TOPS

Report:
Analysis of the TOPS Program from 20052014

Louisiana Board of Regents
December 2015

Act 1202 of 2001 and Act 587 of 2014

Act 1202 of the 2001 Regular Legislative Session charged the Board of Regents (BoR) with
developing a uniform TOPS reporting system for the purposes of policy analysis and program
evaluation, and to provide accurate data and statistics relative to the programs impact on the State
and on students. In addition to the development of a TOPS reporting system, Act 1202 also required
the BoR to prepare a report to analyze various aspects of the TOPS program (Act 1202 is included
in Appendix A). To satisfy the reporting requirements, BoR staff developed interfaces between the
major systems needed to identify and track TOPS students as they move through the postsecondary
education enrollment cycle. According to Act 1202, the TOPS report should include:

An analysis of the relationship between the high school courses taken and students
score on the American College Test (ACT);
The number of high school graduates who are eligible for TOPS and subsequently enroll
in college;
Persistence (retention) rates of TOPS students;
The number of and reasons for students losing award eligibility; and
Graduation rates.

Act 587 (Appendix B) of the 2014 Regular Legislative Session added several additional levels of
analyses to the annual TOPS report, including:

Demographic information of program award recipients;

High school GPA and ACT scores of program award recipients grouped by mean,
median, and mode; and
Average high school GPA and average ACT scores of those who lost the award and those
who were placed on probationary status.

It is important to mention that ACT 587 of the 2014 Regular Legislative Session mandates that this
report be submitted to the Senate Committee on Education and the House Committee on Education,
no later than December 1st of each year. Therefore, in order to comply with the Acts established
deadline, the data on the 2015-16 TOPS recipients are not included.
Brief History of the Taylor Opportunity Program for Students (TOPS)
The Taylor Opportunity Program for Students (TOPS), Louisianas merit-based student aid
program, was created via Act 1375 during the 1997 Regular Legislative Session. The first freshman
class to receive TOPS awards entered postsecondary education in the fall of 1998. Although the
founding legislation does not directly document the goals of the program, the four generally
accepted purposes of TOPS are to:

Promote academic success by requiring completion of a rigorous high school core

curriculum;
Provide financial incentives as a reward for good academic performance;

Keep Louisianas best and brightest in the State to pursue postsecondary educational
opportunities and become productive members of Louisianas workforce; and
Promote access to and success in postsecondary education.

Eligibility Criteria, Levels of Award, Renewal Requirements, Distribution of Awards

There are four TOPS awards available to students enrolling at Louisianas colleges and universities:
TOPS Tech, Opportunity, Performance, and Honors. Because the TOPS Tech award has been
historically underutilized, this report focuses only on those students receiving an Opportunity,
Performance or Honors award (some limited statistical analysis on the TOPS Tech award can be
found in Appendix C). Act 230 of the 2015 Regular Session made changes to the TOPS Tech
program. Under Act 230, students graduating from high school during the 2016-17 school year and
thereafter will only be able to use the TOPS Tech Award to pursue an associate's degree or other
shorter-term training and education programs, including skill, occupational, vocational, technical,
certificate, and academic, that the Workforce Investment Council and the Board of Regents
determine are aligned to state workforce priorities. These changes are expected to increase
participation, allowing for a more detailed analysis of the TOPS Tech program in subsequent
reports.

The criteria for eligibility for the Opportunity, Performance and Honors awards include completion
of a defined high school core curriculum, with a minimum grade point average (GPA) in core
courses, and a minimum ACT composite score. Table 1 lists current eligibility criteria and award
components of TOPS.

Table 1: TOPS Eligibility Criteria and Award Components, 2015

Award

Opportunity

Core
19
Units

Core GPA

2.50

ACT
Composite

20

Award Components

Full-Time Tuition

Duration
4 years, or 8
semesters

Performance

Honors

19
Units
19
Units

3.00

3.00

23

27

Full-Time Tuition +
$400/year
Full-Time Tuition +
$800/year

4 years, or 8
semesters
4 years, or 8
semesters

Source: LOSFA website- TOPS Brochures and Flyers

Currently, the TOPS Core Curriculum consists of 19 units (the specific course requirements of the
TOPS Core Curriculum are contained in Appendix D).
Administration of TOPS is statutorily assigned to the Louisiana Student Financial Assistance
Commission (LASFAC). The Louisiana Office of Student Financial Assistance (LOSFA) administers
TOPS under the direction of LASFAC. Program eligibility is determined primarily by using the Free
Application for Federal Student Aid (FAFSA) or TOPS On-Line Application; the high school
transcript from the Department of Educations Student Transcript System (STS); and official ACT
scores.
To maintain eligibility, TOPS recipients must be continuously enrolled as full-time students, earn at
least 24 semester hours equivalent of credit each academic year (fall, spring and summer), and
maintain academic progress as demonstrated by the cumulative grade point average. Table 2 lists
3

the minimum renewal requirements for each award. Continuing eligibility is determined by LOSFA
based on data received from the postsecondary institution in which the student is enrolled.

