboration, four-year and two-year institutions created 90-day action plans to improve transfer pathways for students.
Subject: Transfer Learners
Challenge: Only about 15 percent of Texans who start at a community college end up graduating from a four-year institution.
Researchers at the University of Texas at Austin analyzed the correlations and consequences of credit loss for transfer students.
Tapping into the literature on academic momentum as well as administrative data from Texas allowed them to disentangle major credit loss from general credit loss and understand the contribution of each to post-transfer outcomes. They found that both forms of credit loss are inversely related to institutional retention, and evidence that major credit loss is more strongly related to both retention and persistence than general credit loss.
Dig Deeper
Discover more about transfer pathways by reviewing these other GTF-funded initiatives:
- Alamo Colleges District (ACD) has 23 partnerships with four-year institutions throughout the South and Central Texas Transfer Compact. These partnerships are built on transfer advising guides, which define pathways from each ACD campus to one of the four-year partners. ACD is building a credit mobility portal that will allow students to compare their transcripts with degree plans at their future four-year institution, to understand clearly how their credits will apply for degree completion and which courses they still must take.
- The Charles A. Dana Center at The University of Texas at Austin worked to decrease the high level of inefficiency and credit loss students experience during transfer through the expansion of the Texas Transfer Alliance, Texas’ portion of Tackling Transfer. By fostering institutional collaboration and data sharing, the Texas Transfer Alliance removed structural barriers that cause low transfer and graduation rates, excess credit accumulation, and extended time-to-graduation for underrepresented learners. Throughout this collaboration, four-year and two-year institutions created 90-day action plans to improve transfer pathways for students.
Subject: Self-Paced Learners
Context: The skills required by the Texas economy are outpacing the rate Texans are receiving degrees and credentials.
In hopes of meeting the state’s economic demand, Texas State Technical College (TSTC) piloted a new performance-based education model for its technical training programs.
TSTC transitioned six programs to a performance-based education model during the grant period, using a flipped classroom model and awarding credit for previous work experience. This type of education allows for learners to make their education fit their own schedules while still preparing them for in-demand, high-paying positions. And faculty found they were able to spend more individual time with learners in a lab versus lecture setting.
Dig Deeper
Discover more about self-paced learning by reviewing these other GTF-funded initiatives:
- Texas A&M Commerce (now East Texas A&M University) worked to increase the number of underserved, adult learners earning a bachelor’s degree through the creation of two innovative pathways that bridge education and industry. Recognizing professional training and licensure for college credit in novel ways allowed working professionals to complete their degree more quickly and affordably.
- Competency-Based Education Network (CBEN) provided five institutions with blueprints to build and grow CBE programs in nursing, organizational leadership, hospitality, peer support, and liberal arts.
Subject: Self-Paced Learners
Context: The skills required by the Texas economy are outpacing the rate Texans are receiving degrees and credentials.
In hopes of meeting the state’s economic demand, Texas State Technical College (TSTC) piloted a new performance-based education model for its technical training programs.
TSTC transitioned six programs to a performance-based education model during the grant period, using a flipped classroom model and awarding credit for previous work experience. This type of education allows for learners to make their education fit their own schedules while still preparing them for in-demand, high-paying positions. And faculty found they were able to spend more individual time with learners in a lab versus lecture setting.
Dig Deeper
Discover more about self-paced learning by reviewing these other GTF-funded initiatives:
- Texas A&M Commerce (now East Texas A&M University) worked to increase the number of underserved, adult learners earning a bachelor’s degree through the creation of two innovative pathways that bridge education and industry. Recognizing professional training and licensure for college credit in novel ways allowed working professionals to complete their degree more quickly and affordably.
- Competency-Based Education Network (CBEN) provided five institutions with blueprints to build and grow CBE programs in nursing, organizational leadership, hospitality, peer support, and liberal arts.
Subject: Foster Youth
Key Fact
In Texas, only 2-3% of former foster care youth obtain a college degree by age 24.
Texas State University conducted research to inform higher education administrators across the state about the adequacy of campus supports for Foster Care Alumni and to identify best practices for improving higher education outcomes for this vulnerable population. Through in-depth interviews with college students who experienced foster care, analysis of website content of college campuses, surveys, and DFPS/THECB data on retention, Texas State University generated several key findings on how to better support the foster youth of Texas, including tailored resources, increased training for liaisons, and support programs.
Dig Deeper
Discover more about foster youth by reviewing this other GTF-funded initiative:
- Texas Center for Child and Family Studies works with Education Reach for Texans to support a statewide network of colleges with the goal to improve postsecondary success for learners with experience in foster care.
Subject: Foster Youth
Key Fact
In Texas, only 2-3% of former foster care youth obtain a college degree by age 24.
Texas State University conducted research to inform higher education administrators across the state about the adequacy of campus supports for Foster Care Alumni and to identify best practices for improving higher education outcomes for this vulnerable population. Through in-depth interviews with college students who experienced foster care, analysis of website content of college campuses, surveys, and DFPS/THECB data on retention, Texas State University generated several key findings on how to better support the foster youth of Texas, including tailored resources, increased training for liaisons, and support programs.
Dig Deeper
Discover more about foster youth by reviewing this other GTF-funded initiative:
- Texas Center for Child and Family Studies works with Education Reach for Texans to support a statewide network of colleges with the goal to improve postsecondary success for learners with experience in foster care.
Subject: English Learners
Key Fact
There are over 1.1 million K-12 English Learners statewide.
In Central Texas, students who are English Learners are four times more likely to drop out. In response, E3 Alliance is studying system changes that will increase the number of Texas English Learner students enrolling in and successfully completing Advanced Placement, dual credit courses and advanced math courses, and Career & Technical Education, to prepare them to fill high-demand jobs in Texas.
Dig Deeper
Discover more about English Learners by reviewing these other GTF-funded initiatives:
- La Familia, a Texas A&M San Antonio Foundation outreach initiative, engages with parents about postsecondary options for their students. Through family events, college-going activities, and parent workshops, La Familia offers bilingual opportunities for families and students to learn more about college and financial aid pathways.
