05/13/2013 Top 100 Colleges for Hispanics by Hispanic Outlook on Education Magazine

MAY 13, 2013

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VOLUME 23 • NUMBER 16

Also available in Digital Format Top 100 by the Numbers

Dip in Enrollment

What’s a Degree Worth?

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® Publisher – José López-Isa VP & COO – Orlando López-Isa

Editorial Board

Editor-in-Chief – Suzanne López-Isa

Ricardo Fernández, President Lehman College

Editor – Jason Paneque

Mildred García, President California State University-Fullerton

News & Special Project Editor – Mary Ann Cooper

Juán González,VP Student Affairs University of Texas at Austin

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District

DC Congressional Correspondent –

Gustavo A. Mellander, Dean Emeritus George Mason University

Peggy Sands Orchowski Contributing Editors –

Loui Olivas,Assistant VP Academic Affairs Arizona State University

Carlos D. Conde, Michelle Adam

Eduardo Padrón, President Miami Dade College

Online Contributing Writers – Gustavo A. Mellander

Antonio Pérez, President Borough of Manhattan Community College

Art & Production Director – Avedis Derbalian

María Vallejo, Provost Palm Beach State College

Graphic Designer – Joanne Aluotto

Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national

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Esquina E ditorial

his theme issue pays tribute to the Top 100 schools that enroll and confer degrees upon the most Hispanic students. HO also salutes schools that award the most bachelor’s degrees to Hispanics in a variety of fields from architecture to math and social science. Considering how difficult it is to balance budgets in higher education and still perform successful outreach to Hispanic students to enroll and complete their studies, these schools might not be getting the attention they richly deserve. We all knew it was coming – the day when Hispanic students would become the dominant minority group (in terms of population) on campus. That day is here. Hispanic population growth and improved high school completion rates helped Hispanics become the largest minority group on college campuses and a fourth of the public school population last year, according to a Pew Hispanic Center report. Census data revealed that more than two million Latinas/os ages 18-24 were enrolled in college in 2011, which accounted for a 16.5 percent share of enrollments in that age group at two-year and four-year colleges. So have we prepared for these minority/majority students? Reviewing our Top 100 schools, there are many signs that we have, but many say we need to do more. In this issue, we talk about the National Commission on Higher Education Attainment report College Completion Must Be Our Priority, which shows that more than half of the students who enroll in two-year and four-year colleges don’t graduate in two, four or even six years. This is not good enough. We need new ideas. As we wait in joyful hope for bright minds and dedicated hearts to chart a better future for Hispanic students, we can’t minimize or lose sight of all progress colleges and universities have made to date. To all the schools that provide a welcoming and nurturing ¡Adelante! environment to Hispanic students, we say ¡Felicitaciones! Suzanne López-Isa Editor-in-Chief

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by Carlos D. Conde

LATINO KALEIDOSCOPE

The Dumbing Down of Latino Education

hen I graduated from high school in a little border town in South Texas, I was perhaps one of less than 10 of my Latino brethren who continued on to college. For most, their education ended. They took jobs in the local business sector or joined the military, and the girls mostly toiled in menial jobs or as secretaries waiting to get married. They didn’t have the desire, resources or opportunity to continue their education, and besides, they had to help the family, financially. The mindset was they couldn’t handle any more schooling and in our bifurcated environment didn’t need it or wouldn’t benefit from any more formal studies. In those days, many colleges and universities like the University of Texas (UT) – there was only one then – required for admittance a certain class standing or point average in high school or else you had to resort to an entrance exam or admittance panel. My father, a naturalized American citizen, reached only the fourth grade, so he said. He lip-synced when he read the newspaper – I still remember the lisping sounds – but went from being a truck driver to a successful businessman who saw his two sons graduate from UT-Austin. His admonition and encouragement to us always was that they can take everything you have in the world but never an education. So get educated! We did, and it reaped rewards. Today more and more minorities are making impressive gains on all levels of education and enjoying the payoffs when several decades ago it seemed an impossible dream. As the Latino minority marches on its way to becoming the majority in the U.S., the educational pursuits of our youth in college and beyond have grown exponentially. According to the Pew Hispanic Center, Hispanics are now the largest minority group on the nation’s college campuses. The number of 18- to 24-year-old Hispanics enrolled in college exceeded two million and now constitutes a record 16.5 percent of all college enrollments. Also, for the first time in the nation’s public elementary schools, one in four (24.7 percent) public elementary school students are Hispanic. Today’s numbers on Latino educational attainment on all fronts are impressively progressive as more are graduating from high school and from higher education institutes. According to the U.S. Department of Education, a record number of associate degrees – 112,000 – were awarded to Latinos in 2010. In that same period, another record number of Latinos, 140,000 or 8.5 percent, received a bachelor’s degree. Yet today there’s a flip side to this progress, like in Texas, which has demanding educational requirements. There’s a current movement by state lawmakers to retool educational standards and achievement parameters like end-of-course testing. The plan under consideration is to cut back test-based graduation requirements and standardized testing. It would also retool the requirements of the current curriculum. Some detractors see it more as a dumbing down of the traditional educational system. Reformists claim that measuring learning by testing in the traditional

courses like math, science and English is no longer the most effective or realistic approach. Texas has one of the largest Latino student populations in the nation. The impact on this group has not been measured. The plan under consideration is to cut back test-based graduation requirements and standardized testing. By a convincing margin, the Texas House of Representatives passed a bill in April that would reduce the number exams from 15 to five that students must pass to earn a diploma. It would also reduce the required years of math and science from four to three. Backers of this innovative change say this would allow teachers to be more creative in the classroom and add that students will have more flexibility to pursue vocational or technical courses more suited to their environment. Texas is known for having one of the toughest standards for its high school academic curriculum. In 2007, state legislators raised the number of high school exit exams to 15 from four and also passed a law requiring all high school students to undertake four years of English, science, social studies and math. According to state education officials, since the more stringent curriculum went into effect, the proportion of Texas high school graduates from lowincome backgrounds taking at least one Advanced Placement test rose from 30.5 percent in 2007 to 45.3 in 2012. In a New York Times interview, Daniel Patrick, a Republican senator from Houston, said the defenders of the current tougher curriculum that uphold traditional, college-bound testing are from “the elitist in society who devalue blue collar work and believe every student must get a four-year college degree.” Supporters of the proposed new curriculum and testing say it gives the student more options while the counter argument is that it fails the demands of today’s business and technological world. TAMSA (Texans Advocating for Meaningful Student Assessment), a grass-roots educational group, thinks students are tested too much. It would decrease course testing to no more than three in the fundamental subjects of math and language arts. This organization also calls for eliminating or modifying other mandated tests that it claims create unnecessary barriers to graduation. This “teaching to the test” results in some students who don’t score well being denied admission to four-year universities. However all this works out, there are many who still believe in the traditional approach to testing and to a curriculum that challenges the student’s development as it did for me without regard to social background. A lesser approach and my brother and I would probably still be sacking groceries at the local grocery store.

L K

A T I N O

A L E I D O S C O P E

Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® MAY 13, 2013

CONTENTS A Portrait, by the Numbers, of Hispanics in Higher Education by Mary Ann Cooper

WICHE Report Shows Dip in College Enrollments but More Minority Applicants by Angela Provitera McGlynn

Creating a Better Future for Students at CUNY

by Jeff Simmons

Colleges for Hispanics

Why Only Half of Undergraduates Earn Degrees

by Gary M. Stern

Page 9 What’s a Degree Worth? Colleges Pushed to Disclose Grad Wages by Marilyn Gilroy

NMSU:An Institution of Opportunity for Many Latinos by Michelle Adam

Latinas Juntas: 10 Years Together at CSU-Dominguez Hills by Laura Perdew

Online Articles Some of the above articles will also be available online; go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

The Dumbing Down of Latino Education

Uncensored

by Peggy Sands Orchowski

Interesting Reads Book Review

by Mary Ann Cooper

The Diversity Index

Hispanics on the Move

Page 28

Targeting Higher Education Access and Success for Hispanic Students by Gustavo A. Mellander (Online only)

Priming the Pump... Fear

by Miquela Rivera

Back Cover

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

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Page 30

â&#x20AC;˘

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COMMITTED TO SUCCESS. REACHING EVEN HIGHER. Committed to student success and providing an exceptional educational experience, California State University, Fullerton is proud of its record supporting Hispanic student achievement in higher education.

· Ranked first in California and consistently among the top 10 in the nation for the number of bachelor’s degrees awarded to Hispanic students* · Among the top institutions graduating Latino students in science, technology, engineering and math** · Designated a national leader in price, quality and accessibility and one of only five of the nation’s 1,200 four-year colleges and universities that are doing a good job of serving low-income students.***

“Incredible things happen when we truly reach higher – to transform lives and help students graduate into a diverse world and reach their dreams.” – President Mildred García

*+LVSDQLF 2XWORRN LQ +LJKHU (GXFDWLRQ·V “Top 100 Colleges for Hispanics” ** Excelencia in Education, “Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Science, Technology, Engineering and Math (STEM) by Academic Level 2009-2010” *** “Priced Out: How the Wrong Financial Aid Policies Hurt Low-Income Students,” The Education Trust

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Colleges for Hispanics

RANKINGS

Colleges for Hispanics

A Portrait, by the Numbers, of Hispanics in Higher Education

by Mary Ann Cooper ach year, The Hispanic Outlook in Higher Education Magazine publishes its list of the Top 100 schools for Hispanic students. The schools on the list represent the higher education institutions with the most Hispanics enrolled and the places where the most Hispanics receive undergraduate and graduate degrees. We all know that more and more Hispanics are attending college and receiving degrees, but how much do we really know about the Hispanic students we are sending off the college? First, some basics: we know that there were 52.5 million Hispanics living in the U.S. in 2011, plus an additional 3.7 million who were in Puerto Rico. Hispanics represent 17 percent of the U.S. population. That represents a 45.5 percent growth from 2000 to 2011, largest of all population groups. Hispanics are a younger demographic than the general population of the United States. The median age of Hispanics is 27.4, compared to 36.8 for the population of the U.S. as a whole. And although Hispanics can be found in all parts of the United States, more than 50 percent of the nation’s Hispanics live in California, Florida and Texas. If you add New York, Arizona, Illinois, New Jersey and Colorado, they account for over 75 percent of all Hispanics. Hispanic population growth from 2000 to 2010 has been most rapid in the South and Midwest. This all adds up to a potent potential for the purchasing power of U.S. Hispanics. In 2010, that power added up to $1 trillion and is projected to reach $1.5 trillion by 2015. The demographic power of Hispanics is no doubt held back by a spotty education record of young Hispanics. More than 35 percent of Hispanics 25 and over have not completed high school as of 2012, compared to 12.5 percent of non-Hispanic Whites. More than 14 percent have a bachelor’s degree and 4 percent have an advanced degree as of 2012, compared to 34.5 percent and 12.5 percent for non-Hispanic Whites. The playing field levels if Hispanics graduate high school. Two-thirds of Hispanic high school graduates ages 16-24 were enrolled in college in 2011, compared to 67.7 percent for non-Hispanic Whites. More than two and a half million total Hispanics were enrolled in nonprofit institutions in 2011-12, including Puerto Rico. More than 51 percent (1,270,579) of Hispanic college students attend two-year institutions (compared to 42.9 percent of all college students). Defined by the Higher Education Act as nonprofit degree-granting institutions with full-time equivalent undergraduate enrollments that are at least 25 percent Hispanic, Hispanic-Serving Institutions (HSIs) play a large role in promoting Hispanic higher education. In 2011-12, 356 institutions met the federal enrollment criterion, enrolling 1,480,722 Hispanic undergraduate and graduate students in postsecondary (nonprofit) schools. HSIs represent 10.5 percent of nonprofit colleges and universities in the country, yet enroll 17 percent of all students in postsecondary (nonprofit) schools, and serve 56 percent of all Hispanic students. Also, HSIs receive