Table 2: Renewal Requirements, 2015

Award

Opportunity
Performance
Honors

Hrs. Earned/Academic
Year

24
24
24

Cum. GPA Each Academic Yr.

(2.0 each semester/term)
2.30- first year1;
2.50- subsequent years2
3.00
3.00

Award Reinstated
(Upon recovery of req.
GPA)

Yes
Yes, as Opportunity
Yes, as Opportunity

Students must have earned a 2.30 GPA at the end of the first Academic Year (between 24-47 hours of earned credit).
Students must have earned a 2.50 GPA at the end of all other Academic Years (once 48 hours have been earned).
Source: LOSFA website- TOPS Brochures and Flyers

1
2

Table 3 illustrates the distribution of TOPS awards across systems for the AY 2014-15. In AY 201415, the majority (53.0%) of TOPS awards went to students attending a UL System campus. Data also
indicate that the majority (52.8%) of students with TOPS awards had an Opportunity award. Of
students with the highest level of award, the Honors award, 47.2% attended an LSU System campus.

Table 3: Distribution of Award Types across Systems, AY 2014-2015

Award
Opportunity
Performance
Honors
% of all
awards

LSU
System
27.4%
34.9%
47.2%
33.5%

Southern
System
2.0%
0.7%
0.2%
1.3%

UL
System
56.6%
55.6%
41.0%
53.0%

LCTC
System
7.7%
2.5%
0.5%
4.8%

Private
Institutions
5.9%
6.1%
11.1%
7.1%

Proprietary
Schools
0.5%
0.2%
0.0%
0.3%

% of all
awards
52.8%
25.9%
21.3%

Source: LOSFA- TOPS Payment Summary by Award Level for Academic Year 2014-2015 as of 07-24-15.

TOPS Report: Historical Analysis of the TOPS Program, 2005-2014

The data in this report include current and historical data on TOPS students (students receiving an
Opportunity, Performance, or Honors award) and non-TOPS students, to allow for comparison. Some
of the data provided in the Preparation section, and all of the data provided in the Participation,
Persistence and Graduation sections of this report do not include private postsecondary
institutions since those institutions do not currently participate in Regents reporting systems. As
illustrated in Figure A, the report is presented in an order that follows the students progression
through the postsecondary enrollment process; from preparation, to participation in postsecondary
education, to persistence, to graduation.

Figure A: Graphical Overview of Report

Preparation
Number &
percentage
of high
school
graduates
completing
the TOPS
Core
Curriculum.
Average ACT
scores of
students
who
complete the
TOPS Core
vs. the
average ACT
scores of
students
who do not.

Persistence

Participation
Percentage of
TOPS eligible
students that
enroll in
college in
Louisiana.
Mean, median
and mode
ACT score
and high
school GPA of
TOPS
recipients
TOPS
recipients by
race, gender
and parental
income

Persistence
(retention)
rates of
TOPS
students vs.
non-TOPS
students.
Retention of
TOPS award
Average ACT
score and
high school
GPA of those
who lost
their award

Graduation
Graduation
rates (150%
and 200% of
time) of
TOPS and
non-TOPS
students.

Preparation
TOPS academic eligibility criteria require students to take high school courses that will prepare
them for success after high school, particularly in postsecondary education. The TOPS Core
Curriculum is the key component for eligibility for a TOPS award. With the 2001 Master Plan, the
BoR adopted the TOPS Core as the Regents Core, the most important element of the minimum
standards established for admission to the states public four-year colleges and universities. With
this change, students had a double incentive to complete the college-preparatory curriculum.

Source: LOSFA internal data files as of August 2015.

The TOPS Core was changed in 2008. An additional Math or Science requirement was added.

ACT conducted a study of the 2015 Louisiana high school graduates, which examined the
correlation between the ACT Core -- which is closely aligned to the TOPS core -- and students
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performance on the ACT. The findings from the study indicated that students who reported taking
the ACT Core earned higher composite ACT scores than students who did not take the ACT Core.
According to ACT, 49,082 students in the 2015 graduating class took the ACT test. Of these
students, approximately 70% took the ACT Core and 20% took less than the Core. Because some
students did not indicate whether or not they completed the ACT Core, the numbers do not add up
to 100%. The average ACT composite for those who completed the ACT Core was 20.7; whereas the
average ACT composite score for those who did not complete the ACT Core was 16.11. It is
reasonable to conclude that because the TOPS Core and ACT Core are closely aligned, that students
who complete the TOPS Core earn higher ACT composite scores than students who did not
complete the TOPS Core.

All indications are that the TOPS eligibility criteria require students to take a more rigorous high
school curriculum, which in turn better prepares them for the ACT and for success in postsecondary
education.