- Council for Adult and Experiential Learning (CAEL) developed the Adult Learner Academy to help institutions identify areas of strength and need as well as actionable steps to improve the experience of adult learners. In partnership with Excelencia in Education, CAEL worked with these institutions to increase adult enrollment, award credit for prior learning to accelerate degree completion, improve retention with personalized coaching, and help grow awareness of career options.
A bilingual steering committee convenes monthly for data sharing and information gathering about this student group. Through this in-depth collaboration and feedback, E3 Alliance generates recommendations to share throughout Central Texas.
- The University of Texas at Austin created a comprehensive statistical model to examine predictors of English Learner success in postsecondary education in Texas. This analysis identified trends in postsecondary application, enrollment, attendance, and success for this group of learners and shared suggestions for policy and practice to better support these learners in response to these trends.
Subject: English Learners
Key Fact
There are over 1.1 million K-12 English Learners statewide.
In Central Texas, students who are English Learners are four times more likely to drop out. In response, E3 Alliance is studying system changes that will increase the number of Texas English Learner students enrolling in and successfully completing Advanced Placement, dual credit courses and advanced math courses, and Career & Technical Education, to prepare them to fill high-demand jobs in Texas.
Dig Deeper
Discover more about English Learners by reviewing these other GTF-funded initiatives:
- La Familia, a Texas A&M San Antonio Foundation outreach initiative, engages with parents about postsecondary options for their students. Through family events, college-going activities, and parent workshops, La Familia offers bilingual opportunities for families and students to learn more about college and financial aid pathways.
- Council for Adult and Experiential Learning (CAEL) developed the Adult Learner Academy to help institutions identify areas of strength and need as well as actionable steps to improve the experience of adult learners. In partnership with Excelencia in Education, CAEL worked with these institutions to increase adult enrollment, award credit for prior learning to accelerate degree completion, improve retention with personalized coaching, and help grow awareness of career options.
A bilingual steering committee convenes monthly for data sharing and information gathering about this student group. Through this in-depth collaboration and feedback, E3 Alliance generates recommendations to share throughout Central Texas.
- The University of Texas at Austin created a comprehensive statistical model to examine predictors of English Learner success in postsecondary education in Texas. This analysis identified trends in postsecondary application, enrollment, attendance, and success for this group of learners and shared suggestions for policy and practice to better support these learners in response to these trends.
Subject: Opportunity Youth
Challenge: Texas has nearly half a million opportunity youth, those between 16 to 24 who are not in school and not working.
The Aspen Institute created the Texas Opportunity Youth Network (TOYN) Innovation Fund to better leverage public funding to support the state’s estimated 500,000 Opportunity Youth (OY). This fund increases community and program expertise and capacity to leverage state policy and public funding to build sustainable and scalable opportunity youth pathways throughout Texas. Over the course of this three-year initiative, over $1.5 million went to Texas communities to support planning, piloting, and implementation pathways with blended public/private revenue models.
Learning and programmatic areas of success are shared with the Texas Opportunity Youth Network Leadership Council and Peer Learning Network as well as Aspen’s national Opportunity Youth Forum.
Dig Deeper
Discover more about Opportunity Youth by reviewing these other GTF-funded initiatives:
- Jobs for the Future (JFF) replicated its “Back on Track” model, a pathway to postsecondary education for young people who have left high school without a credential, in Texas.
- Greater Texas Foundation brought together 80+ people to answer the question, “What would it take to reconnect Opportunity Youth to education and work equitably and at scale?” This report documents what we learned.
Subject: Opportunity Youth
Challenge: Texas has nearly half a million opportunity youth, those between 16 to 24 who are not in school and not working.
The Aspen Institute created the Texas Opportunity Youth Network (TOYN) Innovation Fund to better leverage public funding to support the state’s estimated 500,000 Opportunity Youth (OY). This fund increases community and program expertise and capacity to leverage state policy and public funding to build sustainable and scalable opportunity youth pathways throughout Texas. Over the course of this three-year initiative, over $1.5 million went to Texas communities to support planning, piloting, and implementation pathways with blended public/private revenue models.
Learning and programmatic areas of success are shared with the Texas Opportunity Youth Network Leadership Council and Peer Learning Network as well as Aspen’s national Opportunity Youth Forum.
Dig Deeper
Discover more about Opportunity Youth by reviewing these other GTF-funded initiatives:
- Jobs for the Future (JFF) replicated its “Back on Track” model, a pathway to postsecondary education for young people who have left high school without a credential, in Texas.
- Greater Texas Foundation brought together 80+ people to answer the question, “What would it take to reconnect Opportunity Youth to education and work equitably and at scale?” This report documents what we learned.
Subject: Veteran Learners
Key Fact
Texas is the second most populous state for veterans.
Student Veterans of America is working to understand the successes, challenges, supports, and unmet needs of U.S. military veterans who are currently enrolled in a higher education institution pursuing a degree, credential, or certificate in the state of Texas. Through a secondary data mixed methods analysis, Student Veterans of America will better understand institutional initiatives and individual factors that positively impact student outcomes for veterans. More than 20 institutions in Texas are participating in this work to improve the lives of veterans in and transitioning back to Texas.
Dig Deeper
Discover more about Veteran Students by reviewing this other GTF-funded initiative:
- Combined Arms leveraged a technology platform and mobile application referral technology to increase underserved veterans who are admitted and completing postsecondary education. Combined Arms coordinated this technological campaign with Service to Schools programming and Texas A&M University’s AgriLife Extension Agents to share the platform with learners. 169 rural veterans were able to connect to Service to Schools programming through their platform. Of those connected to the platform, over 65% of them were accepted or had started the application process for a postsecondary education.
The supports developed in response to this research could apply to other populations as veterans come to higher education from many different backgrounds. Over half of student veterans are married, half have children, and 20% are single parents. A majority have a service-connected disability and about two-thirds are first generation college students.