66 cents for every dollar going to all other colleges and universities annually, per student, from all federal funding sources. The number of HSIs is rapidly growing, from 137 institutions in 1990 to 172 in 1995, to 230 in 2000, to 253 in 2005 and 356 in 2011. The growth in these schools from 2010 to 2011 represented a 14.5 percent increase in number of HispanicServing Institutions. Leading Hispanic advocacy groups become more involved in improving those numbers further. As an example, the Hispanic Association of Colleges and Universities (HACU) joined with the Partnership for a New American Economy, the National Immigration Forum and a bipartisan coalition of more than 500 CEOs and mayors in urging college and university presidents and chancellors to push Congress to enact immigration reform that will allow the U.S. to retain the best and brightest minds trained and educated in this country. How does immigration reform impact Hispanic numbers in higher education and the way those graduates fit into our system? Many foreign-born students that attain degrees in the fields of science, technology, engineering and math (STEM) leave the country due to outdated and restrictive immigration laws that send U.S.-trained talent overseas to work in direct competition with American industries. This results in a drain on innovation and entrepreneurship with a heavy cost to the national economy. Key points that support the effort to reforming immigration policy are: • Three out of every four patents that the top 10 U.S. patent-producing universities received in 2011 had an immigrant inventor • Every foreign-born advanced-degree graduate trained in the U.S. creates an additional 2.62 jobs for American workers • By 2018, the U.S. will have an estimated 779,000 jobs requiring advanced STEM degrees, but only an estimated 555,200 advanced STEM degree holders • Foreign-born students arriving in our country as children are prevented from attending college because of their undocumented status, denying our country potential talent Finally, one overlooked demographic impacting minority enrollment in higher education is the growing class of Iraq and Afghanistan veterans who are Hispanic. To that end, the VET Education Act of 2013 provides for competitive grant programs to Minority-Serving Institutions for academic and related support services for enrolled veterans to achieve their educational and career goals. The VET Education Act of 2013 would support the establishment of Centers for Veteran Student Success on campuses to provide a single point of contact to coordinate support services for veteran students.

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RANKINGS

Colleges & Universities Granting Colleges for Hispanics

H I S P A N I C RANK INSTITUTION NAME

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52.

H I S P A N I C

O U T L O O K

All Degrees

Miami Dade College, FL Florida International University, FL The University of Texas-Pan American, TX The University of Texas at El Paso, TX El Paso Community College, TX The University of Texas at San Antonio, TX Arizona State University, AZ California State University-Fullerton, CA South Texas College, TX California State University-Northridge, CA The University of Texas at Austin, TX California State University-Long Beach, CA University of Central Florida, FL University of Florida, FL The University of Texas at Brownsville, TX California State University-Los Angeles, CA Valencia College, FL San Diego State University, CA University of New Mexico-Main Campus, NM Nova Southeastern University, FL Texas State University-San Marcos, TX University of Houston, TX Broward College, FL University of California-Los Angeles, CA Texas A & M University-College Station, TX New Mexico State University-Main Campus, NM California State University-Fresno, CA University of Arizona, AZ University of South Florida-Main Campus, FL University of Southern California, CA San Jose State University, CA California State University-San Bernardino, CA California State Polytechnic U-Pomona, CA Florida Atlantic University, FL Florida State University, FL San Francisco State University, CA University of California-Berkeley, CA University of North Texas, TX University of California-Santa Barbara, CA Keiser University-Ft Lauderdale, FL The University of Texas at Arlington, TX Ashford University, IA California State University-Dominguez Hills, CA University of California-Riverside, CA California State University-Sacramento, CA University of Miami, FL CUNY John Jay College of Criminal Justice, NY CUNY Borough of Manhattan Comm. College, NY Texas A & M International University, TX University of California-Irvine, CA Monroe College-Main Campus, NY University of Houston-Downtown, TX

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9,870 9,636 3,463 4,141 2,945 5,224 17,090 8,448 2,190 8,653 13,383 8,588 13,498 14,888 2,120 5,295 6,627 8,679 5,008 7,063 6,689 7,840 4,903 11,591 11,723 3,422 4,399 8,573 9,630 11,730 7,485 3,642 4,556 6,249 11,033 7,296 10,869 8,395 6,144 4,314 7,326 12,522 3,005 4,156 6,513 4,062 2,984 3,180 1,044 7,878 1,864 2,562

Total

6,563 5,437 3,035 2,955 2,549 2,250 2,196 2,153 2,049 1,979 1,974 1,938 1,894 1,872 1,869 1,677 1,674 1,641 1,575 1,496 1,495 1,478 1,474 1,403 1,386 1,353 1,326 1,319 1,284 1,272 1,213 1,198 1,153 1,132 1,129 1,120 1,066 1,038 1,029 1,028 1,023 1,005 995 992 974 965 939 924 923 916 879 876

Males

2,492 2,220 1,079 1,147 882 972 868 732 770 663 843 715 732 814 601 548 671 626 615 446 571 628 624 533 641 453 502 534 511 534 444 394 560 409 486 420 479 393 407 294 375 345 292 395 351 396 341 317 319 370 233 273

Females 4,071 3,217 1,956 1,808 1,667 1,278 1,328 1,421 1,279 1,316 1,131 1,223 1,162 1,058 1,268 1,129 1,003 1,015 960 1,050 924 850 850 870 745 900 824 785 773 738 769 804 593 723 643 700 587 645 622 734 648 660 703 597 623 569 598 607 604 546 646 603

66% 56% 88% 71% 87% 43% 13% 25% 94% 23% 15% 23% 14% 13% 88% 32% 25% 19% 31% 21% 22% 19% 30% 12% 12% 40% 30% 15% 13% 11% 16% 33% 25% 18% 10% 15% 10% 12% 17% 24% 14% 8% 33% 24% 15% 24% 31% 29% 88% 12% 47% 34%

Undergraduate & Graduate Degrees H I S P A N I C RANK INSTITUTION NAME 53.

Central New Mexico Community College, NM

55.

Houston Community College, TX

54.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68. 69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

University of California-Davis, CA San Joaquin Delta College, CA CUNY Lehman College, NY New York University, NY

East Los Angeles College, CA

University of California-San Diego, CA University of the Incarnate Word, TX Northern Arizona University, AZ Santa Ana College, CA

Palm Beach State College, FL

University of Illinois at Chicago, IL Mt. San Antonio College, CA Texas Tech University, TX

Riverside City College, CA CUNY Hunter College, NY

Lone Star College System, TX CUNY City College, NY

Laredo Community College, TX

93.

94.

95.

1,191

8,080

1,478

5,584

1,449

3,751

6,497

1,775

6,301

1,877

4,678

3,320

2,989

Hillsborough Community College, FL

Texas A & M University-Corpus Christi, TX Tarrant County College District, TX National University, CA DePaul University, IL

University of Illinois at Urbana-Champaign, IL University of Maryland-College Park, MD Montclair State University, NJ

CUNY Bronx Community College, NY

University of Washington-Seattle Campus, WA Del Mar College, TX

New Mexico State University-Dona Ana, NM Southwestern College, CA

2,283

2,021

2,951

1,857

3,298

4,574

6,461

11,548 9,937

3,830

1,120

Barry University, FL

George Mason University, VA

835

833

831

827

790

788

786

767

759

751

738

733

711

704

689

688

673

664

663

662

661

650

645

620

618

613

607

604

279

Females

289

556

338

253

190

290

247

342

231

240

319

297

316

303

394

223

177

224

256

250

258

263

199

331

255

285

232

263

218

228

225

244

300

261

197

583

42%

521

10%

23%

591

29%

645

37%

543

584

70%

559

53%

485

10%

548

14%

467

54%

470

20%

443

12%

448

42%

344

12%

510

39%

556

16%

509

22%

455

24%

457

95%

446

432

13%

357

52%

490

33%

418

29%

379

16%

431

33%

399

22%

443

36%

422

20%

420

14%

376

10%

318

352

410

211

393

229

369

16%

54%

600

163

4,695

584

210

374

12%

896

578

202

376

65%

11,925 1,122

995

9,258

Pennsylvania State U-Main Campus, PA

844

Males

1,768

Columbia University in the City of New York, NY University of Michigan-Ann Arbor, MI

845

695

1,157

St Johnâ&#x20AC;&#x2122;s University-New York, NY

859

5,403

Cerritos College, CA Chaffey College, CA

862

707

4,160

CUNY LaGuardia Community College, NY

Total

742

University of California-Santa Cruz, CA

Pima Community College, AZ

98. 100.

13,839

1,333

Kean University, NJ

99.

2,267

Texas A & M University-Kingsville, TX

96.

97.

2,920

2,113

Northern Virginia Community College, VA

92.

3,606

University of La Verne, CA

University of Nevada-Las Vegas, NV

89.

91.

8,350

8,609

California State University-Bakersfield, CA

90.

2,051

Rutgers University-New Brunswick, NJ

87.

88.

All Degrees

1,240

598 582

572

560

550

542

218

221

188

186

224

437

34%

364

52%

351

57%

372

48%

364

44%

318

3,203

539

149

390

17%

11,914

528

239

289

4,142

13,854

2,436

7,558

Source: This data combines all degrees granted from NCES/IPEDS 2011

530

528

525

519

178

242

140

197

352

13%

286

385

22%

322

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H I S P A N I C

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RANKINGS

College & University Enrollment â&#x20AC;&#x201C; Colleges for Hispanics

H I S P A N I C

RANK INSTITUTION NAME

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

All Enrollment

Miami Dade College, FL

63,736

Florida International University, FL

44,616

South Texas College, TX

29,604

El Paso Community College, TX

30,723

East Los Angeles College, CA

37,057

Houston Community College, TX

63,015

Lone Star College System, TX

63,029

The University of Texas at El Paso, TX

The University of Texas-Pan American, TX

Mt. San Antonio College, CA

The University of Texas at San Antonio, TX

Broward College, FL

Santa Ana College, CA

22,640

19,034

28,388

30,968

42,198

30,289

San Antonio College, TX

The University of Texas at Brownsville, TX

Pima Community College, AZ

Rio Hondo College, CA

25,567

14,918

36,969

17,862

Valencia College, FL

California State University-Northridge, CA

Austin Community College District, TX

Arizona State University, AZ

San Jacinto Community College, TX

42,631

36,911

45,100

Tarrant County College District, TX

Central New Mexico Community College, NM

Southwestern College, CA

California State University-Fullerton, CA

Long Beach City College, CA

California State University-Long Beach, CA

California State University-Los Angeles, CA

University of New Mexico-Main Campus, NM

Pasadena City College, CA

University of Central Florida, FL

Total

18,642

Females

26,857

11,353

15,504

27,262

26,178

20,409

25,782

34,870

21,284

28,977

26,057

58,465

15,151

18,800

7,516

11,284

7,268

9,616

18,912

17,535

16,884

15,035

13,876

13,677

13,616

13,528

13,228

13,071

13,048

12,901

12,640

12,327

11,741

36,156

11,027

15,451

13,491

21,335

50,062

11,811

26,167

10,518

12,238

27,677

Males

24,009

72,254

29,392

Cerritos College, CA

44,809

11,847

11,683

11,632

11,594

11,453

11,056

10,909

10,765

10,749

10,669

10,302

7,807

7,776

6,931

6,791

5,673

7,095

5,532

5,440

5,766

6,513

5,346

5,045

5,297

5,505

4,986

5,173

4,728

4,918

5,244

4,371

5,216

4,139

4,102

4,518

4,828

4,530

11,105 9,759

8,104

7,085

8,004

6,521

7,996

7,788

7,305

6,535

7,555

7,595

7,030

6,733

6,861

6,568

6,955

6,714

6,350

7,082

5,840

6,770

6,663

6,231

5,841

5,772

70%

61%

91%

85%

65%

30%

77%

89%

53%

45%

32%

45%

53%

89%

35%

73%

30%

34%

27%

17%

40%

55%

23%

42%

57%

32%

43%

31%

51%

37%

41%

18%

34.