Participation
A generally accepted purpose of TOPS is to attract and retain Louisianas high school graduates who
are more likely to persist and attain a postsecondary credential. In fact, a common slogan
associated with the TOPS program has been to retain the best and brightest students to attend
Louisianas colleges with the hope that they will enter the States workforce after graduation. To
that end, of the 147,635 students deemed eligible for a TOPS Opportunity, Performance or Honors
award, 132,975 (or 90.0%) accepted the award and enrolled in a postsecondary education
institution in Louisiana.

Figure C: Number Eligible for TOPS vs. Number of Recipients

that Enroll in Postsecondary Education Institutions
88.2% of class of
13-14 accepted TOPS
and enrolled

91% of class of 05-06

accepted TOPS and
enrolled

20,000
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0

# Eligible
# Enrolled

05-06

06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

Graduating High School Cohort

Source: LOSFA internal data files as of August 2015.

1ACT Core or more results correspond to students taking the four or more years of English and three or more years of

each math, social studies, and natural science.

Since 2005, both the average ACT scores and high school GPA of TOPS recipients have increased.
For example, in 2005 the average ACT score of TOPS recipients was 23. By 2014, the average ACT
score increased to 24 (the median score was 23 and the mode was 20). Additionally, in 2005 the
average high school GPA (Core GPA) was 3.28. By 2014, the average high school GPA increased to
3.35 (and the median GPA was 3.35). Both the average ACT scores and GPA of TOPS recipients have
been consistently higher than the minimum requirements for a TOPS Opportunity award.

Table 4: Mean ACT and GPA of TOPS Recipients*

Statewide Average ACT
Composite Score**

HS Graduating Cohort

TOPS Recipients Average Composite

ACT Score

TOPS Recipients Average

GPA

2005

23

19.8

3.28

2006

23

20.1

3.28

2007

23

20.1

3.29

2008

24

20.1

3.29

2009

24

20.1

3.28

2010

24

20.1

3.30

2011

24

20.2

3.34

2012

24

20.3

3.35

2013

24

19.5

3.36

2014

24

19.2

3.35

*Since 2005, the overall average composite ACT score of TOPS recipients is 23.8; the overall average of GPA is 3.31.
** The statewide average includes all high school graduating students (source ACT profile report).
Source: LOSFA internal data files as of September 2015.

As tables 5 and 6 indicate, TOPS recipients are predominantly white (79%) and female (59%). Data
indicate there are large race disparities in TOPS recipients. These trends are found in other states
with similarly large merit-based scholarship programs. Despite the race differences in TOPS
recipients, the number of minorities receiving TOPS has increased significantly over time. For
example, in 2014, 2,685 African Americans were TOPS recipients, compared to 1,873 in 2005. This
represents a 43% increase since 2005.

Table 5: TOPS Recipients, by Race*

HS Graduating
Cohort

Asian

American
Indian

African
American

White

Hispanic

Other

Total

2005

334

72

1,873

11,383

182

13,844

2006

364

57

1,881

11,412

195

13,909

2007

371

69

1,831

11,319

187

13,777

2008

374

67

1,962

11,448

234

14,085

2009

397

79

2,072

11,203

237

13,988

2010

412

79

2,340

11,488

289

14,608

2011

399

71

2,460

11,529

339

70

14,868

2012

479

76

2,807

11,645

421

95

15,523

2013

491

82

2,932

12,120

409

136

16,170

2014

502

139

2,685

11,773

548

140

15,787

*It should be noted that 2,520 individuals did not report their race. Therefore, they were not included in this analysis.
Source: LOSFA internal data files as of September 2015.


Table 6: TOPS Recipients, by Gender*
HS Graduating Cohort
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
*

Female
8,179
8,311
8,139
8,419
8,312
8,668
8,753
9,047
9,561
9,549

Male
5,748
5,724
5,742
5,793
5,845
6,130
6,347
6,664
6,809
6,721

Total
13,927
14,035
13,881
14,212
14,157
14,798
15,100
15,711
16,370
16,270

It should be noted that 618 individuals did not report their gender. Therefore, they were not included in this analysis.
Source: LOSFA internal data files as of September 2015.

Table 7: TOPS Opportunity, Performance, and Honors Recipients, by Parental Income
$0$14,999

$15,000$24,999

$25,000$34,999

$35,000$49,999

$50,000$69,999

$70,000$99,999

$100,000$129,999

$130,000$149,999

$150,000+

Total

1,149

1,006

941

1,448

2,072

2,946

1,764

558

1,403

13,287

2006-07

984

984

960

1,350

1,860

2,907

1,740

622

1,694

13,101

2007-08

1,203

947

983

1,268

1,826

2,783

1,982

745

2,075

13,812

2008-09

930

1,010

935

1,300

1,704

2,674

2,067

822

2,128

13,570

2009-10

1,021

1,106

1,034

1,395

1,755

2,685

2,123

812

2,069

14,000

2010-11

899

1,123

1,064

1,397

1,739

2,615

2,047

857

2,223

13,964

2011-12

915

1,232

1,114

1,500

1,726

2,710

2,114

849

2,419

14,579

2012-13

1,007

1,237

1,098

1,505

1,754

2,624

2,224

1,043

2,726

15,218

2013-14

948

1,205

1,098

1,486

1,589

2,560

2,175

1,027

3,014

15,102

High School
Graduation
Year
2005-06

*It should be noted that 10,392 individuals either did not report their income or reported a negative income. Therefore, those
individuals were not included in this analysis.
Source: LOSFA internal data files as of September 2015.