Subject: Veteran Learners
Key Fact
Texas is the second most populous state for veterans.
Student Veterans of America is working to understand the successes, challenges, supports, and unmet needs of U.S. military veterans who are currently enrolled in a higher education institution pursuing a degree, credential, or certificate in the state of Texas. Through a secondary data mixed methods analysis, Student Veterans of America will better understand institutional initiatives and individual factors that positively impact student outcomes for veterans. More than 20 institutions in Texas are participating in this work to improve the lives of veterans in and transitioning back to Texas.
Dig Deeper
Discover more about Veteran Students by reviewing this other GTF-funded initiative:
- Combined Arms leveraged a technology platform and mobile application referral technology to increase underserved veterans who are admitted and completing postsecondary education. Combined Arms coordinated this technological campaign with Service to Schools programming and Texas A&M University’s AgriLife Extension Agents to share the platform with learners. 169 rural veterans were able to connect to Service to Schools programming through their platform. Of those connected to the platform, over 65% of them were accepted or had started the application process for a postsecondary education.
The supports developed in response to this research could apply to other populations as veterans come to higher education from many different backgrounds. Over half of student veterans are married, half have children, and 20% are single parents. A majority have a service-connected disability and about two-thirds are first generation college students.
Subject: Incarcerated Learners
Challenge: Incarcerated individuals often do not have a clear path forward to education or job placement once they are released.
In the Prison to Postsecondary Education program, Lee College has clarified those pathways for incarcerated students, offering credit-bearing or developmental college courses, industry certification exams, academic and peer supports, and reentry planning. After release, learners have access to a reentry specialist, financial aid and academic support, peer networks, local social service organizations to facilitate personal supports, and engagement with cross-sector partners to maintain college persistence.
Dig Deeper
Discover more about serving Incarcerated Learners by reviewing this other GTF-funded initiative:
- Texas 2036 is working to complete a data audit to understand how best to improve the quality and access for incarcerated learners to educational programs. This audit will identify disparities in higher education with the hope to increase odds of post-incarceration workforce success.
Subject: Incarcerated Learners
Challenge: Incarcerated individuals often do not have a clear path forward to education or job placement once they are released.
In the Prison to Postsecondary Education program, Lee College has clarified those pathways for incarcerated students, offering credit-bearing or developmental college courses, industry certification exams, academic and peer supports, and reentry planning. After release, learners have access to a reentry specialist, financial aid and academic support, peer networks, local social service organizations to facilitate personal supports, and engagement with cross-sector partners to maintain college persistence.
Dig Deeper
Discover more about serving Incarcerated Learners by reviewing this other GTF-funded initiative:
- Texas 2036 is working to complete a data audit to understand how best to improve the quality and access for incarcerated learners to educational programs. This audit will identify disparities in higher education with the hope to increase odds of post-incarceration workforce success.
Subject: Learners with Basic Needs Insecurities
A short-term financial emergency can become an insurmountable hurdle for a college student trying to complete a degree. Whether the emergency is brought about by the loss of a part-time job or an unexpected medical bill, timely and targeted emergency aid can help learners stay in school and earn the credential they need for a brighter future.
While institutions understand this reality, they don’t always have the infrastructure to administer emergency aid efficiently and effectively. With funding from Greater Texas Foundation and technical assistance from Reos Partners, the Texas Emergency Aid Roadmap program is helping a second cohort of 10 community colleges develop equitable and sustainable emergency aid programs.
With technical assistance support from Reos Partners, leadership teams from participating colleges gather monthly to design effective programs and receive coaching to support systems change efforts at their schools. Collectively, this work provides space for college leaders to share resources, brainstorm potential solutions, and grow a network of support.
The first cohort of colleges reported serving over 3,000 learners with average awards between $250 to $600. To date, more than 1,000 learners earned credentials and degrees after receiving the assistance.
Learn more in this Case Study: Small Dollars for Big Impact: How Texas Community Colleges are Creating Effective Models for Emergency Aid
More Resources:
- The Education Trust in Texas undertook a research project to document promising practices in emergency aid for postsecondary students, specifically the distribution and impact of federal Higher Education Emergency Relief Fund (HEERF) aid. Alongside an interactive dashboard, two briefs were published: one focused on the quantitative conclusions and one focused on the qualitative findings.
- Reos Partners produced this helpful fact sheet: EA Roadmap Addresses Common Myths about Emergency Aid.
Subject: Learners with
Basic Needs Insecurities
A short-term financial emergency can become an insurmountable hurdle for a college student trying to complete a degree. Whether the emergency is brought about by the loss of a part-time job or an unexpected medical bill, timely and targeted emergency aid can help learners stay in school and earn the credential they need for a brighter future.
While institutions understand this reality, they don’t always have the infrastructure to administer emergency aid efficiently and effectively. With funding from Greater Texas Foundation and technical assistance from Reos Partners, the Texas Emergency Aid Roadmap program is helping a second cohort of 10 community colleges develop equitable and sustainable emergency aid programs.
With technical assistance support from Reos Partners, leadership teams from participating colleges gather monthly to design effective programs and receive coaching to support systems change efforts at their schools. Collectively, this work provides space for college leaders to share resources, brainstorm potential solutions, and grow a network of support.
The first cohort of colleges reported serving over 3,000 learners with average awards between $250 to $600. To date, more than 1,000 learners earned credentials and degrees after receiving the assistance.
Learn more in this Case Study: Small Dollars for Big Impact: How Texas Community Colleges are Creating Effective Models for Emergency Aid
- The Education Trust in Texas undertook a research project to document promising practices in emergency aid for postsecondary students, specifically the distribution and impact of federal Higher Education Emergency Relief Fund (HEERF) aid. Alongside an interactive dashboard, two briefs were published: one focused on the quantitative conclusions and one focused on the qualitative findings.