Santa Monica College, CA

29,971

10,055

4,447

5,608

34%

36.

CUNY Borough of Manhattan Community College, NY 24,463

9,800

4,059

5,741

40%

35.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

El Camino Community College District, CA

24,463

Laredo Community College, TX

10,076

Bakersfield College, CA

17,619

Chaffey College, CA

18,597

University of Houston, TX

39,820

Los Angeles City College, CA

21,028

Fresno City College, CA

Texas State University-San Marcos, TX The University of Texas at Austin, TX Riverside City College, CA

20,135

34,087

51,112

18,395

Northwest Vista College, TX

16,067

United Education Institute-Huntington Park Campus, CA 12,317 Northern Virginia Community College, VA

50,044

College of Southern Nevada, NV

37,717

Palomar College, CA

H I S P A N I C

O U T L O O K

â&#x20AC;˘

25,427

9,939

9,651

9,620

9,376

9,368

9,310

9,154

9,043

8,973

8,852

8,760

8,401

8,385

8,382

8,251

0 5 / 1 3 / 2 0 1 3

4,623

4,232

3,871

3,918

4,449

4,052

4,193

3,826

4,197

3,816

3,836

2,520

3,793

4,329

3,730

5,316

5,419

5,749

5,458

4,919

5,258

4,961

5,217

4,776

5,036

4,924

5,881

4,592

4,053

4,521

41%

96%

52%

53%

24%

44%

45%

27%

18%

48%

55%

68%

17%

33%

22%

Undergraduate & Graduate Degrees H I S P A N I C RANK INSTITUTION NAME

51.

Los Angeles Valley College, CA

53.

Los Angeles Trade Technical College, CA

52.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

New Mexico State University-Main Campus, NM California State University-Fresno, CA Los Angeles Pierce College, CA San Diego State University, CA

California State University-San Bernardino, CA Fullerton College, CA

Texas A & M University-College Station, TX University of Arizona, AZ

Los Angeles Mission College, CA San Diego City College, CA

CUNY LaGuardia Community College, NY Reedley College, CA

City College of San Francisco, CA

San Bernardino Valley College, CA University of Florida, FL

91.

93.

94.

95.

96.

97.

98.

99.

100.

Males

Females

8,080

4,311

4,701

44%

15,516

3,468

4,726

3,769

52%

18,024

21,981

20,506

30,541

17,250

18,827

50,230

39,236

10,300

17,728

18,623

14,057

34,558

12,380

49,589

San Diego Mesa College, CA

25,504

Palm Beach State College, FL

29,354

Imperial Valley College, CA

San Joaquin Delta College, CA Hillsborough Community College, FL

New Mexico State University-Dona Ana, NM

7,853

19,495

28,329

9,803

Texas A & M University-Kingsville, TX

10,290

Del Mar College, TX

12,071

Ventura College, CA Citrus College, CA

13,758

12,113

Santa Barbara City College, CA

19,672

Nova Southeastern University, FL

28,457

Texas A & M International University, TX Modesto Junior College, CA

7,037

17,609

City Colleges of Chicago-Wilbur Wright College, IL 12,673 University of California-Riverside, CA

20,900

The University of Texas at Arlington, TX

33,439

Ashford University, IA

74,596

University of South Florida-Main Campus, FL

92.

3,481

11,450

88.

90.

8,207

CUNY Bronx Community College, NY

College of the Sequoias, CA

89.

18,789

Total

California State Polytechnic University-Pomona, CA 21,107

86.

87.

All Enrollment

Palo Alto College, TX

Orange Coast College, CA

11,625

7,573

7,503

7,432

7,408

7,335

7,281

7,215

7,064

7,057

7,037

6,987

6,982

6,960

6,871

6,817

6,798

6,743

6,710

6,657

6,637

6,584

6,520

6,497

6,492

6,479

6,460

6,458

6,414

24,106

5,925

28,016

5,798

â&#x20AC;˘

3,250

2,788

3,279

2,958

2,995

3,425

3,032

3,042

3,679

2,882

3,052

3,209

2,860

4,545

4,722

5,131

4,168

3,756

4,253

4,644

4,129

4,377

4,286

3,790

4,032

4,015

3,358

4,105

3,930

3,751

4,011

4,010

2,862

3,881

2,805

2,679

2,889

2,754

2,900

2,966

2,533

1,927

2,820

2,624

2,629

2,764

3,993

4,031

3,768

3,883

3,684

3,554

3,964

4,565

3,659

3,836

3,829

3,650 3,659

45%

37%

39%

26%

46%

41%

15%

19%

72%

42%

39%

52%

21%

57%

14%

33%

61%

89%

27%

35%

23%

24%

69%

65%

48%

55%

54%

33%

92%

23%

37%

51%

31%

55% 19%

2,626

3,764

16%

2,419

3,948

69%

4,363

3,159

3,165

28%

2,138

4,083

43%

2,694

3,387

64%

2,457

3,468

25%

2,241

3,557

21%

6,275

2,579

6,159

2,634

6,048

2,724

5,859

2,561

5,778

2,257

H I S P A N I C

4,946

2,807

2,022

6,081

14,788

3,817

6,385

9,464

CUNY John Jay College of Criminal Justice, NY

3,622

2,748

6,221

37,818

3,191

6,407

14,364

University of North Texas, TX

0 5 / 1 3 / 2 0 1 3

7,790

6,324

21,376

Source: NCES - IPEDS 2011

2,745

22,654

Glendale Community College, AZ

California State University-Sacramento, CA

7,876

7,913

6,367

30,236

Sacramento City College, CA

3,508

9,163

San Jose State University, CA

3,111

8,053

6,390

29,246

Hartnell College, CA

8,057

39,596

Florida Atlantic University, FL

California State University-Dominguez Hills, CA

8,169

3,696

3,525

3,324

3,298

3,521

O U T L O O K

21%

20%

28%

15%

39%

RANKINGS

Colleges & Universities 4-Year FullColleges for Hispanics

H I S P A N I C

RANK INSTITUTION NAME

All Enrollment

Miami Dade College, FL

26,604

Florida International University, FL

23,156

The University of Texas-Pan American, TX

11,955

The University of Texas at El Paso, TX

California State University-Northridge, CA

Total

18,665

14,695

10,756

12,746

10,237

25,461

4,787

45%

50,484

9,449

10. 11.

12. 13. 14. 15. 16.

California State University-Long Beach, CA

24,653

California State University-Los Angeles, CA

14,441

The University of Texas at Austin, TX

35,608

University of New Mexico-Main Campus, NM

17,027

University of Central Florida, FL

37,341

Texas State University-San Marcos, TX

California State University-San Bernardino, CA

23,722 13,059

8,297 8,219 8,079 7,154 7,065 6,927 6,584

23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

University of Houston, TX

23,213

The University of Texas at Brownsville, TX

6,712

Ashford University, IA

67,127

University of Arizona, AZ

27,356

New Mexico State University-Main Campus, NM

11,232

California State Polytechnic University-Pomona, CA 16,820 Valencia College, FL

17,759

University of Florida, FL

30,343

San Francisco State University, CA

21,315

California State University-Sacramento, CA

20,474

San Jose State University, CA

20,011

University of California-Los Angeles, CA

26,476

University of California-Santa Barbara, CA

18,318

Florida State University, FL

28,864

Broward College, FL

CUNY John Jay College of Criminal Justice, NY Texas Tech University, TX

University of South Florida-Main Campus, FL

California State University-Dominguez Hills, CA

13,880

9,935

23,453

23,014

University of California-Santa Cruz, CA

15,504

24,392

Texas A & M International University, TX

15,909

3,822

University of California-San Diego, CA

22,391

Rutgers University-New Brunswick, NJ

29,752

University of Illinois at Chicago, IL

15,532

Florida Atlantic University, FL

H I S P A N I C

O U T L O O K

15,221

â&#x20AC;˘

5,877 5,800 5,772 5,537 5,377 5,326 4,548 4,501 4,479 4,454 4,433 4,417

4,398

4,266

4,162

4,117

3,905

22,816

The University of Texas at Arlington, TX

5,933

5,763

University of North Texas, TX

University of California-Davis, CA

5,979

4,004

21,605

Texas A & M University-Kingsville, TX

6,036

7,826

University of California-Irvine, CA

3,101 2,795

3,826 4,002 3,826 3,789

33% 56% 20% 41% 19% 28%

17%

6,088

22.

3,063

4,983

34%

3,123

18,028

21.

3,328

5,046

19%

3,126

University of California-Riverside, CA

22,437

3,096

5,105

6,249

19.

San Diego State University, CA

3,173

5,159

50%

6,375

20.

3,192

89%

4,232

16,541

36,515

4,290

5,528

2,279

California State University-Fresno, CA

Texas A & M University-College Station, TX

4,138

6,511

17.

18.

80%

4,844

Arizona State University, AZ

24,354

5,555

63%

90%

9,631

California State University-Fullerton, CA

4,682

8,367

38%

9,666

6,053

6,328

5,778

10,803

21,316

4,703

70%

3,933

South Texas College, TX

The University of Texas at San Antonio, TX

10,867

9,711

Males Females

7,798

3,912

3,836

3,829

3,670

3,659

3,541

3,494

3,423

3,395

3,269

0 5 / 1 3 / 2 0 1 3

2,510 2,449 2,514 2,813 2,605 1,852 3,058 2,523 2,404 2,454 2,254 1,777 1,721 1,956 1,738 1,958 1,835

2,049

1,651

2,259

1,728

1,447

1,687

1,726

1,747

1,586

1,454

1,617

1,465

1,566

1,481

1,582

1,405

3,865 3,639 3,522 3,166 3,328 4,025

39% 34% 27% 26% 88%

2,742

34%

3,133

31%

3,249 2,923 3,072 2,771 2,780 2,523 2,716 2,475 2,582

2,349

2,615

1,903

2,389

2,557

2,225

2,179

2,089

2,243

2,216

2,042

2,076

1,928

1,942

1,813

1,864

21% 48% 18% 22% 21% 22% 17% 15% 24%

32%

43%

18%

51%

18%

68%

17%

16%

24%

23%

93%

16%

22%

11%

21%

"Two of high graduates 16-24 enrolled in in

Time Undergrad & Graduate Enrollment H I S P A N I C RANK INSTITUTION NAME

Total

3,161

1,761

Males

Females

25,138

3,073

1,295

1,845

32%

University of California-Berkeley, CA

1,260

1,400

1,778

12%

University of Nevada-Las Vegas, NV

16,036

53.