As indicated in Table 7, TOPS recipients are increasingly coming from middle- and upper- income
families. Since 2005, the number of TOPS recipients that came from households with incomes of
$150,000 or more has more than doubled; whereas, the number of recipients from lower-income
households has remained relatively stagnant over time.

Persistence
Persistence in postsecondary education is usually measured by the rate at which first time, fulltime, degree-seeking students are retained to (or return for) their second year. As illustrated in
Tables 8 and 9, students who begin college with a TOPS award return to postsecondary education
in subsequent years at a higher rate than non-TOPS students.
8

Table 8 examines the overall retention rate (retention at any public postsecondary institution, not
necessarily the institution in which the student started) to the second, third and fourth year of
students who began at a four-year institution with TOPS compared to those who began without
TOPS (i.e., non-TOPS students).

Table 8: Statewide Retention Rates of TOPS vs. Non-TOPS Students Who Began at
a Four-Year Institution
2nd Yr. Retention

3rd Yr. Retention

4th Yr. Retention

Fall Semester
Entering Class

TOPS

NonTOPs

TOPS

Non-TOPS

TOPS

Non-TOPS

2004

85%

62%

82%

54%

77%

47%

2005

88%

68%

81%

56%

76%

49%

2006

88%

68%

82%

58%

78%

52%

2007

89%

69%

83%

59%

78%

53%

2008

90%

70%

83%

58%

79%

53%

2009

89%

71%

82%

60%

77%

52%

2010

89%

72%

82%

61%

77%

54%

2011

88%

71%

81%

59%

75%

52%

2012

87%

71%

81%

59%

N/A

N/A

2013

87%

71%

N/A

N/A

N/A

N/A

Source: BoR internal data files as of September 2015.

Table 9 examines the overall retention rate to the second and third year of students who began at a
two-year institution with TOPS compared to those who began without TOPS (i.e., non-TOPS
students).

Table 9: Statewide Retention Rates of TOPS vs. Non-TOPS Students Who Began
at a Two-Year Institution
2nd Yr. Retention

Fall Semester Entering Class

TOPS

Non-TOPS

2004
2005
2006
2007
2008
2009

69%
76%
74%
78%
81%
78%

36%
54%
57%
57%
60%
55%

2010

76%

53%

2011

72%

53%

2012

74%

52%

2013

72%

52%

Source: BoR internal data files as of September 2015.

Students who receive a TOPS award must maintain minimum academic criteria to retain their
award (see Table 2). The award is cancelled when students fail to maintain full-time and continuous
enrollment, earn the required 24 hours of credit per academic year, or earn the required minimum
GPA. As shown in Table 10, the number of awards cancelled has declined over time.
Furthermore, between fall 2004 and spring 2015, 172,356 students received TOPS awards. Of these
TOPS award recipients, 52,942 (31%) had their TOPS award cancelled at some point during their
postsecondary academic career. Of the 52,942 awards that were cancelled, 34,801 (66%) were
cancelled due to students failure to earn 24 hours of college credit during an academic year.

Table 10: Percentage of TOPS Awards Cancelled by Cohort

Entering
Cohort

Total #
of
Awards

Total # of
Awards
Cancelled*

Cancelled: 24
Hr.
Requirement

Cancelled:
NonContinuous
Enrollment

Cancelled:
GPA
Requirement

Cancelled:
Student
Resignation

2004-2005

14,620

6,048 41%

3,424

23%

353

2%

2,271 16%

730

5%

2005-2006

14,443

6,109 42%

3,145

22%

356

2%

2,608 18%

699

5%

2006-2007

14,678

6,102 42%

3,819

26%

359

2%

1,924 13%

728

5%

2007-2008

14,230

5,777 41%

3,668

26%

496

3%

1,613 11%

658

5%

2008-2009

14,922

5,933 40%

3,786

25%

584

4%

1,563 10%

602

4%

2009-2010

15,300

5,661 37%

3,576

23%

615

4%

1,470 10%

569

4%

2010-2011

15,584

5,020 32%

3,129

20%

658

4%

1,233

8%

647

4%

2011-2012

16,045

4,316 27%

2,990

19%

532

3%

794

5%

615

4%

2012-2013

16,850

3,673 22%

3,165

19%

435

3%

73

0%

624

4%

2013-2014

17,737

2,886 16%

2,692

15%

156

1%

38

0%

596

3%

2014-2015

17,947

1,417

1,407

8%

0%

10

0%

396

2%

172,356

52,942

Grand Total

8%

34,801

4,544

13,597

6,864

Source: LOSFA internal data files as of September 2015. TOPS Tech award recipients not included.

