PTB logoPaul T. Bucci PhD LLCFederal grant development and evaluation for colleges and universities Start a conversation

Win the grant. Run the project well. Prove that it worked.

Since 2009, PTB has helped 27 colleges and universities secure competitive federal funding, and then stayed on as evaluator and technical adviser to help them deliver results they can document and sustain.

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0M+
in competitive federal funding won for clients since 2009
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ED, NSF, and other federal awards for 27 institutions
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federally funded projects evaluated as external evaluator
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DOL TAACCCT consortium grants designed and written, totaling $63M
25 of 25

Every completed Title III application PTB has developed has been funded.

Across all 25 Title III applications for which PTB completed its contracted proposal-development services, were submitted, and have received a final award decision, every one was funded, bringing clients more than $57 million.

Services across the full funding cycle

PTB is a full-service practice rather than a proposal-writing shop. Engagements run from planning and accreditation through proposal development, implementation support, evaluation, and the data systems that make credible evaluation possible. Most projects are priced as a flat fee, quoted case by case.

Strategic planning and accreditation

Five-year strategic plans with measurable goals, a plan tracker to monitor progress, and self-study drafting and mock visits aligned to regional, national, programmatic, and specialized accreditation standards.

Federal grant plan development

A three-year Federal Grant Development Plan that matches institutional priorities to upcoming federal opportunities in institutional strengthening, student success, STEM, workforce training, and educator preparation.

Grant proposal development

Concept mapping, needs analysis, program design, partnership development, and writing for Title III, Title V, TRIO, GEAR UP, NSF, DOL, and other competitive federal programs, on a weekly collaborative schedule with the campus team.

Implementation and technical assistance

Site visits, calls, and problem-solving throughout the grant period, with practical recommendations to institutional leaders on program implementation, performance measures, and mid-course adjustments.

Project evaluation

Independent formative and summative evaluation, with matched comparison-group and other quasi-experimental designs where the project supports them, and support for annual and final federal reports.

Student-level data systems

Design of longitudinal data collection, baseline measures, and tracking tools that disaggregate outcomes by student group, support comparison-group studies, and feed performance reporting.

One practice, from proposal to published evidence

PTB designs the evaluation alongside program objectives at the proposal stage, puts student-level data in place in Year 1, and stays with the project so that it can show what it accomplished when the grant ends. Clients obtain funding, implement successfully, produce credible evidence of results, and sustain the gains.

Competitive federal funding

A documented record of successful proposals across institutional development, student success, STEM education, and workforce development programs.

Research-based assessment

Quasi-experimental studies using propensity-score-matched comparison groups, with results published in peer-reviewed journals.

Practical institutional improvement

Independent findings paired with actionable recommendations, so leaders can monitor implementation, improve outcomes, and sustain effective practices beyond the grant.

“No one I know has helped more community colleges and other higher education institutions win grants. Paul combines that grant-writing expertise with a deep understanding of higher education management and student success innovations, along with expertise in rigorous evaluation. If you want an evaluator who understands your project and can give your leadership team practical feedback to strengthen its impact, Paul’s your guy.”
Davis JenkinsSenior Research Scholar, Community College Research Center (CCRC), and Research Professor, Teachers College, Columbia University
“He knows the business of the federal grants process, the ways in which Washington determines winners and losers. Colleges that associate with Paul typically win. I recommend his firm without hesitation or qualification.”
Kenneth EnderPresident, Harper College
“There is no one I know who has a stronger track record in successful federal grant development than Paul Bucci. No matter how compelling your institution’s needs, if you don’t understand the nuances of the process, you are unlikely to be successful. Paul’s record speaks for itself.”
Katherine BoswellFounding Executive Director, Community College Policy Center, Education Commission of the States
“PTB mapped out an organized, logical and progressive grant-writing process that emphasized constructive weekly collaboration with the College’s Title III proposal development team. They listened carefully and offered meaningful, useful feedback.”
Thomas A. IsekenegbePresident, Cumberland County College
“The professionals at PTB are committed and available to provide expert data-informed technical assistance and advice with an incomparable degree of timeliness, professionalism, and integrity.”
Jewel LockridgeDirector, GEAR UP Waco, Baylor University
“Thanks to Paul’s leadership, our institution received its first U.S. Department of Education TRIO awards in history. Our vice presidents, deans, directors and faculty consider Paul to be a valued partner.”
Charles WoodDirector of Grants and Special Projects, Tallahassee Community College
“Paul Bucci is the absolute best at what he does. He is a creative professional who can build a strategic roadmap and funding plan to help you attain your institutional vision.”
William E. HammPresident, Lutheran Educational Conference of North America; former President, Waldorf College