- Reos Partners produced this helpful fact sheet: EA Roadmap Addresses Common Myths about Emergency Aid.
Conversations with GTF Scholars
Our GTF Scholars program is the very embodiment of our work to use research and knowledge sharing to generate better outcomes for students. The program’s approach to supporting Early College High School graduates as they transition to college includes a cohort approach for scholars, a program coordinator at each participating institution, wraparound support services, and scholarship funding.
Why is a college education important to you?
My parents stressed education as the key to success. It was ingrained since elementary school. College is the only path I considered. In fact, I’m looking forward to getting a master’s or going to law school.
Why did you choose to attend an Early College High School?
Originally, I wanted to go to a traditional high school, play sports and be on the drill team. But my older sister went to an ECHS in Arlington and she is a role model for me. She said, “This will be good for you in the long term.” I saw that I could earn college credit without paying tuition. I’ve always been very academically motivated but I felt sad not to go the traditional route.
Recently, while talking to a parent about Early College High School, I realized how well Crowley Collegiate Academy had prepared me for my time at university. Crowley was very challenging; I had to do lots of writing. I also learned MLA style, time management skills, how to build relationships, and how to navigate the LMS platform. In my first year at UNT Dallas, I met traditional freshmen and they said I was more relaxed than they are!
Can you share some successes you’ve had in college?
When you transfer from an ECHS, you have to declare a major right away. I took accounting classes in high school and I thought that would be my major. But on the first day of accounting class I had an indescribable but very clear feeling that it was not the right major for me! My professor helped me change my major to finance. Accounting was bookkeeping. Finance explained the logic and terms for activities.
I like my university’s location in Dallas; there are lots of organizations working for change here. I joined the All Stars Project of Dallas that helps underserved high school and college students get into internships. After an orientation program I got a paid internship at the upscale real estate company AMLI. I learned how to dress and interact professionally in a business environment. That job helped me realize my interest in commercial banking and it helped me land a job at Texas Security Bank, where I will start working after graduation in May.
I was also awarded a grant from Texas Capital Bank that pays for two of my courses in Credit Analysis. Upon completion, I will get a certificate from the American Bankers Association in commercial lending. I feel that grant did strengthen my resume because I was asked about it in my interview.
Meet Ashley Renteria
University of North Texas at Dallas
Majoring in Finance
Graduating May 2025
Attended Crowley Collegiate Academy in Ft. Worth
Why is a college education important to you?
I will be the first in my family to get a college degree when I graduate in May. Most of my family did not go to college and they’ve often talked about what they might have missed. They work for the City of Pasadena. I want to be a lawyer or another kind of professional.
I’ve been accepted into the MBA program at TAMUCC starting this summer. I want to learn how to run a firm. Then I want to go to law school.
Can you share some successes you’ve had in college?
The biggest highlight is experiencing college life. I was very introverted. Now I am confident in speaking to people and getting out of my comfort zone. I discovered that college is more than just school. My family was very strict. Now I like having freedom, independence, self reliance, setting goals and expectations for myself, and basically transitioning into adulthood.
What are some challenges you’ve faced in navigating the transition to college?
I got extremely homesick. GTF Scholars gave me a peer group and a way to establish close relationships. After visiting home, I was always eager to get back to school.
How else has being a GTF Scholar impacted your college experience?
During early move-in almost everyone on campus was ECHS or GTF Scholars so I made a few friends early. When regular campus events started, I already had a network of friends.
My Peer Coach was really proactive. They helped me with academics, financial questions, college life questions, time management, and searching for internships, which led to my current job as a Peer Coach. GTF Scholars was the bridge I needed to get from feeling stuck and wanting to go home to enjoying life as it is right now.
Now I am a Peer Coach. I keep notes on each student so I can keep track of what they need, show them care, and support them. Some miss home and won’t even get out of bed. I steer them into events and opportunities to meet people. While they stay in touch with home, they can build a home away from home.
What has been your favorite course or activity in college?
I love my current class called Small Venture Creation. The professor gave us a small fund to start a micro business. I’ve started a bakery. All the profits will go to a local nonprofit. We are writing business plans, setting up the business, and getting management experience. We’ll host a bake sale next week focused on healthy items – gluten free, vegan, etc. We are catering to healthy students. Then we’ll do financial statements. It’s a real world experience.
What do you plan to do after you finish your degree?
I used to think I wanted to be a vet but changed my mind at TAMUCC. I want to be in a respected field and be an entrepreneur. I’m interested in corporate law.
What are you looking forward to in the coming year?
I’m interning with the Mayor of LaPorte, Rick Helton, over the summer to job shadow, help with his schedule, and observe. I might be interested in politics or social work. I might apply to law school next year.
Meet Daniel Baker
Texas A&M University-Corpus Christi
Majoring in Business Administration
Graduating May 2025
Attended Pasadena High School
More GTF Scholar Stories
Hear GTF Scholars from past cohorts reflect on their transitions from ECHS to college in this video.
Grant Activity
Conversations with GTF Scholars
Our GTF Scholars program is the very embodiment of our work to use research and knowledge sharing to generate better outcomes for students. The program’s approach to supporting Early College High School graduates as they transition to college includes a cohort approach for scholars, a program coordinator at each participating institution, wraparound support services, and scholarship funding.
Meet Ashley Renteria
University of North Texas at Dallas
Majoring in Finance
Graduating May 2025
Attended Crowley Collegiate Academy in Ft. Worth
Why is a college education important to you?
My parents stressed education as the key to success. It was ingrained since elementary school. College is the only path I considered. In fact, I’m looking forward to getting a master’s or going to law school.
Why did you choose to attend an Early College High School?
Originally, I wanted to go to a traditional high school, play sports and be on the drill team. But my older sister went to an ECHS in Arlington and she is a role model for me. She said, “This will be good for you in the long term.” I saw that I could earn college credit without paying tuition. I’ve always been very academically motivated but I felt sad not to go the traditional route.