The average ACT score of all the TOPS recipients who had their award cancelled between 2004-05
and 2014-15 (due to a failure earn the required 24 hours of credit per academic year, earn the
required minimum GPA, or maintain full-time and continuous enrollment) was 22.9. Among this
same group the average high school GPA was 3.10 (Table 11).

Table 11: Average ACT Score and High School GPA of TOPS Recipients Who had
Their Award Cancelled, 2004-2015

Avg. ACT

Avg. High School GPA

22.9
22.6
22.9

3.10
3.06
3.14

Cancelled: 24 Hr. Requirement

Cancelled: GPA Requirement
Cancelled: Non-Continuous Enrollment


10

Graduation
Graduation is typically measured by calculating the rate at which first-time, full-time degree
seeking students earn their academic degrees within 150% of the time required (i.e., within six
years for baccalaureate degrees and within three years for associate degrees). This 150% protocol
was adopted by the federal government and has become the standard followed by the states. As
Figures D and E both illustrate, students who begin a baccalaureate degree program or an associate
degree program with TOPS graduate within 150% of time at much higher rates than do students
without a TOPS award. As Figure D illustrates, 61% of the 2009 first-time, full-time entering cohort
of TOPS recipients completed a baccalaureate degree within 150% of time, compared with 33% of
non-TOPS students who did so within the same time frame.
Figure D: 150% Statewide Baccalaureate Graduation Rate Among
TOPS and Non-TOPS Students First-Time, Full-Time Entering Cohorts
2003-2009
80%
60%

60%

40%

61%

59%

25%

61%

33%

32%

30%

29%

25%

64%

62%

61%

33%

20%
0%
2003

2004

2005
TOPS 150%

2006
2007
Non-TOPS 150%

2008

2009

Source: BoR internal data files.

Figure E: 150% Statewide Associate Graduation Rate Among

TOPS and Non-TOPS Students
First-Time, Full-Time Entering Cohorts 2004-2012
25%

20%

20%
15%
10%
5%

13%

10%
4%

14%

13%
5%

5%

5%

17%

16%

15%

5%

4%

5%

17%

4%

4%

0%
2004

2005

2006

2007

TOPS 150%

2008

2009

2010

2011

2012

Non-TOPS 150%

Source: BoR internal data files.

11

Figures F & G display the comparisons between the standard federally defined 150% graduation
rates versus a 200% graduation rate. Again, TOPS recipients graduate at a higher rate than nonTOPS students.

Figure F: 150% and 200% Statewide Baccalaureate

Graduation Rates among
TOPS and Non-TOPS Students
80%
60%

67%
60%

40%

31%
25%

35%
29%

31%
25%

68%
62%

67%
61%

66%
61%

65%
59%

37%
32%

35%
30%

20%
0%
2003

2004

TOPS 150%

2005

TOPS 200%

2006

Non-TOPS 150%

2007

Non-TOPS 200%

Source: BoR internal data files.

Figure G: 150% and 200% Statewide Associate Graduation

Rates among
TOPS and Non-TOPS Students
30%

27%

25%
20%
15%
10%
5%

15%
10%

17%

17%

13%

6%
4%

8%
5%

9%
5%

20%

16%

15%

14%

13%
8%
5%

20%

18%

23%

8%
5%

7%
4%

8%
5%

0%
2004

2005

TOPS 150%

2006

TOPS 200%

2007

2008

Non-TOPS 150%

2009

2010

Non-TOPS 200%

Source: BoR internal data files.

Funding TOPS
As depicted in Figure H below, the State spent approximately $1.9 billion funding the TOPS
program from 1999 to 2014. During that same time period, total expenditures on the TOPS
program increased 296%. The growth is largely contributed to two factors: (1) increases in the
number of students receiving the award and (2) the increasing tuition prices in the states public
institutions of higher education. As illustrated in the Figure H below, in 1998-1999, the number of

12

TOPS recipients was 23,614. By 2013-14, the number of TOPS recipients almost doubled to 47,015.
Moreover, since 1998-1999, the average TOPS award amount also nearly doubled.
Figure H: TOPS Program Funding, 1999-2014

Source: LOSFA internal data files as of September 2015.

Conclusions
In accordance with Act 1202 of the 2001 Regular Legislative Session and Act 587 of the 2014
Regular Legislative Session, this report has analyzed:

The relationship between the high school courses taken and the students score on the
American College Test (ACT);
The number of high school graduates who are eligible for TOPS and subsequently enroll
in college on TOPS;
The mean, median and mode ACT score and high school GPA of TOPS recipients;
Demographic information on TOPS recipients;
The persistence (retention) rates of TOPS students;
The number of and reasons for students losing award eligibility;
The mean ACT score and high school GPA of students who lost their TOPS award;
Graduation rates of TOPS students; and
Historical data on the cost of the TOPS program, to date.