Competitive federal grant development

PTB’s portfolio spans Higher Education Act Title III and Title V, TRIO Student Support Services, CCAMPIS, NSF HSI STEM, DOL workforce education, and other competitive federal initiatives. Funded projects address student success, guided pathways, work-based learning, retention and completion, academic support, institutional technology, and educator preparation.

InstitutionYearAwardProgram
Rowan College of South Jersey (NJ)
Scaling guided pathways through unified processes, integrated technologies, and professional development to improve retention, credit momentum, and graduation.
2025$2.2MTitle III
Southwestern Community College (NC)
Comprehensive services for 155 high-need students to improve retention, graduation, and transfer.
2025$1.7MTRIO SSS
Westchester Community College (NY)
Academic development and support for 170 developmental students to improve retention, completion, and transfer.
2025$1.5MTRIO SSS
Wilson College (PA)
Proactive advising, student tracking, strengthened academic support, and technology to raise enrollment, retention, and graduation rates.
2024$2.2MTitle III
Brewton-Parker College (GA)
A new degree program, new retention strategies, and new technology, with targets to grow full-time enrollment from 556 to 750 and double the six-year completion rate.
2023$2.2MTitle III-F
Stanly Community College (NC)
A comprehensive work-based learning program aligned to the Jobs for the Future framework, including a new apprenticeship pathway.
2023$2.2MTitle III
Stark State College (OH)
Strengthened academic support for underprepared and minority students, with targets to raise first-time, full-time retention from 51% to 62% and three-year completion from 19% to 31%.
2023$2.2MTitle III
Washington State College of Ohio (OH)
Improving enrollment, retention, and graduation for low-income, first-generation, and adult students, with business partnerships providing work-based learning.
2023$2.1MTitle III
Westchester Community College (NY)
Doubling the reach of Viking ROADS case-managed advising for Hispanic and first-time, full-time students, from 320 to 670.
2023$2.9MTitle V
California State University, Dominguez Hills Foundation (CA)
A credentialed bilingual-educator network to expand dual language education across greater Los Angeles.
2022$2.6MED NPD
Rowan College of South Jersey (NJ)
Aligned STEM career pathways from high school through community college and university, with research and work-based learning.
2020$2.1MNSF HSI STEM

Selected awards through September 30, 2026. Award amounts are total federal funding approved for the stated project periods. Performance targets are proposal objectives, not results already achieved. A complete award history dating back to 2009 is available on request.

Department of Labor TAACCCT consortia

In the 2011–2014 TAACCCT rounds, PTB provided strategic analysis, consortium planning, program design, partnership development, and proposal writing for four funded multistate and statewide consortia totaling $63 million. Each coordinated multiple colleges, employer partners, and program designs within a single federal application.

  • Macomb Community College (MI) · Michigan Coalition for Advanced Manufacturing$25.0M
  • Lorain County Community College (OH) · Ohio TechNet$15.0M
  • Harper College (IL) · Illinois Network for Advanced Manufacturing$12.9M
  • George C. Wallace Community College (AL) · Alabama–Florida Technical Employment Network$10.1M

Federal programs PTB has secured funding from

Over four decades, PTB and its predecessors have written successful proposals under a wide range of Department of Education, NSF, Department of Labor, and other federal programs, for colleges, universities, state systems, school systems, and nonprofit organizations.

