Mission

We expand opportunities for talented first-generation students from low-income backgrounds by preparing cohorts of driven peers to graduate from top colleges and contribute as leaders in their communities.

Problem

  • First-generation students enter college with ambition and potential, but only 1 in 4 will graduate with a bachelor’s degree within six years—compared to nearly 3 in 5 of their peers whose parents went to college (source). The gap isn’t due to lack of talent or drive, but because they face financial, academic, and social barriers that make success an uphill battle. If we fail to act, we lose generations of potential, innovation and leadership.

  • This is a big problem. Every year, over 1 million first-generation students and low-income enroll in U.S. colleges. If current trends hold, that means that roughly 750,000 of those students will not graduate with a bachelor’s degree.

    It’s a national problem. Some regions and institutions have made strides, but no part of the country has fully cracked the code on first-gen success. 

    It's a dynamic problem. The demographics of higher education are shifting, and first-gen enrollment is expected to rise. This upcoming generation faced increased challenges due to educational disruptions during the COVID-19 pandemic. Without targeted support, the graduation gap will widen—leaving more students with debt but no degree, and more talent wasted.

  • First-generation students face financial, academic, and social barriers that make college success far from guaranteed. 

    (A) Financial barriers: A college degree provides a strong return on investment, leading to higher lifetime earnings. But for first-generation, low-income students, the financial picture is far trickier to reach graduation. First-gen students often take on more debt than their peers, without a family safety net to fall back on. A badly timed medical bill, a cut in hours at their part-time job, or a car breaking down can throw their entire educational plan off track.

    (B) Academic barriers: Many first-gen students arrive underprepared, not because they lack ability, but because they didn’t have access to the same resources as their peers. Without clear goals and a plan, college can feel like an expensive gamble, especially when they’re navigating the hidden curriculum—unspoken rules like how to build relationships with professors, secure internships, and advocate for themselves. When our alums come back to speak to our current students, we often hear them pass along this advice: “Go to office hours and advocate for yourself. Please ask for help when you need it.”

    (C) Social barriers: Beyond the financial and academic struggles, first-gen students often battle imposter syndrome. It’s amazing how commonly our first-gen students report worrying that “I won’t belong” in college. Loneliness is common. On top of that, family pressure of being “the one” adds another layer of stress—balancing school with expectations to contribute at home. Many students report feeling out of place in the new setting.

  • One myth is that high-achieving first-generation students are immune to these challenges—they're not

    This dynamic is captured in Anthony Jack’s book The Privileged Poor, which highlights how driven talented first-gen students arrive at selective colleges straight from underfunded public schools, with little preparation for the unspoken rules of higher education and largely locked out of the networks and cultural capital that can make or break an experience. 

    There’s also the well-documented issue of undermatching, where talented first-gen students enroll in colleges beneath their academic potential—often due to financial concerns, lack of guidance, or fear of not fitting in. Research shows that students who "undermatch" are less likely to graduate than those who attend more selective institutions with better resources. Similarly, there’s the "Valedictorian Problem"—even the top students from underserved high schools can struggle when they land in rigorous college environments.

  • Because talent is everywhere, but opportunity is not. First-generation students have the drive, intelligence, and ambition to succeed—but without support, too many fall through the cracks. College is supposed to be a tool for economic mobility, yet for many, it becomes a financial trap instead. When students drop out, they don’t just lose—we all do. The economy misses out on skilled workers and communities lose potential leaders who could have transformed them from within.

  • We lose generations of potential. The graduation gap will widen, leaving even more students burdened with debt but without a degree. Economic instability may deepen as wealth continues to be passed down rather than built out. Innovation could stagnate as talented students—who could have been engineers like Amanda, doctors like Sabrina, entrepreneurs like Oliver —are shut out before they even have a chance. And at a fundamental level, we undermine the very idea of meritocracy. If the American Dream only works for those who already have resources, then it’s not really a dream at all.