13

All indications are that the TOPS eligibility criteria require students to take a more rigorous high
school curriculum, which in turn better prepares them for the ACT and for success in postsecondary
education. Students who took the ACT Core earned a higher GPA than students that did not take the
ACT Core. Although there are slight variations between the ACT Core and TOPS Core, it is
reasonable to conclude that students who complete the TOPS Core also earn higher ACT composite
scores than students who did not complete the TOPS Core.

Data indicate that the TOPS program has succeeded in keeping Louisianas high school graduates in
the State to pursue postsecondary education. As mentioned, since the fall 2005, of the 147,635
students deemed eligible for a TOPS Opportunity, Performance or Honors award, 132,975 (or
90.0%) have accepted a TOPS Opportunity, Performance or Honors award and enrolled in a
postsecondary education institution in Louisiana.

TOPS recipients consistently attain ACT scores and high school GPAs above the minimum required
for TOPS eligibility. Among TOPS recipients from 2005 to 2014, the average ACT score was 24 (4
points above the required minimum for eligibility for a TOPS Opportunity award) and the average
high school GPA (Core GPA) was 3.35 (significantly higher than the 2.5 minimum required for a
TOPS Opportunity award). Data also indicate that the majority of TOPS recipients are white (79%)
and female (59%). It is important to note that although there are large race differences across TOPS
recipients, the number of minorities receiving TOPS has significantly increased over time. Also
TOPS students are increasingly coming from middle- and upper-income households.


With regards to persistence, students who begin college with a TOPS award return to
postsecondary education in subsequent years at a higher rate than non-TOPS students. Overall,
approximately 31% of TOPS recipients between 2004-05 and 2014-15 had their award cancelled,
with the majority being cancelled due to students failure to earn 24 hours of college credit during
an academic year.

Data indicate that students who begin a baccalaureate or an associate degree program with a TOPS
award graduate within 150% and 200% of time at much higher rates than do students without a
TOPS award. Data also indicate that 61% of the 2009 first-time, full-time entering cohort of TOPS
recipients completed a baccalaureate degree within 150% of time, compared with 33% of nonTOPS students who did so within the same time frame.
The States growing investment in TOPS is contributed to (1) the increase in the number of students
receiving the award and (2) the increase in tuition prices in the States public institutions of higher
education. In total, the State has spent approximately $1.9 billion on the TOPS program. Between
the 1999 and 2014 fiscal years, total expenditures on the TOPS program increased 296%. In 19981999 the average TOPS award amount was $2,286 (including TOPS Tech). In 2013-2014, the
average TOPS award nearly doubled (including TOPS Tech). These increases are due to increases in
both enrollment and tuition, but primarily in tuition.

14

ENROLLED
Regular Session, 2001
HOUSE BILL NO. 2012
BY REPRESENTATIVE DANIEL

AN ACT
To enact R.S. 17:3048.3 and 3048.4, relative to the Tuition Opportunity
Program for Students; to provide for the establishment and
implementation of a uniform information reporting system; to provide
for applicability; to provide relative to compliance with reporting
system requirements by colleges and universities, including requiring
compliance as a condition of eligibility to receive certain payments by
the state; to require that the reporting system include certain
components; to provide for certain notifications to parents and others
about program availability; and to provide for related matters.
Be it enacted by the Legislature of Louisiana:
Section 1. R.S. 17:3048.3 and 3048.4 are hereby enacted to read as
follows:
3048.3. Program information reporting system; implementation;
requirements; applicability; participation by eligible institutions
and others
A.(1) The Board of Regents shall formulate, develop, establish,
and implement a uniform Tuition Opportunity Program for Students
information reporting system for the purposes of policy analysis and
program evaluation and for providing accurate data and statistics to the
legislature, the governor and appropriate executive branch agencies,
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words underscored are additions.

H.B. NO. 2012

ENROLLED

and the public relative to the programs impact on the state and on
students.
(2) In formulating and developing the information reporting
system, the Board of Regents shall consult with and seek written
recommendations from the Louisiana Student Financial Assistance
Commission, each college or university eligible for participation in the
Tuition Opportunity Program for Students, each of the public
postsecondary

education

management

boards,

the

Louisiana

Association of Independent Colleges and Universities, legislators, and

knowledgeable others as determined appropriate by the Board of
Regents.
(3) It is the intention of the legislature that the reporting system
provided by this Section and the requirements thereof shall be
applicable to all Tuition Opportunity Program for Students applicants,
all award recipients regardless of eligible college or university attended,
and all such eligible colleges and universities. Effective for the 20022003 award year and thereafter, compliance with the requirements of
the Tuition Opportunity Program for Students information reporting
system shall be a condition for an eligible college or university to
remain eligible to receive payments from the state on behalf of an
award recipient. Compliance determinations shall be made annually by
the Board of Regents.
B. The Tuition Opportunity Program for Students information
reporting system shall include but not be limited to the following:
(1) A report prepared as of the end of the Fall semester and
again as of the end of the Spring semester or equivalent periods of time
during each academic year relative to the rate of retention of program
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words underscored are additions.