  • Title III-A Strengthening Institutions
  • Title III-F HBCU and MSI programs
  • Title V Hispanic-Serving Institutions
  • TRIO Student Support Services
  • TRIO Upward Bound and Upward Bound Math-Science
  • TRIO Talent Search
  • TRIO Educational Opportunity Centers
  • GEAR UP
  • CCAMPIS
  • National Professional Development
  • FIPSE
  • Teacher Quality Enhancement
  • Preparing Tomorrow’s Teachers (PT3)
  • Transition to Teaching
  • 21st Century Community Learning Centers
  • Advanced Placement Incentive
  • NSF HSI STEM
  • NSF Advanced Technological Education
  • NSF Teacher Professional Continuum
  • NSF Instructional Materials Development
  • DOL TAACCCT
  • DOL Community-Based Job Training
  • Tech Prep and School-to-Work
  • Corporation for National and Community Service

External evaluation and technical assistance

Evaluation design, performance-measure development, student-level data analysis, annual formative assessments, impact evaluation with matched comparison groups where the design supports it, and actionable feedback for institutional leaders. Findings are reported independently; implementation advice is offered to leadership as a separate technical-assistance function.

Proposal stage

Establish a logic model, measurable objectives, performance indicators, and a feasible evaluation design.

Year 1

Implement student-level data collection, confirm baseline measures, and plan comparison-group methods.

Implementation years

Conduct formative reviews, assess progress toward targets, and recommend evidence-informed improvements.

Final years

Complete the summative assessment and, where the design and data support it, a quasi-experimental analysis of student outcomes.

40

PTB has served as external evaluator for 40 distinct federally funded projects: 29 within its grant-development portfolio, eight additional Title III projects (Bismarck State, Chaminade, Concordia College NY, Daemen, D’Youville, Guilford Technical, University of Tennessee Southern, Westmoreland County), a six-year $11 million Baylor University GEAR UP project, and two additional TAACCCT consortia (TREND, led by Bismarck State, and MnAMP, led by South Central College). Earlier evaluations include GEAR UP, Talent Search, Advanced Placement, and NSF ATE projects for Friendship Public Charter School, Tallahassee Community College, and The Ohio State University ATI.

Published evaluation findings

Two PTB-evaluated Title III projects have been published as peer-reviewed quasi-experimental impact studies. Both show the value of putting student-level measurement in place early enough to support credible evaluation at the end of a grant.

Rowan College of South Jersey–Cumberland

Title III HSI STEM, 2016–2021 · 10,416 students, 3,399 Hispanic
1.99adjusted odds ratio

STEM Pathways participants had nearly twice the adjusted odds of associate-degree completion relative to propensity-score-matched comparison students (OR 2.12 among Hispanic participants). Tutoring recipients had more than twice the odds of graduating. Institutional three-year graduation rates rose from 12.7% to 39.7% among Hispanic students and 14.5% to 35.6% overall between 2016 and 2019. The authors note the magnitude is comparable to CUNY ASAP’s “doubling” effect, with differences in design and intensity.

Evans et al. (2026), Community College Journal of Research and Practice

University of Mount Olive

Title III-F, 2017–2022 · 1,437 students, private four-year
55–60%higher odds of graduating

Among students entering with below-average GPAs, those who received academic support services had 55–60% higher adjusted odds of graduating (OR 1.55, p<.001, for students one standard deviation below the mean; OR 1.60, p<.01, for all below the mean). Receipt of services was also associated with higher cumulative GPA. The university exceeded its financial viability-ratio target in the final two grant years and left durable capacity in place: a student success inventory, 37 staff trained for Quality Matters certification, 16 courses identified for redesign, and a mobile field laboratory.