Recently, while talking to a parent about Early College High School, I realized how well Crowley Collegiate Academy had prepared me for my time at university. Crowley was very challenging; I had to do lots of writing. I also learned MLA style, time management skills, how to build relationships, and how to navigate the LMS platform. In my first year at UNT Dallas, I met traditional freshmen and they said I was more relaxed than they are!
Can you share some successes you’ve had in college?
When you transfer from an ECHS, you have to declare a major right away. I took accounting classes in high school and I thought that would be my major. But on the first day of accounting class I had an indescribable but very clear feeling that it was not the right major for me! My professor helped me change my major to finance. Accounting was bookkeeping. Finance explained the logic and terms for activities.
I like my university’s location in Dallas; there are lots of organizations working for change here. I joined the All Stars Project of Dallas that helps underserved high school and college students get into internships. After an orientation program I got a paid internship at the upscale real estate company AMLI. I learned how to dress and interact professionally in a business environment. That job helped me realize my interest in commercial banking and it helped me land a job at Texas Security Bank, where I will start working after graduation in May.
I was also awarded a grant from Texas Capital Bank that pays for two of my courses in Credit Analysis. Upon completion, I will get a certificate from the American Bankers Association in commercial lending. I feel that grant did strengthen my resume because I was asked about it in my interview.
Meet Daniel Baker
Texas A&M University-Corpus Christi Majoring in Business Administration
Graduating May 2025
Attended Pasadena High School
Why is a college education important to you?
I will be the first in my family to get a college degree when I graduate in May. Most of my family did not go to college and they’ve often talked about what they might have missed. They work for the City of Pasadena. I want to be a lawyer or another kind of professional.
I’ve been accepted into the MBA program at TAMUCC starting this summer. I want to learn how to run a firm. Then I want to go to law school.
Can you share some successes you’ve had in college?
The biggest highlight is experiencing college life. I was very introverted. Now I am confident in speaking to people and getting out of my comfort zone. I discovered that college is more than just school. My family was very strict. Now I like having freedom, independence, self reliance, setting goals and expectations for myself, and basically transitioning into adulthood.
What are some challenges you’ve faced in navigating the transition to college?
I got extremely homesick. GTF Scholars gave me a peer group and a way to establish close relationships. After visiting home, I was always eager to get back to school.
How else has being a GTF Scholar impacted your college experience?
During early move-in almost everyone on campus was ECHS or GTF Scholars so I made a few friends early. When regular campus events started, I already had a network of friends.
My Peer Coach was really proactive. They helped me with academics, financial questions, college life questions, time management, and searching for internships, which led to my current job as a Peer Coach. GTF Scholars was the bridge I needed to get from feeling stuck and wanting to go home to enjoying life as it is right now.
Now I am a Peer Coach. I keep notes on each student so I can keep track of what they need, show them care, and support them. Some miss home and won’t even get out of bed. I steer them into events and opportunities to meet people. While they stay in touch with home, they can build a home away from home.
What has been your favorite course or activity in college?
I love my current class called Small Venture Creation. The professor gave us a small fund to start a micro business. I’ve started a bakery. All the profits will go to a local nonprofit. We are writing business plans, setting up the business, and getting management experience. We’ll host a bake sale next week focused on healthy items – gluten free, vegan, etc. We are catering to healthy students. Then we’ll do financial statements. It’s a real world experience.
What do you plan to do after you finish your degree?
I used to think I wanted to be a vet but changed my mind at TAMUCC. I want to be in a respected field and be an entrepreneur. I’m interested in corporate law.
What are you looking forward to in the coming year?
I’m interning with the Mayor of LaPorte, Rick Helton, over the summer to job shadow, help with his schedule, and observe. I might be interested in politics or social work. I might apply to law school next year.
More GTF Scholar Stories
Hear GTF Scholars from past cohorts reflect on their transitions from ECHS to college in this video.
Grant Activity
Student Supports
College Possible Texas – Capacity-Building & Planning for College Access & Success ($100,000) To support a strategic growth planning year at College Possible Texas, addressing the demand for postsecondary credentials in Texas by strategically expanding efforts to provide adequate support to students, especially those from underrepresented backgrounds, in navigating postsecondary success. (College Possible)
Planning PATHS (Providing Access To Holistic Support) to Post-secondary Success ($196,190)
To support a planning grant to create the Providing Access To Holistic Support to Postsecondary Success (PATHS) program at Austin Community College. Through this planning grant, Communities in Schools of Central Texas and Austin Community College will create a logic model, theory of change, program assessments and processes, and build relationships with campus- and community-based supportive services, all in preparation for implementing the program in the 2025-26 school year. (Communities In Schools of Central Texas)
2024 Blueprint for Education Change Summit Sponsorship ($2,500)
To support the 2024 Blueprint for Educational Change Summit, “The Power of Collective Action, Community, and Storytelling in Education” to explore how education backbone organizations like E3 Alliance can build a civic infrastructure that leads to stronger communities. (E3 Alliance)
2024 National Policy Forum ($15,000)
To support the 2024 National Policy Forum at Excelencia in Education’s Fall Convening in Washington, DC. Excelencia’s national network of Presidents for Latino Student Success and professionals in philanthropy, business, and government will address policy options for large-scale change to accelerate Latino student success in higher education. (Excelencia in Education, Inc.)
Latino Student Success Funders Group 2024-2025 ($10,000)
To support the Latino Student Success Funders Group which brings together funders interested in supporting the success of Latino students. (Excelencia in Education, Inc.)