54.

55.

college 2011."

9,856

CUNY New York City College of Technology, NY

52.

thirds Hispanic school ages were

All Enrollment

51.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85. 86. 87. 88.

89. 90. 91.

92.

93. 94. 95.

96.

97. 98. 99.

100.

CUNY City College, NY

CUNY Lehman College, NY

Keiser University-Ft Lauderdale, FL

California State University-Bakersfield, CA

9,552 5,784

10,511 6,069

Northern Arizona University, AZ

17,076

Montclair State University, NJ

12,524

Palm Beach State College, FL

10,874

Kean University, NJ

10,492

Texas A & M University-Corpus Christi, TX California State University-Stanislaus, CA Metropolitan State College of Denver, CO CUNY Hunter College, NY

6,512 6,406

14,105

7,314

University of Southern California, CA

16,753

University of Illinois at Urbana-Champaign, IL

31,311

University of Miami, FL

College of Southern Nevada, NV

17,066

9,833

9,680

DePaul University, IL

13,457

CUNY Queens College, NY

11,377

Sam Houston State University, TX California State University-East Bay, CA

12,315

9,270

University of Colorado Boulder, CO

24,268

Pennsylvania State University-Main Campus, PA

37,727

St John’s University-New York, NY

11,440

Mercy College, NY

New York University, NY

New Jersey City University, NJ

University of California-Merced, CA

University of Maryland-College Park, MD Northeastern Illinois University, IL

5,451

21,025

4,907

4,901

24,697

5,580

William Paterson University of New Jersey, NJ

8,426

Florida National College-Main Campus, FL

1,973

Monroe College-Main Campus, NY

3,253

Seminole State College of Florida, FL DeVry University-California, CA

7,692

4,771

Full Sail University, FL

18,003

Baylor University, TX

12,350

Colorado State University-Fort Collins, CO

20,089

St. Mary’s University, TX

2,330

Northern Illinois University, IL

University of Washington-Seattle Campus, WA CUNY College of Staten Island, NY

University of North Carolina at Chapel Hill, NC

Source: NCES - IPEDS 2011

0 5 / 1 3 / 2 0 1 3

2,822

1,004

2,722

1,033

2,896

2,744

2,622

2,589

15,233

25,876

9,639

17,437

•

964

1,056 954

866

2,552

1,159

2,511

947

2,526

2,387

6,276

California Poly. State Univ.-San Luis Obispo, CA

1,279

4,099

University of Houston-Downtown, TX

967

3,009

2,463

13,634

California State University-San Marcos, CA

3,040

11,548

California State University-Chico, CA University of the Incarnate Word, TX

3,105

1,076 779

2,420

1,062

2,326

888

2,293

809

767

2,249

1,090

2,199

1,153

2,222

2,167

2,123

2,104

2,070

2,038

1,979

1,977

1,922

1,912

1,883

1,866

1,845

1,832 1,827 1,813 1,784

1,725 1,721 1,694

1,177 974

953

878

859

2,073

1,730

1,932

1,818

1,688

1,689

1,668

1,723

1,393

1,450

1,564

1,684

1,358

1,578

1,438

1,526

1,159

1,045

1,046

1,306

584

1,338

687

1,196

715

1,130

846

28%

46%

16%

42%

21%

40%

23%

18%

24%

21%

18%

58%

37%

31%

13%

16%

1,211 986

798

19%

1,226

1,170

991

844

53%

22%

1,277

953

33%

1,193

761

673

959

22%

17%

18%

21%

35%

1,022

16%

1,034

37%

981

38% 7%

791

1,022

32%

528

1,197

87%

776

918

788

543

996

1,178

53%

22%

1,685

1,024

1,665

640

1,025

71%

808

824

11%

1,679 1,647

1,632

1,627 1,626 1,625

1,615

H I S P A N I C

1,333

653

699 719 636

680

661

21%

346 994

928 907 989

935

O U T L O O K

35%

13%

8% 6%

17%

RANKINGS

B ACHELOR’S

DEGREES AWARDED TO HISPANICS b y Ac miicc P ro g ram A c a d eem ra m

ARCHITECTURE AND RELATED SERVICES Hispanic

University of Texas at San Antonio, TX Florida International University, FL

University of Houston, TX

University of California-Berkeley, CA

Florida Atlantic University, FL

University of Miami, FL

330

160

170

168

New Jersey Institute of Technology, NJ

University of Texas at Arlington, TX

10.

California State Polytechnic U-Pomona, CA

CUNY John Jay Coll. of Criminal Justice, NY

227

University of Texas at San Antonio, TX

136

University of Texas-Pan American, TX

California State University-Los Angeles, CA

7. 8.

California State University-Fullerton, CA San Diego State University, CA

University of Texas at El Paso, TX

Sam Houston State University, TX

California State Univ.-Sacramento, CA

10.

Monroe College-Main Campus, NY

Miami Dade College, FL

Arizona State University, AZ

126 116

110

106

104 99

University of Texas at El Paso, TX

110

22 7

103

1 4

New Mexico State University, NM

Northern Arizona University, AZ

University of California-Santa Barbara, CA

University of California-Davis, CA

51 43

University of California-Irvine, CA

University of California-San Diego, CA

San Francisco State University, CA

California State University-Northridge, CA

University of California-Berkeley, CA

10.

University of California-Los Angeles, CA

University of California-Santa Cruz, CA

Univ. of New Mexico-Main Campus, NM

3. 4.

Kean University, NJ

ETHNIC CULTURAL MINORITY GENDER STUDIES

Texas A & M International University, TX

10.

Saint Joseph's College-New York, NY

117

Florida International University, FL

5. 6.

110

EDUCATION – SPECIAL ED AND TEACHING 2.

Florida International University, FL

CRIMINAL JUSTICE AND CORRECTIONS 1.

6. 9.

Texas Tech University, TX

Female

Woodbury University, CA

Male

Arizona State University, AZ

H I S P A N I C

O U T L O O K

35 18

•

16 16

43 35 33

31 7

0 5 / 1 3 / 2 0 1 3

GENERAL PSYCHOLOGY

1. 2. 3. 4.

Hispanic

Male

Female

8. 9. 10.

Florida International University, FL California State University-Northridge, CA University of Central Florida, FL University of Texas at San Antonio, TX University of Texas-Pan American, TX San Diego State University, CA Arizona State University, AZ California State University-Fullerton, CA University of California-Riverside, CA CUNY City College, NY California State Univ.-San Bernardino, CA California State University-Los Angeles, CA

406 182 167 162 162 150 142 125 125 120 119 116

69 39 32 46 41 39 36 30 23 27 17 27

337 143 135 116 121 111 106 95 102 93 102 89

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University of Texas at San Antonio, TX Texas State University-San Marcos, TX University of Texas-Pan American, TX University of Texas at El Paso, TX California State University-Fullerton, CA San Diego State University, CA University of Texas at Brownsville, TX California State Univ.-San Bernardino, CA Arizona State University, AZ California State University-Northridge, CA

120 92 87 83 74 60 55 53 47 46

59 55 55 40 34 30 38 22 22 17

61 37 32 43 40 30 17 31 25 29

1. 2. 3.

University of the Incarnate Word, TX Park University, MO Brandman University, CA Florida International University, FL Fresno Pacific University, CA Palm Beach Atl. Univ.-West Palm Beach, FL University of Arizona, AZ Mountain State University, WV University of Texas at San Antonio, TX Cornell University, NY Pennsylvania State University, PA

55 49 36 36 35 34 27 21 20 19 17

12 15 15 7 10 8 18 15 3 8 9

43 34 21 29 25 26 9 6 17 11 8

California State University-Northridge, CA University of Texas at Austin, TX Arizona State University, AZ University of New Mexico-Main Campus, NM California State University-Long Beach, CA New Mexico State U -Main Campus, NM University of Houston, TX University of Florida, FL Rutgers University-New Brunswick, NJ

44 39 38 35 31 30 30 28 26

11 10 9 11 12 10 10 5 6

33 29 29 24 19 20 20 23 20

University of Texas-Pan American, TX

5. 6. 7.

HEALTH AND PHYSICAL EDUCATION/FITNESS

HUMAN RESOURCES MANAGEMENT/SERVICES

4. 5. 6. 7. 8. 9. 10.

JOURNALISM

1. 2. 3. 4. 5. 6. 7. 8.

9. 10.

Sam Houston State University, TX University of North Texas, TX

23 22

18 17

LIBERAL ARTS AND SCIENCES

1. 2. 3. 4. 5. 6.

7. 8. 9. 10.

8. 9. 10.

NATURAL RESOURCES AND CONSERVATION Hispanic

Male Female

California State University-Northridge, CA Excelsior College, NY Florida International University, FL California State Univ,-Dominguez Hills, CA California State University-Fresno, CA California State University-Long Beach, CA California State Univ,-San Bernardino, CA Wayland Baptist University, TX University of Houston-Downtown, TX California State University-Fullerton, CA California State University-Los Angeles, CA

162 157 130 126 114 95 95 85 84 83 82

21 106 50 21 28 7 13 44 16 11 13

141 51 80 105 86 88 82 41 68 72 69

University of Texas-Pan American, TX University of Texas at Austin, TX University of Texas at San Antonio, TX University of Texas at El Paso, TX University of Texas at Brownsville, TX California State Univ.-San Bernardino, CA San Diego State University, CA University of California-Riverside, CA University of California-Berkeley, CA University of California-San Diego, CA University of California-Santa Barbara, CA Montclair State University, NJ University of California-Santa Cruz, CA University of Illinois at Chicago, IL Kean University, NJ University of Florida, FL

37 34 31 27 22 16 14 14 13 13 13 12 12 12 11 11

18 22 19 14 11 9 8 11 9 5 10 4 7 9 3 9

19 12 12 13 11 7 6 3 4 8 3 8 5 3 8 2

MATHEMATICS

1. 2. 3. 4. 5. 6. 7.

Hispanic

1. 2. 3. 4. 5. 6. 7. 8. 9.

10.

Source: NCES/IPEDS bachelorâ&#x20AC;&#x2122;s degrees conferred in 2011 to Hispanic men and women

9. 10.

Female

Texas A & M University-College Station, TX University of California-Berkeley, CA University of California-Santa Barbara, CA University of California-Santa Cruz, CA University of Florida, FL Humboldt State University, CA San Francisco State University, CA University of California-Davis, CA Univ. of Washington-Seattle Campus, WA Florida International University, FL University of Texas at El Paso, TX Oregon State University, OR University of Colorado Boulder, CO Northern Arizona University, AZ Sonoma State University, CA University of California-Riverside, CA

54 45 36 22 20 18 11 11 11 10 10 9 9 7 7 7

19 19 14 11 11 8 5 4 5 6 2 2 5 2 3 4

35 26 22 11 9 10 6 7 6 4 8 7 4 5 4 3

Florida International University, FL University of California-Los Angeles, CA University of California-Santa Barbara, CA California State University-Northridge, CA University of Texas at Austin, TX University of California-Riverside, CA University of California-Irvine, CA San Diego State University, CA University of California-Berkeley, CA University of Florida, FL Florida State University, FL Univ. of South Florida-Main Campus, FL

387 374 272 268 258 217 205 192 192 192 182 181

187 128 91 95 132 87 73 79 83 78 102 76

200 246 181 173 126 130 132 113 109 114 80 105

SOCIAL SCIENCES

1. 2. 3. 4. 5. 6. 7. 8.

