Contains mission and vision statements, board chair's message, 2010 grants list, summary of 1997-2010 grants by program area, grantee profiles, grant guidelines, financial statements, and lists of board members and staff.

Contains board chair's message, mission statement, grants list, program information, financial statements, grant guidelines, and lists of board members and staff.

The purpose of the Evaluation Team is to measure the extent to which the College Readiness and Success Program (CRSP) is successful in connecting students and families in Southeast El Paso County to post-secondary educational opportunities. This purpose is vitally important, not only to show our stakeholders that the program is accomplishing its objectives, but also to help us identify ways to improve the program in the future. This year, our team is relying on several different methods to evaluate CRSP success. These methods include changes in student knowledge, changes in student motivation and confidence, individual session feedback, and follow-up with CRSP graduates.

In 2008, Lumina asked SPEC Associates (SPEC) to evaluate the foundation's grant making aimed at improving the productivity of higher education through statewide policy and program change. The initiative was initially known as Making Opportunity Affordable and later became known more broadly as Lumina's higher education productivity initiative. Eleven states received planning grants in 2008 and a year later seven of these states received multi-year grants to implement their productivity plans. In 2009, Lumina published Four Steps to Finishing First in Higher Education to frame the content of its productivity work. In 2010, the foundation, working with HCM Strategists, launched the Strategy Labs Network to deliver just-in-time technical assistance, engagement, informationsharing and convenings to states. Lumina engaged SPEC to evaluate these productivity investments in the seven states through exploring this over-arching question: What public will building, advocacy, public policy changes, and system or statewide practices are likely to impact higher education productivity for whom and in what circumstances, and which of these are likely to be sustainable, transferable, and/or scalable?