Evans et al. (2025), Cogent Education

Strategic planning and capacity building

Related engagements include strategic planning and accreditation support (Andrew College, Louisburg College, Concordia College AL, Oklahoma City University); grant strategy and development capacity (College of DuPage); and foundation and advancement initiatives (Georgia Military College Foundation, North Carolina New Schools, Verland Foundation, Westchester Community College).

  • Georgia Military College Health and Wellness Center, raised through combined strategic planning, grant-writing, and campaign consulting$784K
  • Laura and John Arnold Foundation grant supporting Westchester Community College’s adaptation of CUNY ASAP$1.0M
  • Louisburg College five-year strategic plan, which laid the foundation for its Title III award$2.2M
Paul T. Bucci, PhD, President of Paul T. Bucci PhD LLC

Four decades in higher education consulting

Paul T. Bucci PhD LLC was established in March 2009 to help colleges, universities, and community partnerships increase the access and success of disadvantaged students in postsecondary education through federal development and demonstration grants.

Paul Bucci’s consulting career began in 1982 with the founders of the Academy for Educational Development (AED), pioneers in management consulting for higher education, where he later served for 15 years as Vice President and Director of Higher Education Management Services. He previously held positions as Executive Vice President of Educational Planning with Management Services Corporation and Acting Academic Dean at Walden University. He holds a Ph.D. from the State University of New York at Buffalo, an M.A. from Syracuse University, and a B.A. from Dickinson College, and is a co-author of peer-reviewed research on student success and program evaluation.

PTB works with a network of senior associates in evaluation, data analysis, and grant development, and serves community colleges, four-year colleges, and universities nationwide from Bethesda, Maryland.

How PTB works

  • Do the right thing for client institutions and the students who are the ultimate beneficiaries
  • Plan for long-term improvement and growth
  • Work with initiative, research, discipline, and perseverance to achieve results
  • Share leadership and decisions with clients, partners, and communities
  • Build lasting internal capacity so programs continue after outside support ends
  • Earn a reputation for integrity, reliability, and accountability
  • Provide high value-added, cost-effective services

Clients, past and present

Since 2009 PTB has served colleges, universities, state systems, a public charter school, and a multinational corporation across the country. Selected clients are listed here; a complete history is available on request.

  • Andrew College (GA)
  • Baylor University (TX)
  • Bismarck State College (ND)
  • Brewton-Parker College (GA)
  • California State University, Dominguez Hills Foundation (CA)
  • Chaminade University (HI)
  • College of DuPage (IL)
  • Concordia College (AL)
  • Concordia College New York (NY)
  • Concordia University Ann Arbor (MI)
  • Daemen College (NY)
  • D’Youville University (NY)
  • Friendship Public Charter School (DC)
  • George C. Wallace Community College (AL)
  • Georgia Military College Foundation (GA)
  • Grand Rapids Community College (MI)
  • Guilford Technical Community College (NC)
  • Harper College (IL)
  • Lorain County Community College (OH)
  • Louisburg College (NC)
  • Macomb Community College (MI)
  • North Dakota University System (ND)
  • Ohio State University ATI (OH)
  • Oklahoma City University (OK)
  • Rowan College of South Jersey (NJ)
  • South Central College (MN)
  • Southwestern Community College (NC)
  • Stanly Community College (NC)
  • Stark State College (OH)
  • Tallahassee Community College (FL)
  • University of Mount Olive (NC)
  • University of Tennessee Southern (TN)
  • Waldorf College (IA)
  • Washington State College of Ohio (OH)
  • Wesleyan College (GA)
  • Westchester Community College (NY)
  • Westmoreland County Community College (PA)
  • Wilson College (PA)

Working with PTB

Answers to the questions institutions most often ask before an engagement.

How long does it take to develop a strong proposal?

Allow a minimum of six months. Multi-institutional consortia or proposals that depend on business, industry, or government partners can need up to a year. Many federal programs allow only 30 to 45 days between the formal announcement and the deadline, so advance planning, data gathering, and partnership development are what make an institution ready to write when the competition opens.