Male

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â&#x20AC;˘

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REPORTS

WICHE Report Shows Dip in College Enrollments but More Minority Applicants

Not

by Angela Provitera McGlynn surprisingly given our nation’s changing demographics, the eighth edition of Knocking at the College Door: Projections of High School Graduates report, released Jan. 10, 2013, by the Western Interstate Commission for Higher Education (WICHE), shows that by 2020, while the number of White and Black high school graduates will decline, the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Knocking at the College Door is a report that has been projecting demographic changes for the last three decades. “The landscape of American higher education has changed rapidly in recent years and will continue to do so into the future. Simple demographics suggest that some states and regions will continue to see increases in the number of high school graduates, while others will see declines. In addition, the composition of our graduating classes will continue to change with increasing numbers and shares of the population coming from communities of color [and White Hispanics]. In this publication we use contemporary demographic projection techniques to capture the impact of these changes on the size and racial/ethnic composition of high school graduating classes in each state, four geographic regions, and the nation as a whole.” (Foreword, vii) Why is such an analysis significant for our nation? The success of the higher education system depends upon knowing and understanding the pool of postsecondary college enrollees. Colleges and universities must know the needs of their incoming students to guide them towards earning a degree. In fact, how well our colleges and universities educate and graduate these high school graduates affects our nation in a host of meaningful ways, as for example, “a healthy citizenry and a civil society” (Executive Summary, xi), and will determine our nation’s status in an increasingly global economy. America’s status in the world is already in jeopardy having slipped to 16th place in the share of its young adult population that has earned college degrees. Higher education is essential for entry into a middle-class life in America and necessary to economic competitiveness in the world. WICHE supports what several researchers have been saying, that is, providing quality higher education for more students and increasing college graduation rates is vitally important. A global economy demands an increasingly competitive labor market which in turn requires high-level skills and innovation. Postsecondary educational attainment “is a profoundly important signal of the capabilities of both individuals and societies.” (Executive Summary, xi) Although colleges are seeing rising numbers of older adults enrolling, this report focuses specifically on high school graduates. The reason is that while the older adult student participation continues to grow, our nation

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must increase the percentage of young high school graduates who enter colleges and universities and who successfully complete their degrees. There are three major factors related to this necessity: “[This must happen] if we are to regain our competitive advantages in education and economic vitality worldwide. Second, we can only reduce the unfortunate and persistent equity gaps within our country by assuring that students of color [and White Hispanic students] substantially increase their rates of graduation from high school, participation in college, and success in completing college. Third, many of our colleges will continue to rely heavily on recent high school graduates for a substantial portion of their student bodies, and these institutions need to know what the likely applicant pool will look like.” (Foreword, vii) Over the next few years, we’ll see the end of a two-decade overall college-enrollment boom – the pool of high school students will continue its slight decline on a national level but not in every state and region. The number of high school graduates overall seems to have peaked in the 2010-11 academic year with all four regions of the country seeing shortterm declines in their raw numbers. “Production of high school graduates will fall over the immediate term, before settling down at a stable rate between 3.2 and 3.3 million nationally by 2013- 2014.” (Executive summary, xi) Colleges in which there are declines in the high school pool that invested in building more dormitories, fitness centers, etc. to lure that very large pool of potential enrollees of the last 20 years must reassess its use of resources. According to the WICHE projections, more minority students will enter college and the workforce than ever before. By 2020, WICHE predicts that minority students will account for 45 percent of the United States’ public high school graduates. This figure reflects an increase in minority grads – up from 38 percent in 2009. Increases in minority college enrollment will vary greatly from state to state, but no state will be unaffected. Birthrates and migration patterns continue to change the demographic picture of America. Minority student populations will increase while the numbers of White American students decrease. Although the number of enrollees will always be a critical issue for colleges, the report makes clear that the bigger concern will be not how many students are we going to enroll but who are those students in terms of demographics. Even the word “minority” could soon have a different meaning in several states. The report says that by the academic year 201920, non-White students [and Hispanic White students] will predominate among public high school graduates in Arizona, Florida, Georgia, Maryland and Nevada adding to California, the District of Columbia, Texas

and three other states that have already reached “majority-minority” status. The drive in these demographic shifts is the rapid rise of Hispanic high school graduates. The report says that from 2008-09 to 2019-20, there will be a 41 percent increase in Hispanic high school graduates. During that same time period, the United States will see a 12 percent decline in White high school graduates. In 48 states with the exceptions of Colorado and Utah, the numbers of White high school students earning diplomas will drastically decline. Despite the lack of decline of White high school graduates in Colorado, this state will have such a large expansion of Hispanic students, the latter will account for nearly all of the projected growth. In fact, the number of Hispanic high school graduates will increase in all four regions of the country by large numbers, although, again, there will be significant variation from state to state. The overall enrollment variations are outlined in the report showing states where there will be losses of 15 percent or more – the District of Columbia, Maine, Michigan, New Hampshire, Rhode Island and Vermont. There will be slowing production, that is, losses between 5 and 15 percent in 17 states: Alaska, California, Connecticut, Florida, Hawaii, Illinois, Iowa, Kentucky, Maryland, Massachusetts, Minnesota, Missouri, Montana, New Jersey, Ohio, Pennsylvania and Wisconsin. There will be what the report calls manageable decline (losses of less than 5 percent) in seven states: Arizona, Delaware, Indiana, Mississippi, North Dakota, Oregon and West Virginia. Manageable growth (increases of less than 5 percent) is projected for 12 states: Alabama, Arkansas, Georgia, Nebraska, New Mexico, New York, North Carolina, South Carolina, South Dakota, Tennessee, Virginia and Washington. WICHE projects accelerated expansion (increases between 5 percent and 15 percent for the following six states: Idaho, Kansas, Louisiana, Nevada, Oklahoma and Wyoming. Projections for swift expansion (increases greater than 15 percent) are predicted for only three states: Colorado, Texas and Utah. There are also regional differences in terms of how long the declines will last. The projections show that the South and West will have the shortest modest declines and pull out of the slight slump more quickly than the Midwest. Unfortunately for the Northeast, it appears unlikely that they will see any turnaround for several years to come in their high school graduate pool. Factoring in race/ethnicity, WICHE projects that Black non-Hispanic high school graduates will decline nationally and across all four regions of the country during the years to come before recovering to current levels by the middle of the next decade. Similarly, WICHE projects that White nonHispanic high school graduates will decline across the nation with no indication that that their numbers will come back to past highs. Between 2008-09 and 2019-20, the United States’ public high schools are projected to produce: • 228,000 fewer White non-Hispanic graduates (a decline of 12 percent) • About 197,000 more Hispanic graduates (an increase of 41 percent) • 49,000 more Asian-American/Pacific Islander graduates (an increase of 30 percent) • 41,000 fewer Black non-Hispanic graduates (a decline of 9 percent) • More than 500 additional American Indian/Alaska Native graduates (an increase of just under 2 percent (Executive Summary, xii) According to WICHE, the next period of sustained growth will begin in

2020-21 and continue for the next six years. The projected rise will be about 2 percent, which is a much more gradual rise than the one we witnessed in the two-decade boom preceding 2010, and the next period of sustained growth will not quite reach the 2010-11 enrollment peak. The conclusions of the WICHE projections are crystal clear. We must do a much better job in educating and graduating the nation’s traditionally underserved and underrepresented populations. Most Americans understand the overall shifts taking place in our melting pot society, but policymakers and educational leaders and practitioners need to understand the size of the up-coming changes among students from preschool

80%

Figure 3.6. Cumulative Percent Projected Change in U.S. Public High School Graduates Relative to 2008-09, by Race/Ethnicity

70%

68%

60%

58%

50%

41%

40% 30%

30%

21%

20% 10%

18%

13% 2%

-5%

-10%

-20%

-9%

-2%

-12%

-13%

-30% 0 20

8 7 6 3 5 4 0 2 1 9 8 7 6 5 4 3 2 1 0 09 -2 -2 -2 -2 -2 -2 -2 -2 -2 -1 -1 -1 -1 -1 -1 -1 -1 -1 -1 827 26 25 23 24 20 19 2 1 02 2 18 17 16 1 4 01 5 13 12 11 10 09 20 20 20 20 2 20 20 20 20 20 20 20 2 20 20 20 20 20 20

American Indian/Alaska Native Hispanic

Asian/Pacific Islander White non-Hispanic

Black non-Hispanic

through college. Our nation’s lack of meeting the needs of low-income, first-generation and minority students has left us with educational attainment and achievement gaps that must be eradicated. The days of racially/ethnically homogenous student populations are behind us. As stated by the authors: “More than ever, our national prosperity and security, in a globalized labor market driven by the prevalence of well-educated, highly skilled workers, depend on improving our performance with these populations. Therefore, policymakers and practitioners might need to examine issues of affordability, recruitment, curriculum design and delivery, alignment across educational sectors, effective student support services, and accountability.” (Executive Summary, xii) Those interested in our nation’s future can see profiles of WICHE’s projections for each state individually at the site www.wiche.edu/knocking, where WICHE also provides an interactive tool for exploring, graphing and downloading data.

Angela Provitera McGlynn, professor emeritus of psychology, is an international consultant/presenter on teaching, learning and diversity issues and the author of several related books.

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Creating a Better Future for Students at INNOVATIONS/PROGRAMS

by Jeff Simmons collaborative venture between the Hispanic Federation and the City the Lumina Foundation, the country’s largest foundation devoted exclusively University of New York (CUNY) is creating futures for a generation of to elevating student access to postsecondary education. In March 2011, Hispanic students. Lumina invited more than 250 organizations in 11 states to submit collaboAimed at boosting the number of Hispanics who graduate from CUNY rative proposals designed to dramatically increase college completion with high-quality degrees, the new initiative among Hispanic students. Thirteen commuis endeavoring to shepherd 1,000 students nities were invited to participate in a sixthrough college with extra support and month strategic planning phase, in which mentoring. national and local coaches helped them The initiative is called the CREAR strengthen their plans. Futuros project, which means “To create The partnerships are leveraging commufutures,” and it will build a “Community of nity leaders across key policy, education, Care” in which Hispanic students are business and nonprofit sectors to create, encouraged to develop strong relationships launch and sustain successful “place-based with individuals vested in their achievement. efforts” that capitalize on local talents. “When you think of the growing number Subsequently, Lumina partnered with of Latino students that are entering college Excelencia in Education to provide technisystems, we have to make sure they are cal assistance and evaluation support for well-educated and that they have time to each community. Overall, Lumina commitshine,” said José Calderón, president of the ted more than $11.5 million over four Hispanic Federation. “We know they have years to support the targeted efforts that the talent, they have the smarts. We just address weaknesses in the college access have to make sure we give them a full and success pipeline. opportunity to create a greater, better future According to recent Census data, 43.3 for them and for all of us.” percent of White Americans between ages Launched in the fall of 2012, the initia25 and 64 hold at least a two-year college tive is now guiding its first group of freshdegree, yet among Latinos, that rate is far men – 160 of them – through their first lower, well below 20 percent. year at four CUNY campuses: Hostos “That disparity simply cannot be Community College and Lehman College, allowed to endure,” said Tina Gridiron, both in the Bronx, and John Jay School of senior strategy officer at the Lumina Criminal Justice and City College of New Foundation. “Not only is that achievement York, both in Manhattan. gap fundamentally unfair to the individuals Tina Gridiron, senior strategy officer, Lumina Foundation Under the project, the Hispanic involved, it’s unsustainable for the nation as Federation has partnered with CUNY, New York City Hispanic social ser- a whole. Demographic trends have made it crystal clear that if we hope to vices agencies, New York City Department of Education, Citibank and prosper in the global economy and maintain a stable and secure society, selected high schools. The project aims to supply students with extra sup- we must significantly increase college-attainment rates for Latinos.” ports from the moment they enter the campus. Lumina consulted with national, regional and local experts in philan“We think this program is very cost-efficient,” Calderón said. “It will be thropy, Hispanic educators, and higher education and community leaders, done in increments; we start with the cohort of 160, and that increases and requested grant recipients to focus on improving their data to drive over time. The important point is that we want to make this a model for decisions, forge better alliances with communities, work in partnerships, CUNY so that CUNY can implement this citywide.” and measure all of their efforts to determine best practices. Funded for four years, the $600,000 project is the result of a grant from The grants now support an array of services for Hispanic students and