A Community-Based Study on the Impact of Texas’ SB 17 on Marginalized College-Going Students ($299,999)
To support research to understand the impact of Texas’ Senate Bill 17 and the recent Supreme Court affirmative action ruling on high school students’ opportunities for equitable college admissions, financial aid, and student supports. Intercultural Development Research Association (IDRA) will use a community-based research approach that includes convening round tables and focus groups of families, students, high school counselors, and college faculty and staff. (Intercultural Development Research Association)
National Veteran Education Success Tracker (NVEST) in Texas ($563,750)
To support a three-year, three-phase project that establishes an understanding of the successes, challenges, supports, and unmet needs of veterans of the U.S. military who are currently enrolled in a higher education institution in Texas. (Student Veterans of America)
Data-Driven Investments in the Workforce of the Future ($600,000)
To support three large-scale data projects that will help Texas capitalize on its best asset – its growing population – preparing more Texans to earn family-sustaining wages in high-demand careers. Texas 2036 will complete three separate data infrastructure projects: (1) Classroom to Career to increase postsecondary credential attainment in high schools; (2) Earned But Not Awarded to identify Texans who have earned significant college credit but not completed their postsecondary degrees; and (3) Justice-Involved Workforce to evaluate the data regarding postsecondary education and workforce training outcomes among incarcerated Texans. (Texas 2036)
Texas A&M Summer Academic Camp Sponsorship for Local Students ($8,000)
To support Brazos Valley students’ exploration of careers and academic pathways post-high school through attending academic summer camps at Texas A&M University. (Texas A&M Foundation)
La Familia ($236,875)
To support Texas A&M-San Antonio’s work with the ASPIRE Network (7 school districts) to increase college visibility and increase access to postsecondary education. The project aims to empower South Bexar County schools, districts, and their families to create a better life while strengthening the community. (Texas A&M San Antonio Foundation)
2024 Texas Student Leadership Summit ($7,500)
To support student travel to the Texas Student Leadership Summit hosted by the Texas Education Research Consortium on August 8-9, 2024. The Texas Student Leadership Summit proudly educates and engages students on a variety of topics related to college and career readiness, identity, health wellness, and leadership. (The University of Texas at Austin)
2024 Future of Rural Texas Symposium ($10,000)
To support the 2024 Future of Rural Texas symposium, presented by the Texas Tribune, through Texas Rural Funders. The symposium, first held in 2018, convenes leaders from all over Texas to discuss the opportunities, challenges, politics, and major news that define rural Texas. (Waco Foundation)
Transfer, Transition, and Advising
Alamo Colleges District Credit Mobility Project ($499,840)
To support the development and launch of a credit mobility portal that will include automation of credit-transfer processes and impact student outcomes, specifically increasing the number of transfer students from the Alamo Colleges District to the University of Texas at San Antonio, its largest four-year university transfer partner. (Alamo Colleges Foundation, Inc.)
Texas College Access Network ($433,586)
To support the first year of a three-year phase of programmatic work for the Texas College Access Network (TxCAN) as it progresses toward systems-level improvements of college access and advising. (Communities Foundation of Texas, Inc.)
Expanded Systems of Support for Students at Texas Colleges and Universities ($300,000)
To support EMERGE Fellowship’s enhanced partnership building and stewardship with in-state institutions of higher education. (EMERGE Fellowship)
Rural Learning Track at 2024 National Conference ($30,000)
To support a rural learning track at National College Attainment Network’s 2024 annual conference, held in Anaheim, California. The conference attracts more than 1,500 people nationwide from organizations focused on college access and success. (National College Attainment Network)
GTF TAMU Advising Corps 5.0 ($381,996)
To support the Texas A&M College Advising Corps to continue reaching students in Bryan ISD and College Station ISD who lack the resources and information necessary to reach higher education, while growing the program into Franklin, Caldwell, and Hearne ISDs. (Texas A&M University)
2024 Annual Conference Speaker Sponsorship ($1,500)
To support the Texas Association of Community College Foundation’s (TACCF) 2024 annual conference. The 2024 TACCF Conference, themed, “Wild About Changing Lives” provides an opportunity for networking, learning, and idea exchange to make a bigger impact on the lives of Texas community college students. (Texas Association of Community College Foundation, Inc.)
The Untapped Potential of Noncredit Education at Community Colleges: Restructuring Programs and Pathways to Meet Texas’ Postsecondary and Workforce Goals ($292,186)
To support the execution of a research-to-practice project aimed at improving postsecondary outcomes and economic opportunities for students in noncredit education programs in the Texas Gulf Coast Region. (University of Houston)
Rural Collaborations
ACCSS 2.0 – Expansion & Enhancement Priorities ($539,309)
To support the expansion and enhancement of the Alliance for College & Career Student Success (ACCSS) program in South-Central Texas. ACCSS is built on three foundational pillars: Holistic Student Support, which cultivates academic and career development; Enhanced Student Pathways, which empowers students to navigate their educational and career trajectories; and College, Career, Community Ready, which equips students for success beyond graduation. With this support, ACCSS will broaden its impact by incorporating additional school districts and expanding to more schools in the future. (Blinn College)
2024 Brazos Valley Gives – Match Funds for Participating BV School Districts ($45,000)
To support Brazos Valley independent school districts participating in the annual Brazos Valley Gives Day. (Community Foundation of the Brazos Valley)
Expansion of Rural Student Success Initiative ($1,269,070)
To support an expansion of Texas A&M AgriLife Extension’s Rural Student Success Initiative, which will extend college access and retention supports to rural students and families in 14 new school districts while sustaining support for the current 21 districts. (Texas A&M Foundation)
Statewide Course Sharing Expansion Program ($340,000)
To support the expansion of Texas Higher Education Coordinating Board-facilitated course-sharing, a program focused on increasing access to science, technology, engineering, and math courses for rural-serving institutions across the state. (Texas Higher Education Foundation)
Research Study: Rural Broadband and Water Workforce in Texas ($8,000)
To support a landscape analysis on workforce needs for broadband and water infrastructure in rural regions of Texas. This analysis will map existing initiatives, identify critical gaps, and provide recommendations for developing and retaining a skilled broadband and water infrastructure workforce. (Waco Foundation)
Math for Success
Deepening Corequisite Implementation Across Texas ($300,000)
To support the Dana Center’s efforts to improve student success rates in math by building capacity in postsecondary institutions to align corequisite implementation to evidence-based best practices. (The University of Texas at Austin)
Integrating Relevant, Data-rich Explorations for Teaching Algebra ($575,123)
To support the Dana Center’s development and implementation of relevant and engaging high-quality, data-rich tasks and embedding them into core curricular resources aligned to Texas Algebra I standards. (The University of Texas at Austin)
Student Financial Aid
Emergency Aid at Northeast Lakeview College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Northeast Lakeview College. (Alamo Colleges Foundation, Inc.)