H.B. NO. 2012

ENROLLED

awards by students as they progress from semester to semester or other

equivalent periods of time as may be applicable once enrolled at an
eligible college or university. The data shall be reported by institution
attended, by the two digit classification of instructional program, and
by program award category and shall include the percent of students
losing program eligibility due to not earning the minimum number of
credit hours, the percent of students losing program eligibility due to
not having the required cumulative grade point average, and the percent
of students losing program eligibility for failing to make steady
academic progress.
(2)

The persistence rates at colleges and universities of

freshmen, sophomore, junior, and senior students receiving a program

award reported by award category and by award year.
(3) The graduation rates or rates of completion of the chosen
postsecondary education program if otherwise applicable for students
receiving a program award, reported by award category and award year,
including for those graduating with an academic degree at the
baccalaureate level the rate for persons graduating within four years,
within five years, and within six years, respectively.
(4) The mean length of time required for a student receiving a
program award to graduate with an academic degree at the
baccalaureate level or to complete the chosen postsecondary education
program if otherwise applicable with such information being reported
by award category and by award year.
(5) An annual report on the number of applicants as well as the
percent of high school graduates by high school and by parish who

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H.B. NO. 2012

ENROLLED

apply for a program award, by award category, and the percent of those
students who subsequently enroll in a college or university.
(6) Statistical studies on the relationship between the courses
taken and grades earned by a high school student and the students
score on the American College Test or the Scholastic Aptitude Test.
Relative to public high schools, such statistical studies shall use student
course and grade data that is otherwise available from the schools and
such studies shall be conducted at no additional cost to the governing
authority of any public high school.
C. When necessary due to limitations in existing secondary data
sources and systems, the Board of Regents, consistent with the general
provisions of this Section, may modify any specific requirement of this
Section. However, prior to making any such modifications the board
shall report in writing to the House Committee on Education and the
Senate Committee on Education on the proposed action and the board
shall have received approval from each committee relative to the
proposed action.
3048.4. Notice to students and parents
The State Board of Elementary and Secondary Education shall
require that the governing authority of every public secondary school
include as a component of a student's Five Year Educational Plan as
required by R.S. 17:183.2 comprehensive information relative to the
Tuition Opportunity Program for Students and program eligibility
requirements for each of the awards. Additionally, the parent or other
person responsible for the student's school attendance at the ninth grade
level shall be required to return to the school at the start of the student's
ninth grade year a signed notice that the program information and
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H.B. NO. 2012

ENROLLED

eligibility requirements have been reviewed by the parent or other

responsible person and by the student and that, for informational and
data collection purposes only, expresses the intent of the parent or other
responsible person as to whether or not the student will be pursuing the
necessary program of studies to be eligible for a Tuition Opportunity
Program for Students award.
Section 2. This Act shall become effective upon signature by the
governor or, if not signed by the governor, upon expiration of the time for bills
to become law without signature by the governor, as provided in Article III,
Section 18 of the Constitution of Louisiana. If vetoed by the governor and
subsequently approved by the legislature, this Act shall become effective on
the day following such approval.

SPEAKER OF THE HOUSE OF REPRESENTATIVES

PRESIDENT OF THE SENATE

GOVERNOR OF THE STATE OF LOUISIANA

APPROVED:

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Regular Session, 2014

ACT No. 587

ENROLLED

SENATE BILL NO. 599

BY SENATOR ERDEY

AN ACT

To enact R.S. 17:3048.3(B)(7), (8) and (9), (D), and (E), relative to the Taylor Opportunity

Program for Students; to provide relative to the program's information reporting

system; and to provide for related matters.

5
6
7
8
9
10
11
12
13
14
15
16
17

Be it enacted by the Legislature of Louisiana:

Section 1. R.S. 17:3048.3(B)(7), (8) and (9), (D), and (E) are hereby enacted to read
as follows:
3048.3. Program information reporting system; implementation; requirements;
applicability; participation by eligible institutions and others
*

B. The Taylor Opportunity Program for Students information reporting

system shall include but not be limited to the following:
*

(7) Demographic information of program award recipients, including but

not limited to race, gender, and parents' household income.
(8) High school grade point average and ACT or concordant SAT scores
of program award recipients grouped by mean, median, and mode.

18

(9) High school grade point average and ACT or concordant SAT score

19

cross-referenced with those students who lost the award and those who were

20

placed on probationary status and the reasons therefor.