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families, such as training in financial literacy, guidance with K-12-to-col- challenges and help heighten support for the efforts to increase the suclege transfer and transition issues, and improved developmental courses cess of Hispanic students. Further, students are connected with career designed to move students more efficiently toward credit-bearing courses. opportunities through internships with Hispanic Federation agencies and “This is a time of great change in our educational systems with busi- policy and corporate partners. ness-as-usual practices being reconsidered for all students,” said Sarita E. Participating students interviewed by The Hispanic Outlook said they Brown, president of Excelencia in Education. discovered the program as they were navigating toward one of the four “Now is the perfect time for forward-leaning communities to seize the participating schools. One indicated that after earning a lower-than-expectmoment and intentionally respond to the data, focus on evidence-based ed test score, a professor mentioned the program to him as a way to help practices and hold themselves accountable for serving Latino students well with the transition to college. School officials said it was also announced at as they live up to the standard of serving all students. CREAR Futuros is set- college orientation events. ting its sights to do just that – their success will lead the way for many Each of the four participating schools selected peer mentors, upperother communities going forward.” classmen that were “top leaders” in their schools. “The criteria was pretty The New York City program, according to Lumina, projects that 41 per- strong,” Sánchez said. “We wanted a minimum 3.7 grade point average, cent of participants of the CREAR Futuros initiative would be expected to students who were very strong academically,” he said. graduate, though those instrumental in its launch and progress are hoping Two peer mentors – who receive payment for their work – were from to exceed that expectation. each school, and each mentor has been assigned to 20 students. Sánchez Frank Sánchez, CUNY’s vice chancellor for student affairs, said CUNY said the program sought to develop a model that was scalable, and so it didenvisioned the CREAR Futuros project as an n’t place strict requirements on participants. “opportunity.” “It was first come, first serve,” he said, “The Hispanic Federation has such a describing how students saw the program long tradition and history in the Latino as attractive because it provides free supcommunity in New York City that this was a port by a trained classmate who can guide great opportunity to partner,” Sánchez said. and coach them through the often-trying “Both of our organizations understand that freshman period. “We said, ‘here is a great while Hispanics are the largest ethnic resource, a peer, your age, that can help minority in higher education, the numbers connect you with resources and services of Hispanics in terms of growth in enrollthat you might not always know are availment in higher education needs to be able to you.’” improved nationally.” In fact, demand surpassed the available About 30 percent – or more than supply of mentors in the first year of the 80,000 – of CUNY’s 272,000 students are program, so not all students could be Hispanics. Forty-four percent of CUNY stuaccepted. The peer mentors are provided dents are the first in their families to attend for up to two years, the highest two risk college. And many of them do not arrive years, Sánchez said. with the appropriate skills necessary to Additionally, while the program was succeed; in fact, CUNY notes that only framed as an opportunity to improve the about 15 percent of Hispanic students graduation rates of Latinos, it did not shut graduate from high school “college ready.” out any non-Hispanic students who requestNevertheless, CUNY has witnessed siged to participate. nificant improvement in the graduation Beyond the extra support and guidance, rates of its Hispanics students. According to students said the program has helped them an analysis by its Office of Institutional forge fast friendships in what were initially Research released in July 2012, in 2001, intimidating foreign environments. only 26 percent of Latino students at the After graduating from the High School for senior colleges had graduated six years Arts and Business in Corona, Queens, Leslie Frank Sánchez, vice chancellor for student affairs, CUNY after their 1995 enrollment as first-time Quiroz enrolled at John Jay in the fall of freshmen. But a decade later, in 2011, the six-year graduation rate for 2012. The 18-year-old said she is pursuing a major in forensic psychology. Latino students who had enrolled in 2005 was up to 43 percent. At the school, she and a group of other CREAR Futuros participants The CREAR Futuros initiative embraces a “communities of care” model meet for an ethics class, and have the same peer mentor. “We were able to providing multilayered support over the four years. get really close and meet together; it isn’t like my other college classes,” These levels of support include: peer mentoring, targeted advisement from she said. CUNY advisors; cloud-based technology specifically designed to enhance stuMentors introduced students to campus resources, such as financial dent communication; and monthly development training for mentors. aid, course selection and tutoring, offer tips on how to reduce stress and Additionally, CREAR Futuros staff continue to forge relationships with manage time more wisely. The mentor, she said, has been a guidepost, prokey policymakers through a Policy Roundtable to report on progress and viding her and her classmates with important updates about the school and

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campus, reminding them about crucial deadlines and work. “She gave us a calendar to keep track of what we have to do each semester, so we can plan out what we have to do each week,” Quiroz said. The mentor said she, in fact, had benefited from role models, including professors, who encouraged her and guided her. Those words resonated with Quiroz. “I know more about time management now,” Quiroz said. “I was not good at it before. I am learning and getting better at it. You have to plan ahead and stick to your schedule you’ve created for yourself.” She added, “Without this program, this first year would have been tough.” Her classmate, Jesse Báez, extolled similar praise on the program. The 19-year-old graduate of John F. Kennedy High School in Manhattan followed in the footsteps of his older brother and sister, who attended college, though their parents did not. “My parents said it’s our job to go. They’re job is to support us and bring us food, and our job is to do well in school,” he said. He said that while he had good grades in high school, he failed the CUNY assessment test in writing by one point, when a student affairs officer at John Jay advised him about CREAR Futuros, and he applied. “I didn’t know much about it at the time, but I knew it would help Latino students to be able to do well in college and pass, and I have a language-barrier problem,” Báez said, noting how growing up bilingual caused him to often switch languages mid-stream. “I told him I wanted to be part of the program.” He recalled the first day of classes, when his mentor addressed him and his classmates. “She told us we could talk to her about anything,” he said. “She said she would provide us with help every step of the way.” “It has made the transition to college much easier,” he said. “It doesn’t

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feel like I am speaking to a teacher; it feels like I am speaking to a peer, and I don’t feel uncomfortable; I know I always have somebody. I don’t feel alone.” That gets to the heart of the program’s goals – showing incoming freshmen, from a group more likely to see many of their classmates drop out, that they are surrounded by people who want to help them succeed and create a better future. “A number of the students are so appreciative to have a sense of community, of belonging, of connectedness in what is a very large university,” Sánchez said, “and so they have connected as a learning community. One of the benefits is we have created psychologically a small, learning experience within a large institution. Students don’t feel like they are a number but in fact they are part of a community.” All of Lumina’s grant-funded projects will need to commit resources to transparently collect and share data to determine the success of the programs. They must establish goals, timeliness, milestone and metrics for increases in the college success of Hispanic students. At CUNY, Sánchez said those results could help chart a much broader program encompassing more students and schools in its system. “Hopefully, we will see a significant impact on the success of the students on their levels of satisfaction with CUNY’s services, resources and education. Our hope is to scale this up in a very cost-effective way and not just serve 1,000 students over four years but maybe 5,000 or 10,000 students. I think that one of the visions is that for every new first-generation student at CUNY, wouldn’t it be great if they had a peer mentor?” Added Calderón, “We remain the least well-educated segment of the population, and to change that, we must always be dealing with issues such as health care, immigration, employment. We have to get this education issue right because if we do, then all of the other issues will be taken care of.”

UNCENSORED

by Peggy Sands Orchowski

MOOCS – ARE THEY REALLY ABOUT DIVERSITY? – The rationalization for Massive Open Online Courses (MOOCs), whereby mainly Ivy League colleges are putting their best teachers and courses online for free and competing for hundreds of thousands of students per class, has hit the media like a meteor. Suddenly, everyone is trying to explain them and to justify how courses for which on-campus students have to pay tens of thousands of dollars per year are now being taught for free, online, to thousands of students, many of them abroad. Presidents of the biggest MOOCs often put a politically correct stamp on their enterprises when reporting enthusiastically about their growth among foreign colleges and in numerous languages including Chinese and Hindu. “It makes us a global education enterprise,” Andrew Ng, Coursera’s co-founder, was quoted as saying recently in the Washington Post on Feb. 21. “It’s about languages, about viewpoints, about culture absolutely,” said EdX President Anant Agarwal. “It’s really about diversity.” Diversity? Really?

STEM LEARNING SHOULD BE A CULTURAL DEFAULT – At a recent hearing of the Congressional Immigration Committee, its chairman, Bob Goodlatte, a Republican, suggested that Americans should copy India by making the mastering of science, technology, engineering and math (STEM) a cultural default. “In India and China, there is a tangible line between studying and working in the STEM fields and success,” confirmed Deepak Karma, a 30something successful Internet entrepreneur who came to the United States from India via Canada and who was a witness at the March 5 hearing. Goodlatte nodded, adding almost with resignation, “Yes. My son is a philosophy major in college who wants to work in the food industry.” Then almost to himself, he said quietly, “It’s about the only thing he can do with such a major in Virginia.”

SECRETARY OF EDUCATION THE BEST NEXT SECRETARY OF STATE? – In all the hoopla about finding a replacement for Hillary Clinton as secretary of state, many possibilities and qualities were considered: another woman (some young citizens have only known women as secretaries of state after Condoleeza Rice, Madeleine Albright and Clinton). When U.N. Ambassador Susan Rice withdrew her name for nomination, there were whispers about whether a White man could do it. Should he be an experienced statesmen? Or a general, as former Secretary of State Colin Powell was? One of the most interesting suggestions for a future secretary of state came from the famous globalist, Tom Friedman. The popular New York Times columnist, lecturer and author writes in almost every piece that “the biggest issue in the world today is growth and ... improving educational outcomes. Education is now the key to sustainable power.” Friedman’s choice, therefore, for secretary of state was an educator who “gets it” – gets that “math is the answer, that education is the answer ... to furthering national interests and prosperity.” Indeed diplomacy has gone from focusing on hard power (military) to soft power (education) to smart power (high-tech entrepreneurship). Who better to foster that on a global scale than a former U.S. secretary of education like Arne Duncan?