Theory of Change

Our Theory of Change is driven by the need to close the graduation gap for the roughly one million first-gen / low-income students who enroll in college every year. First-generation students face three important barriers—financial, academic, and social—that make college success an uphill battle. The Squared model partners with schools, donors, and teachers to equip high school students to overcome these barriers and thrive in higher education and beyond.

Inputs

An effective and reproducible playbook comprised of:

  • Talented first-gen and income-eligible 9th-grade students from public schools across the country

  • High-quality teachers and staff—⅓ of whom are alumni

  • Strong integration with independent boarding schools partners

  • Consistent, impactful contributions from donors, ensuring that all students attend Squared programs completely free of charge

  • Integrated core curriculum that addresses academic, financial, and social barriers

  • Culture that promotes excellence, belonging and community

Activities

Squared's program design is modeled after (HS)2, our affiliate program, with nearly 20 years of success. Our programs operate based on:

  • 3 continuous years of program participation

  • 15 weeks of residential living at an independent school

  • 75+ hours of college counseling, ensuring students can navigate applications, financial aid, and admissions to institutions that will support their goals

  • 150+ hours of rigorous STEM instruction, equipping students with the academic foundation needed to succeed in high school and beyond

  • Structured programming that builds confidence and belonging, ensuring students develop resilience and feel empowered in academic and social settings

Outputs

Our residential programs produce measurable outcomes by the end of the program:

  • Academic gains: Students are better prepared for the school year ahead—our most recent cohort experienced a 30 percentage point increase in Algebra II assessment scores.

  • Financial gains: Students gain the skills to navigate financial aid, scholarships, and career pathways that reduce financial burden in college. Average financial aid package of $210,000.

  • Social gains: The majority of students report feeling significantly more confident in their ability to succeed in college and overcome challenges. 80%+ of alums report that "having a group of driven peers" was a top driver of success in college.

Outcomes

Squared alumni experience long-term benefits beyond the program itself:

  • Higher College Graduation Rates: Over 85% of our alumni graduate within six years, significantly outpacing national averages for first-generation students.

  • Stronger Career Trajectories: Alumni enter high-growth careers, particularly in STEM, where they secure competitive salaries and leadership roles.

  • Long-Term Financial Stability: Graduates access job opportunities that allow them to build generational wealth and reduce economic instability for their families.

  • Expanded Professional Networks: Through Squared’s peer and mentor network, alumni have access to career support, industry connections, and opportunities beyond college.

  • Leadership and Community Impact: Alumni become changemakers—engineers, scientists, educators, and entrepreneurs who uplift their families, communities, and industries.

Systemic influence

Squared’s impact also extends beyond individual students:

  • Our current students raise the level of learning in their home classrooms. Counselors and teachers often remark that students return from advanced prep at Squared and become “like another teaching assistant” in our classrooms. Their peers at home “often turn to them for college advice.” The impact of Squared ripples.

  • Our graduates are high-leverage changemakers — the future engineers, scientists, entrepreneurs, and educators who will contribute to their communities and inspire others. Just as a few catalytic individuals can transform a nation. The students we serve have exponential potential to ripple success outward to their families, communities, and industries.

  • Our program inspires reciprocity — mentorship and altruism are core components of our values. Our alumni consistently dedicate themselves to further expanding access to education, alongside other worthwhile social impact causes. Not only does our robust alumni network affect change across the nation, they frequently come back to Squared to aid our efforts.

  • Our partners see our vision — the work we do is not completed in isolation. We actively collaborate with school districts, independent schools, and other organizations who share our values and our mission to elevate the potential of first-generation and low-income students. These symbiotic relationships accelerate efforts to combat inequity across the education landscape.

  • Our organization is built for growth — we are scaling in a focused direction with the flexibility to adapt. We are open to experimenting with what works, scaling what succeeds, and evolving as educational needs and challenges shift. As we grow, we can explore partnerships with public schools, integrate policy recommendations, or adapt our program to additional student populations.