21

22

D. The Board of Regents shall submit a written report including all of

23

the information required by this Section for the preceding academic year to the

24

Senate Committee on Education and the House Committee on Education, not

25

later than December first of each year.

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SB NO. 599

ENROLLED

E. All information reported pursuant to this Section shall be reported

in the aggregate only and shall contain no personally identifiable information

for any recipient of a program award.

Section 2. This Act shall become effective upon signature by the governor or, if not

signed by the governor, upon expiration of the time for bills to become law without signature

by the governor, as provided by Article III, Section 18 of the Constitution of Louisiana. If

vetoed by the governor and subsequently approved by the legislature, this Act shall become

effective on the day following such approval.

PRESIDENT OF THE SENATE

SPEAKER OF THE HOUSE OF REPRESENTATIVES

GOVERNOR OF THE STATE OF LOUISIANA

APPROVED:

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Appendix C
Analysis of TOPS Tech Program

The TOPS Tech award may be utilized at any Louisiana Technical College and other public
postsecondary school or at any member school of the Louisiana Association of Independent
Colleges and Universities (LAICU) that provides skill or occupational training, and certain
cosmetology and proprietary schools. The criteria for eligibility for the TOPS Tech award includes
completion of a defined high school core curriculum, with a minimum grade point average in core
courses, and a minimum ACT composite score or minimum level score on the assessments of the
ACT WorkKeys system.

Table 1: TOPS Tech Eligibility Criteria, by Award Level, 2015

Core
Core GPA
ACT Composite or ACT
WorkKeys
Max Award at Public Schools
that do not offer a baccalaureate
degree
Max Award at Public Schools
that offer baccalaureate degrees
and at LAICU institutions and
certain cosmetology and
proprietary schools
Duration

TOPS Tech Option 1

17 Units
2.50
17 or Silver Level

TOPS Tech Option 2

19 Units
2.50
17 or Silver Level

Tuition

Tuition

The average TOPS Tech payments

paid to students attending public
schools that do not offer a
baccalaureate degree

The average TOPS Tech payments

paid to students attending public
schools that do not offer a
baccalaureate degree

2 years

2 years

The TOPS Tech award has historically been underutilized. From 2009 to 2014, only 31% of eligible
TOPS TECH Tech students accepted the award (Figure 1). It is important to note that students who
graduated in 2014 have until the fall semester of 2015 to accept their awards.

Figure 1: ACCEPTANCE RATE OF TOPS TECH AWARDS

TOPS Core Curriculum

For the Opportunity, Performance, and Honors Awards
For High School graduates of 2014 through 2017.
For High School graduates of 2018 and thereafter click here

Units
ENGLISH = 4 Units
4 units
MATH = 4 Units
1 unit

1 unit
2 units

SCIENCE = 4 Units
1 unit
1 unit
2 units

SOCIAL STUDIES = 4 Units

1 unit
1 unit
2 units
FOREIGN LANGUAGE = 2 Units
2 units
FINE ARTS = 1 Unit
1 unit

Courses1
English I, II, III, & IV
Algebra I, or Integrated Mathematics I, or Applied Algebra I
or Algebra I - Parts 1 & 2 (two units)
or Applied Mathematics I & II (two units)
or Applied Algebra 1A and 1B (two units)
Algebra II or Integrated Mathematics II
Geometry, Pre-Calculus, Advanced Math-Pre-Calculus, Calculus,
Advanced Math-Functions and Statistics, Probability and Statistics,
Discrete Mathematics, Applied Mathematics III, Integrated
Mathematics III, or Algebra III
Biology I or II
Chemistry I or II, or Chemistry Com
Earth Science, Physical Science, Environmental Science, Integrated
Science, Biology II, Chemistry II, Physics, Physics II, Physics for
Technology I or II, or Anatomy and Physiology
or both Agriscience I & II (both for 1 unit)
United States History
Civics and Free Enterprise (1 unit, combined),2 Civics (1 year), or AP
Government and Politics: United States
World History, Western Civilization, World Geography, European
History, History of Religion or AP Human Geography
Foreign Language (2 units in the same language)
Fine Arts Survey
or 1 unit of a performance course in music, or dance, or theater
or 1 unit of studio art
or 1 unit of visual art
or both Speech III & IV (both for 1 unit)

TOTAL = 19 Units
1

Advanced Placement (AP) courses and International Baccalaureate (IB) courses with the same name as a course listed in the TOPS
Core Curriculum may be substituted.
2
Can be used only by students who entered the 9th grade before July 1, 2011. (See R.S.17:274.1)

This core curriculum is accurate as of the date of publication and includes courses listed in
TOPS statute and those determined to be equivalent by the La. Board of Regents and BESE.

(800) 259-5626
[email protected]
www.osfa.la.gov
P.O. Box 91202, Baton Rouge, LA 70821-9202

Updated : 08/15/2013