2013 IMMIGRATION PROPOSALS FOCUS ON EDUCATED IMMIGRANTS – By the time the comprehensive immigration reform bill of 2007 came to a vote in the Senate, it was over 1,000 pages long and contained dozens of amendments. They included a wide variety of issues – everything but the proverbial kitchen sink. Some of the amendments conflicted with others. Few legislators had read the entire bill when they voted. It clearly was doomed to fail. Now the evolving 2013 immigration reform bills in Congress are looking to be much tighter and kind-of/sort-of comprehensive. They focus on educated workers in three ways: 1) legalization of some (not all) mostly educated and skilled illegal immigrants (i.e. DREAMers and experienced workers); 2) more workplace enforcement; and 3) automatic green cards for highly educated new immigrants. Who seem to be left out? Unskilled workers, extended family members and diversity visa winners. The main voice for the old way is Rep. Luis Gutiérrez. “It has to be [extended] family AND employment visas, not [extended] family OR employment visas,” the vociferous longtime spokesperson for the Hispanic Caucus on immigration insists. Not sure anyone is listening, however. Gutiérrez might reap what he sows. While the Illinois Democrat is as likeable as he is loquacious, he never asks questions at hearings of the experts called in to testify. But more listening, questioning, understanding and compromise from legislators who truly know they can’t have it all is what is now expected in the 2013 immigration reform environment. HISPANIC YOUTHS USE INTERNET THE MOST – AND IN ENGLISH – A recent study by the Pew Hispanic Center has found that between 2009-12, the share of Hispanic adults going online rose 14 percentage points to 78 percent, more than any other group. Even Latino cell phone ownership has crept up past that of Whites. “Youths are the driving factor among Latino users,” according to the study. Indications are, however, that Latino youth communications are mainly in English. Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. 0 5 / 1 3 / 2 0 1 3

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Why Only Half of Under

REPORTS

by Gary M. Stern

January 2013, the National Commission on Higher Education Attainment issued a report, College Completion Must Be Our Priority, noting that nearly 50 percent of the students who start in two-year and four-year colleges in the U.S. fail to graduate in six years. And the longer they wait to return, the odds diminish that they will ever attain a degree. The report emphasizes that to turn things around, colleges must introduce specific strategies to boost college graduation rates and encourage more students to attain degrees. It firmly places the responsibility on colleges to develop policies to increase graduation, support students and operate in more innovative ways to address the situation. Responding as they did in the past won’t boost success rates. The commission consisted of representatives from a variety of organizations including the American Association of Community Colleges (AACC), the American Association of State Colleges and Universities (AASCU), and Association of Public and Land-grant Universities (APLU), a veritable alphabet soup of acronyms. Because many Hispanic and African-American undergraduates drop out of college due to financial reasons and other pressures, they are more likely not to graduate. What can be done to boost minority success rates? Molly Corbett Broad, president of the American Council on Education,

“Too often, colleges focus more on getting students through the door than

ensuring they make it across the finish line.”

E. Gordon Gee, chairman of the National Commission on Higher Education Attainment

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told The New York Times that the report would engender a strong sense of urgency at many colleges. And E. Gordon Gee, president of the Ohio State University, who serves as chairman of the commission, said the study cuts across a myriad of institutions including research universities, public and private colleges, smaller liberal arts facilities and community colleges. Recently, The Hispanic Outlook in Higher Education Magazine asked Gee and Diana Natalicio, president of the University of Texas-El Paso, for their thoughts. “Too often, colleges focus more on getting students through the door than ensuring they make it across the finish line,” said Gee. “The reality is that colleges must focus on providing the support students need to graduate with a diploma in hand.” Gee said that the National Commission on Higher Education Attainment’s goal focused on increasing attainment. Its findings identified three major categories where reforms can have the most significant impact on colleges. “The first must be to change our campus culture,” said Gee. Initiatives must be implemented campus-wide that contribute to improving the academic experience, he explained. Second, improving cost effectiveness to offer flexibility to working adults, delivering courses more efficiently, and optimizing services can make a difference in retaining students. Using data to identify at-risk students and helping track their progress is crucial.

graduates Earn Degrees “Most college presidents

presume that if freshmen can meet the exacting

requirements to be accepted then “retention and

graduation aren’t an issue.” Diana Natalicio, president of the University of Texas-El Paso

But Gee stresses that there’s no magic bullet and no “one-size-fits-all approach” that will serve as a panacea to cure campus ills and fix low graduation rates. Providing support to nontraditional students can exert a positive effect. Increasingly, undergraduates are no longer 18-year-olds directly out of high school. For example, Ohio State’s “Our First Year Experience” campaign boosted retention and contributed to the college’s 91 percent retention rate. The report also detailed the huge waste of potential caused by eager students accepted to college who get derailed and fail to earn a degree. “Left unaddressed, it will hinder social mobility and impede the nation’s top economic progress,” the report cited. But the emphasis was prescriptive, making specific recommendations to improve graduation rates and change educational policy. College graduates live longer, earn more money and are more civically engaged than those without degrees. Making retention a campus-wide strategy was one of its most foremost recommendations. Most colleges are influenced by U.S. News & World Report’s rankings and concentrate more on “metrics about admissions, enrollment and selectivity on the front end,” said Natalicio, a commission member who has been president of University of Texas-El Paso (UTEP) for 25 years and is the 2013 chairperson of the American Council on Education (ACE).

Most college presidents presume that if freshmen can meet the exacting requirements to be accepted then “retention and graduation aren’t an issue,” she said. Moreover, Natalicio said that graduation statistics are skewered because they’re based on the number of entering freshmen that graduate within four to six years. “But the problem with that is in the 21st century, people don’t stay at the same institution,” she stated. If a student enrolls in a community college but graduates with a four-year degree at a second college, the two-year college is penalized in the statistics. The college completion study didn’t focus on Latino and AfricanAmerican students purposely, Natalicio said. “All too often, graduation rates are dismissed as a minority student problem. It’s important that we recognize that many people facing socioeconomic changes are affected by this issue,” she said. Because of the rising cost of college education, particularly at private colleges, many students are vulnerable to being forced to leave, not just minority students. The report targets college presidents, and its writers want to cover the range of colleges, not just the ones like UTEP where 77 percent of its students are Hispanic. Gee, too, puts the emphasis on helping students across the board. “We must ensure that students receive the support they need to graduate. This begins with examining the K-12 pipeline, making sure that students who

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plan to attend college are ready to meet the demands of higher education,” he said. However, specific programs can be effective. He says Ohio State introduced a LASER program that created a mentoring system that targeted Hispanics from high school through college and graduate school. Too often, Natalicio said, the students who fail to earn a degree are blamed for dropping out. If they can’t afford college, juggle raising kids with course work, balance a part-time job with writing papers, they’re censured for not doing it all. Colleges have to intervene, support students and discover solutions to help them find the pathway to earning a degree. Blaming the victim is often a way for colleges to circumvent finding a solution to the problem. Nonetheless, the report could have done a more inclusive job of offering more specific recommendations targeting Latinos and AfricanAmericans. Making the case that colleges help all students, rather than customizing services to different populations, won’t help inner-city kids who have very specific needs. Universities must create cultures that promote graduation. “The mindset is that we have a major responsibility to ensure that every student who enters our institutions has the conditions to achieve his or her goals, which is earning a degree. They don’t come to college because they want to drop out,” asserted Natalicio, a native of St. Louis, Mo. While the entire university including faculty and administrators play a role in encouraging graduation, presidents must lead and serve as the key drivers and initiators. The president sets a tone, lays out a vision, determines expectations, and rewards good performance, said Natalicio. Many freshmen at large public colleges are like travelers on a commuter train who enter, get off and return. The journey is often jagged and not always a straight line to a four-year degree. One key approach to enhance the number of degree-earning graduates is affordability, Natalicio says. Two factors can lift success rates: keep the lid on rising tuition rates, and offer less expensive online courses. If presidents analyze the data and see that the number of graduates has plummeted below 50 percent, she recommends that making changes sounds like the necessary fix. “Start with your data; you can’t hide from data,” Natalicio says. “While college might not be for everyone, those who are committed to earning a college degree deserve the opportunity to succeed. Therefore, leaders in higher education must wholly recommit themselves to student success and make college completion a national priority,” Gee said. The college completion report encourages colleges to adopt specific strategies that have proven effective at several universities. Here are some of its major recommendations: Create more flexible opportunities for working adults. Since many undergraduates need to work part time while attending postsecondary education, colleges need to offer more flexibility of when and where classes are offered. For example, Metropolitan State University in Minneapolis holds classes at 32 locations including at community colleges and business sites and offers weekend and online courses and individualized degrees. Late-night classes at midnight for parents have proven successful at Bunker Hill Community College in Charlestown, Mass. Classes targeting veterans can also boost graduation rates. Train professors to teach. Many professors are promoted based on their research, not their teaching ability. Training professors to teach effectively in the classroom and attend professional development programs could extend graduation rates.

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Extend credit for previous learning beyond the classroom. Offering more college credits for learning achieved outside the classroom helps many nontraditional students graduate faster. Provide more supportive services for nontraditional students. Adult students are on campus less time than traditional undergraduates, often have families and work part time. Therefore offering supportive services such as counseling or tutoring heightens their chances of success. Improve the academic experience. Strategies such as setting explicit standards, making students know exactly what is expected of them to earn a degree, providing timely counseling to assess credit progress, and offering academic support contribute to boosting success rates. For example, City University of New York’s Accelerated Study in Associate Programs, which provides financial, academic and social support, doubled its graduation rate. Study the obstacles. The University of Texas-Austin studied the key obstacles to students earning degrees. As a result, it created more online programs for students to track academic progress and established more “intervention” programs that help students encountering problems. Create a student-centered culture. When Shenandoah University, a private college in Winchester, Va., looked to boost retention, it studied every student interaction with staff that involved registration and earning a degree. The changes instituted boosted graduation rates. Deliver courses more efficiently. The National Center for Academic Transformation has demonstrated that creating individualized teaching plans combined with ongoing evaluations can boost student performance, involvement and success. Improve credit transfer. Making it easier to transfer credits from one institution to another would heighten credit levels and boost graduation rates. Indiana established a statewide community college program that improved credit transfer. Scrutinize retention rates. Most colleges intensively review data on applications, acceptances and deposits, but few study student retention, time spent to obtain a degree, dropout rates and completion levels. When Harper College, a community college in Palatine, Ill., studied retention rates, it learned that only 1,800 of its 35,000 students were earning certificates or degrees annually. Harper faculty collaborated with local high schools to improve math results. It lowered the number of students taking developmental courses and boosted retention. Update students on credit attainment. Letting students know how many credits they need to earn each semester to progress smoothly to earn a degree sparks increased graduation rates. For example, Walla Walla Community College in Washington provides a “degree estimator” to keep students updated on their transcripts.