How are winning proposals selected?

Reviewers score each application against published criteria, and the program officer funds in rank order. A well-conceived idea, clearly written to the criteria and format, has a high probability of scoring well. Because selection also depends on the number and quality of competing applications, no firm can guarantee funding; PTB’s process is built to maximize review scores.

How do you learn enough about our institution to help?

The process is a partnership. For major grants PTB conducts a site visit with administrators, faculty, and staff after studying the institution’s strategic plan, accreditation documents, and program data. The campus team supplies institutional knowledge; PTB shapes the needs analysis, design, and narrative. Clients review every draft so the project reflects the institution’s purposes, culture, and plans.

Can PTB help after the award?

Yes. PTB serves as external evaluator and technical adviser through the full project period: site visits, calls, annual formative evaluation, federal performance reporting, and a summative evaluation at the close of the grant. Evaluation findings are reported independently from implementation advice.

Do you help develop surveys and data collection tools?

Yes. PTB develops custom surveys, performance measures, and student-level data tracking tools for both proposal development and grant reporting, and designs comparison-group tracking where a quasi-experimental study is planned.

How are fees structured?

Because client requests differ, most projects are priced as a flat fee on a case-by-case basis. Contact PTB for a quote on a specific project.

Selected publications

Peer-reviewed articles and external evaluation reports co-authored by PTB.

  • Evans, W. D., Goodnight, M., Dervarics, C., Friesenborg, L., Chainey, V., Bucci, P., & Fox, D. (2026). Doubling the likelihood of graduation for Hispanic students: Quasi-experimental evaluation of a STEM pathways model with student success supports. Community College Journal of Research and Practice, 50(2), 105–116. doi.org/10.1080/10668926.2025.2453467
  • Evans, W. D., Carrere, C. G., Santiago, J., Yokley, D., Bryant, K., Wolfe, M., Kerstetter, P., Bucci, P., Lenning, O., & Fox, D. (2025). Enhancing college student retention and graduation rates: Key findings from a five-year comprehensive approach. Cogent Education, 12(1), Article 2592388. doi.org/10.1080/2331186X.2025.2592388
  • Hill, D. M., Lenning, O. T., McNeill, L. M., Bucci, P. T., & Fox, D. A. (2025). What research evidence tells us about the role of diversity, equity, and inclusion (DEI) in helping all students succeed. Journal of Higher Education Theory and Practice, 25(5). doi.org/10.33423/jhetp.v25i5.8006
  • Bucci, P., Evans, W. D., Friesenborg, L., Fox, D., Bishop, K., Balraj, N., & Jang, B. (2018). Minnesota Advanced Manufacturing Project (MnAMP): Final external evaluation report. SkillsCommons
  • Evans, W. D., Dervarics, C., Bucci, P., Fox, D., Bishop, K., & Balraj, N. (2018). Summative evaluation report: Training for Regional Energy in North Dakota (TREND). SkillsCommons
  • Bucci, P., Chaney, B., & Fox, D. (2016). Evaluation of the Illinois Network for Advanced Manufacturing: Final report. Westat. SkillsCommons
  • Bucci, P., Dervarics, C., Evans, W. D., Fox, D., Balraj, N., & Bishop, K. (2016). Evaluation of the Alabama/Florida Technical Employment Network TAACCCT Program. SkillsCommons

Let’s talk about your next application or evaluation

PTB welcomes opportunities to work with colleges and universities seeking competitive federal grant-development services, rigorous independent evaluation, or technical assistance to strengthen the implementation and long-term impact of funded student-success initiatives.

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Paul T. Bucci, PhD, President
Email
pbucci@paultbucci.com
Office
301.229.6902
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202.320.6878
Address
7901 Maryknoll Ave
Bethesda, MD 20817
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Paul Bucci, PhD