Emergency Aid at Coastal Bend College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Coastal Bend College. (Coastal Bend College)
Emergency Aid at EPCC Foundation ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at El Paso Community College. (El Paso Community College Foundation)
Emergency Aid at Hill College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Hill College. (Hill College)
Emergency Aid at Kilgore College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Kilgore College. (Kilgore College)
Emergency Aid at Lone Star College-Houston North ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Lone Star College-Houston North. (Lone Star College System District)
Emergency Aid at Odessa College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Odessa College. (Odessa College)
Emergency Aid at San Jacinto College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at San Jacinto College. (San Jacinto Community College Foundation Pasadena Texas)
Emergency Aid at Southwest Texas Junior College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Southwest Texas Junior College. (Southwest Texas Junior College Foundation, Inc.)
Emergency Aid at Wharton County Junior College ($150,000)
To provide emergency aid funding for students combined with technical assistance to establish or improve an emergency aid program at Wharton County Junior College. (Wharton County Junior College)
Dr. Samuel Gillespie – Honorary Endowed Scholarship ($50,000)
To support need-based scholarships for graduates of Bryan ISD at Texas A&M University. (Texas A&M Foundation)
Other
Texas Philanthropy Leadership Circle Sponsorship ($7,000)
To support the 2024 Texas Philanthropy Leadership Circle, hosted by Educate Texas. This annual convening of Texas education funders highlights and uplifts promising and innovative programs, policy work, and collaborative partnerships in public and higher education. (Communities Foundation of Texas, Inc.)
Texas Rural Schools Spring Conference 2024 ($1,500)
To support the 2024 Texas Rural Schools Spring Conference in Georgetown, Texas on February 29 and March 1, 2024. The Symposium is a collaborative effort between Texas Rural Education Association, Texas Education Agency, and the System of Education Service Centers in Texas. It is a unique venue for rural educators to network and share local instructional and administrative solutions across Texas. (Education Service Center Region XIII)
College for All Conference ($2,000)
To support the Pharr-San Juan-Alamo (PSJA) College for All Conference. The conference is an opportunity for educators, district leaders, and higher education institutions from across the state and nation to hear about impactful initiatives that are transforming communities in the Rio Grande Valley and learn best practices and insights to implement these programs. (Pharr San Juan Alamo Independent School District)
2024 Texas Higher Education Leadership Conference ($5,000)
To support the Texas Higher Education Leadership Conference, Higher EDge 2024, hosted by the Texas Higher Education Coordinating Board. The event will bring together a dynamic group of policymakers and leaders in higher education, business, and other stakeholders to collaborate, explore new trends, and inspire innovative ideas. This event will serve as a precursor to the 2025 Texas legislative session, providing an opportunity to engage in conversation about some of the most important topics shaping higher education policy in the state. (Texas Higher Education Foundation)
Memberships
2024 Support ($4,000)
Grantmakers for Education is a membership organization of private and public philanthropies working to improve outcomes and expand opportunities for learners across the education spectrum, from early learning through postsecondary and workforce development. This grant supports the foundation’s 2024 membership. (Grantmakers for Education)
2025 Membership ($2,250)
PEAK Grantmaking is a member-led community of philanthropy professionals dedicated to advancing effective grantmaking practices. This grant supports the foundation’s 2025 membership. (PEAK Grantmaking, Inc.)
GTF Educational Matching Grant Program
GTF Educational Matching Grant Program 2024 (Total $80,550)
This program is meant to encourage giving by Greater Texas Foundation officers, board members, external committee members, managers, and employees to educational institutions or organizations supporting education through scholarships or programs related to any of GTF’s strategic goals. The foundation will match contributions up to $5,000 on a 3:1 basis.
- Baylor University ($7,500): To support scholarships at Baylor University School of Law.
- Howard Payne University ($15,000): To support scholarships at Howard Payne University through The Estelle Miller Jones Endowed Scholarship fund.
- Southwestern University ($750): To support scholarships at Southwestern University.
- Stephen F. Austin State University ($7,500): To support scholarships at Stephen F. Austin State University through the Celeste Duncan Holt Endowed Scholarship fund.
- Stephen F. Austin State University ($7,500): To support scholarships at Stephen F. Austin State University through the Celeste Duncan Holt Endowed Scholarship fund.
- Texas A&M Foundation ($15,000): To support scholarships at Texas A&M University through the Centennial Class of 1976 Endowment fund.
- Texas A&M University-Commerce Foundation ($6,300): To support scholarships at Texas A&M University-Commerce through the Dr. Mary Hendrix Scholarship fund.
- Texas A&M University-Commerce Foundation ($6,000): To support need-based scholarships for Education majors at Texas A&M University-Commerce through the Alonzo & Sylvia Sosa Endowment fund.
- Texas State University Development Foundation ($15,000): To support scholarships for students attending the School of Music at Texas State University.
Where the Learning Takes Us Next
Throughout this report, you have seen the ways in which Greater Texas Foundation is committed to all Texas students, especially traditionally underserved populations of learners.
No two Texas learners are the same, and as we continue to learn about the evolving needs of all Texas learners, we are excited to launch our new strategic plan. Building on the knowledge gained from our prior grantmaking, the Strategic Plan for 2025-29 was built with the flexibility to guide our work over the next five years. The new strategy includes a strong emphasis on fueling statewide, systems-level change, enhanced use of data to identify areas of greatest opportunity, refined grantmaking areas, a deeper commitment to knowledge building, and more support for the growing segment of nontraditional students.
We are excited to more formally affirm this commitment in our 2025-29 strategic plan, which will be successful thanks to our collaborators in the field and the lessons we share with each other.
Where the Learning Takes Us Next
Throughout this report, you have seen the ways in which Greater Texas Foundation is committed to all Texas students, especially traditionally underserved populations of learners.
No two Texas learners are the same, and as we continue to learn about the evolving needs of all Texas learners, we are excited to launch our new strategic plan. Building on the knowledge gained from our prior grantmaking, the Strategic Plan for 2025-29 was built with the flexibility to guide our work over the next five years. The new strategy includes a strong emphasis on fueling statewide, systems-level change, enhanced use of data to identify areas of greatest opportunity, refined grantmaking areas, a deeper commitment to knowledge building, and more support for the growing segment of nontraditional students.
We are excited to more formally affirm this commitment in our 2025-29 strategic plan, which will be successful thanks to our collaborators in the field and the lessons we share with each other.
About Greater Texas Foundation
Vision
Greater Texas Foundation’s vision is for all Texas students to have equal opportunity to access and succeed in postsecondary education.
Mission
Greater Texas Foundation supports efforts to ensure all Texas students are prepared for, have access to, persist in, and complete postsecondary education. We put particular focus on helping underserved and socioeconomically disadvantaged populations. We pursue our mission by forming partnerships, supporting research, sharing knowledge, and making grants.
History
Greater Texas Foundation is built on a long history of service to the students of Texas.
The organization from which Greater Texas Foundation evolved was founded in 1981 as the Greater East Texas Higher Education Authority. At the time, students borrowed from private lenders to pay for their higher education under the Federal Family Education Loan Program (FFELP). Greater East Texas incentivized this practice by serving as a nonprofit secondary buyer for loans in southeast Texas and by providing information to schools and students about the FFELP. Over time, the organization grew, adding a loan servicing arm and acquiring a loan portfolio.
In 2001, the board expanded the organization’s charitable purpose by splitting it into two entities. Greater Texas Foundation functioned as a public charity, while LoanSTAR Funding Group held the organization’s loan-related assets. In 2005, the foundation sold its stock in LoanSTAR and invested the proceeds to create an endowment. Over the next several years, the foundation awarded millions of dollars in grants to educational programs, particularly those focused on math and science.
Over time, the mission and strategy of Greater Texas Foundation evolved with an improved understanding of Texas students. Today, we function as a private foundation with a vision for all Texas students to have equal opportunity to access and succeed in postsecondary education. The foundation’s mission is to support efforts to ensure all Texas students are prepared for, have access to, persist in, and complete postsecondary education. The foundation is guided by a five-year plan focused on specific goals and strategies to optimize our impact on students. To learn more, please visit www.greatertexasfoundation.org/priorities.
About Greater Texas Foundation
Vision
Greater Texas Foundation’s vision is for all Texas students to have equal opportunity to access and succeed in postsecondary education.
Mission
Greater Texas Foundation supports efforts to ensure all Texas students are prepared for, have access to, persist in, and complete postsecondary education. We put particular focus on helping underserved and socioeconomically disadvantaged populations. We pursue our mission by forming partnerships, supporting research, sharing knowledge, and making grants.
History
Greater Texas Foundation is built on a long history of service to the students of Texas.
The organization from which Greater Texas Foundation evolved was founded in 1981 as the Greater East Texas Higher Education Authority. At the time, students borrowed from private lenders to pay for their higher education under the Federal Family Education Loan Program (FFELP). Greater East Texas incentivized this practice by serving as a nonprofit secondary buyer for loans in southeast Texas and by providing information to schools and students about the FFELP. Over time, the organization grew, adding a loan servicing arm and acquiring a loan portfolio.
In 2001, the board expanded the organization’s charitable purpose by splitting it into two entities. Greater Texas Foundation functioned as a public charity, while LoanSTAR Funding Group held the organization’s loan-related assets. In 2005, the foundation sold its stock in LoanSTAR and invested the proceeds to create an endowment. Over the next several years, the foundation awarded millions of dollars in grants to educational programs, particularly those focused on math and science.
Over time, the mission and strategy of Greater Texas Foundation evolved with an improved understanding of Texas students. Today, we function as a private foundation with a vision for all Texas students to have equal opportunity to access and succeed in postsecondary education. The foundation’s mission is to support efforts to ensure all Texas students are prepared for, have access to, persist in, and complete postsecondary education. The foundation is guided by a five-year plan focused on specific goals and strategies to optimize our impact on students. To learn more, please visit www.greatertexasfoundation.org/priorities.
2024 Board of Directors
Ralph Rushing, Chair
Dr. Samuel Gillespie, Vice Chair, Chair Finance & Investment Committee (January- July 2024)
A.D. James, Jr., Vice Chair (effective August 22, 2024)
Bill Youngkin, Secretary, Audit & Accountability Committee Chair
Dr. Alonzo Sosa, Charitable Activities Committee Chair
Dr. Donald Thompson, Strategy & Learning Committee Chair
Janet Handley, Finance & Investment Committee Chair (effective October 23, 2024)
Judy Holt, Director
Dr. Terry Jones, Director
2024 Advisors
Janet Handley, Advisor to Finance & Investment Committee (January – Oct 2024)
Tina Gridiron, Advisor to the Strategy & Learning Committee
Dr. Mary Hendrix, Advisor to the Charitable Activities Committee
2024 Staff
Sue McMillin, President & CEO
Amber Bass, Chief Financial Officer
Erin Arnold, Senior Accountant
Leslie Gurrola, Director of Programs & Strategy
Nancy Mader, Office Manager
Carol Miller, Director of Grants Management
Bree Miller, Programs & Strategy Associate
Dr. Andrea Robledo, Programs & Strategy Officer
Chris Woodruff, Learning & Evaluation Officer
2024 Student Assistants
Alexandria Christian
Mia Gillette
Jennifer Jernigan
Lam Ngo