Interesting Reads I Can Finish College: The Overcome Any Obstacle and Get Your Degree Guide By Marcia Cantarella Whether you are the first in your family to attend college or come from a long line of graduates, are attending college right after high school or are going back to school later in life while balancing a career, I Can Finish College will take you through all central experiences, mysteries and relationships that you’ll encounter leading up to graduation and beyond. The key is knowing how to respond, how to navigate the system, and not letting anything get in the way of you reaching your ultimate goal. 2012. 288 pgs. ISBN: 978-1402272752. $12.99 paper. Sourcebooks, (630) 961-3900. www.sourcebooks.com

The Community College Guide: The Essential Reference from Application to Graduation By Debra Gonsher and Joshua Halberstam Bookstore shelves are crowded with books offering advice to college students, yet none offer advice for the majority of college students in the United States ... those attending community college. Of the approximately 21 million full- and part-time college students, 11 million attend community colleges. The Community College Guide aims to help fill this huge gap. 2009. 244 pgs. ISBN: 978-1933771731. $14.95. Paper. : BenBella Books, (214) 750-3600, Dallas, TX 75231 www.benbellabooks.com

Your MBA Game Plan, Third Edition: Proven Strategies for Getting Into the Top Business Schools By Omari Bouknight Scott Shrum The MBA has rapidly become the world’s most desired degree, with graduates of top business schools landing sixfigure pay packages in private equity, high-tech, investment banking, and management consulting. As a result, the competition for admission into select programs is fierce; some schools admit less than 10 percent of applicants. Your MBA Game Plan includes fresh insight on 35 leading business schools from around the world. 2011. 320 pgs. ISBN: 978-1601631824. $19.99, paper. Career Press, Pompton Plains, NJ. 800-227-3371 www.careerpress.com.

The Diversity Index: The Alarming Truth About Diversity in Corporate America ... and What Can Be Done About It by Susan E. Reed 2011. 294 pgs. ISBN: 0814416497 $27.95. cloth. Amacom Books. (800) 250-5308. www.amacombooks.org

hen America elected its first AfricanAmerican president, people began saying we had entered a post-racial era. But is that true? What is that status of diversity in corporate world America? Nearly 50 years after the Civil Rights Movement, the author says there is a new crisis of opportunity in corporate America. Based on the author’s study of Fortune 100 companies, The Diversity Index identifies a barrier that has formed as White women have outpaced people of color and, along with White male executives, have wound up creating a persistent racial ceiling. In addition, the quest for global profits has created worldwide competition for the corporate suite, and U.S.-born minorities and Whites are losing out. The book takes an in-depth look at companies that have struggled to find the perfect leadership mix. Detailing the stories of executives of General Electric, Hewlett Packard, Merck, and PepsiCo, The Diversity Index distills – into 10 clear steps – the methods that the most successful companies used to develop integration, keep it growing and empower their employees to develop new products and markets. It’s been more than a half-century since President Kennedy’s executive order calling for a thoroughly integrated workplace. This book assesses which corporations have contributed the most to this advancement and which have not. And while women have made strides, their achievements have clouded the true diversity picture. While it’s true that more women and minorities can be found at the top of many corporations, the book proposes that more than 40 percent of the Fortune 100 corporations have no minorities among their executive officers. Minority females have fared the worst. In addition, globalization has resulted in many corporations preferring multinational diversity to national diversity, and U.S. minorities and Whites are losing out. The majority of Asian-American and Hispanic executive officers in the Fortune 100 were born outside of the United States. In large numbers, Canadian and European competitors are being promoted ahead of their American-born, White male counterparts. The Diversity Index considers the historical reasons of what went wrong, taking a close look at the “Plans for Progress” protocol developed in 1961, which defined the steps of affirmative action. It was initially considered a failure for not providing immediate results. This book analyzes the long-term, widespread effectiveness of the plan, and reveals the stories behind the few companies that have made a difference, breaking down the 10 simple steps that the author says organizations can take to fully develop integration, keep it growing and empower employees to develop new products and markets. The book also tells the stories of executives at General Electric, Hewlett Packard, Lockheed Martin, Merck, and PepsiCo, recounting their struggles to make their way up the ladder, as well as to pave the way for others going forward. Reviewed by Mary Ann Cooper

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REPORTS

What’s a Degree Worth? Colleges Pushed to Disclose Grad Wages

by Marilyn Gilroy

ith so many college graduates struggling to find jobs and pay off school loans, it should come as no surprise that questions are being raised about the value of a degree. As parents and students express doubts about the return on their investment in higher education, policymakers are pushing colleges to disclose what their graduates earn. The movement has picked up so much momentum that members of Congress and advocacy groups such as College Measures have become increasingly vocal in pressuring the higher education sector to share earnings data by degree, major and institution. “Students are entitled to know the value of their education before they go out and borrow tens of thousands of dollars from the bank and the government to pay for it,” said U.S. Sen Ron Wyden, D-Ore., who has introduced legislation requiring colleges to share annual earnings and average student debt. Even President Obama jumped on the bandwagon during his State of the Union address when he announced the development of the administration’s College Scorecard website to enable consumers to analyze colleges for value and affordability. The site posts key indicators such as price, average loan debt, default rates and graduate salary information. The president said it was part of his promise “to help parents and students compare schools based on a simple criteria – where you can get the most bang for your education buck?” This information could be quite valuable to first-generation and minority students, especially Hispanics who are earning an ever-growing share of college degrees. Latinos are the largest minority on college campuses, and they also borrow an average of 32 percent of college costs. As tuition rises and related debt levels mount, critics say students and families need more data besides cost on which to base their college-going decisions. Analysts have pointed

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out that the days when students could just pursue their interests without regard for employability are probably gone by the wayside. And there is no guarantee that a college degree will lead to a job. During the recession, the unemployment rate for college grads ages 20-24 rose to its highest level since 1970, hitting 12.1 percent in June 2011, according to the U.S. Bureau of Labor Statistics. The current rate of unemployment for that same group is approximately 8 percent. When they do find work, many graduates end up in positions that don’t require a degree. A recent New York Times front-page headline, “It takes a B.S. to find a Job as a File Clerk,” suggested a college degree has become the new high school diploma, meaning it is the minimum requirement for getting even a low-level job. The article interviewed several college-educated young workers who were employed as receptionists, office assistants, car rental agents and other positions in which much of the job is rote office work. In other words, they are overqualified for their jobs, a trend labeled “up-credentialing.” According to the Center for College Affordability and Productivity, about 48 percent of employed U.S. college graduates are in jobs that require less than a four-year college education. No one is suggesting that students forego college or that college graduates won’t earn more money over the course of a lifetime. The fact is that college is still the best way to achieve financial success. However, many believe it is important for students to look at majors they are interested in and then compare them with job availability and pay levels. Dr. Mark Schneider, president of College Measures, has been working with several states that already have published earnings data. He believes this type of consumer-oriented effort will be very helpful as students and parents

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make higher education choices. “Higher education pays, but so does the student,” he said. “We have to make sure there is a balance between what the student is paying and what the payoff they get for this education is.” Schneider created College Measures with the goal of using data to drive improvement in higher education outcomes. It is a joint venture of the American Institute for Research (AIR), where Schneider also serves as vice president, and the Matrix Knowledge Group. College Measures has partnered with Arkansas, Tennessee and Virginia to report earnings of recent graduates and is currently working with state-level systems in Colorado, Nevada and Texas to post similar data. Community colleges in Florida and California also are publishing graduate employment figures. Wide Disparities and Surprising Results And just where is the biggest bang for the buck when it comes to college? The answers might surprise anyone who has followed the higher education marketplace. Analysis of the data presents a challenge to traditional thinking that attending a more expensive college produces a better-paying job. In many cases, an associate degree pays more than a four-year diploma. As Schneider says, it is not as simple anymore as saying “a degree, is a degree, is a degree.” Research now shows students’ schools and majors can make a big difference in what they earn. “It is surprising how much variation there is,” said Schneider. “There could be substantial differences in the salaries earned by students with the same degree from different campuses.” For example, the Virginia data reveal graduates from University of Richmond’s business administration program earned between $2,500 and $19,000 more than graduates in the same program from other universities in the state. Even more surprising, graduates of occupational/tech-

nical associate degree programs, with an average salary of just under $40,000, out-earned not only non-occupational associate degree graduates – by about $6,000 – but also bachelor’s degree graduates by almost $2,500 statewide. Those figures are based on first-year earnings of recent graduates of public and private two-year and four-year institutions across Virginia in individual degree programs. Among the most popular bachelor’s degree programs, the average first-year wages for those who worked in the state was $36,067. Registered nursing generated the highest average wages at $48,959. The next six highest-paying programs were all business degrees: finance

degree graduates earned over $47,000 in their first year in the labor market while journalism bachelor’s degree graduates earned under $28,000. The report from Tennessee found that for all nine of the state’s four-year public campuses, the average wage for graduates with a bachelor’s degree is $37,567. For graduates of the 13 community colleges, the average wage is $38,948, more than $1,300 higher than graduates at four-year institutions. Specific comparisons yield even more surprising results. The average first-year earnings of a graduate with an associate degree from Jackson State Community College, almost $43,000, is more than $10,000 higher than the average earnings of a graduate of Pellissippi State Community College.

Average First-Year Wages of Virginia Bachelor's Degree Graduates, by Institution University of Richmond

44,920

George Mason University

41,153

Virginia Tech Old Dominion University College of William and Mary

38,957 36,571 34,571

Lynchburg College Virginia Wesleyan College Randolph-Macon College

32,003 31,036 30,621

Virginia State University

28,820

Hollins University

26,185 $0

10K

20K

30K

40K

50K

60K

Source: College Measures, 2012

majors averaged $42,131; accounting, $42,110; and business administration, $38,578. In comparison, political science graduates earned $31,184; history majors, $30,230; and English majors were paid $29,222 on average. At the bachelor’s degree level, the highestearning graduates came from two career-oriented programs at the University of Richmond, where those who majored in information sciences and in human resources management averaged more than $69,000 per year. Meanwhile graduates from 16 programs – most of them liberal arts programs, such as philosophy or fine arts – earned on average less than $24,000. The data on first-year earnings of graduates from public and private two- and four-year colleges in Arkansas confirm what many know – not all majors are equal. For example, at the University of Arkansas, mechanical engineering bachelor’s

The fact that community colleges have been included in the mix is good news for Hispanic students who enroll at two-year colleges in very high numbers. Approximately 52 percent of Hispanics begin their studies at community colleges. They often are first-generation students whose families have scarce resources for higher education. “I think the data are important for all students, especially lower incomes because we know there is a relationship between race/ethnicity and income/wealth,” said Schneider. “Many affluent students who graduate with bachelor’s degrees associated with low-paying employment will eventually go back to professional school or draw on other family resources and escape the financial consequences of high debt/low wages. Lower-income students usually don’t have those opportunities or resources.” Schneider’s agenda goes beyond helping stu-

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dents and families make more informed choices. He is hoping College Measures will encourage policymakers and educators to take a closer look at performance data and use them to engage in a more productive discussion about outcomes. “Taxpayers have a lot of money invested in degree programs at public institutions because many are supported by the state,” he said. “Yet the outcomes vary considerably in terms of what a political scientist or psychology student makes across these campuses. We need to take a second look at this.” The move to assess the value of an education is an outgrowth of previous overarching goals. For many years, Schneider says, the emphasis has been on access in order to open college doors to a wider range of students. But that has brought problems in that far too many of these students do not graduate and some institutions have become “dropout factories.” For this reason, the higher education sector recently has focused on a success and completion agenda to make sure students who are admitted to the campus will graduate. The release of employment data signals a new phase. “We are now beginning to move to the next stage, which is a sort of productivity agenda, by asking: How much is this costing, and then ultimately what is society buying from these investments?” he said. “My work is beginning to show that we can actually start measuring the job market success of students from individual programs and feed it back into broader understanding and measurement of the success of campuses.” But some worry that earnings are not a good indicator of the value of a higher education, especially when looking at first jobs rather than long-term career achievement and earnings. “Equating the value of a college education with the size of a first paycheck badly distorts broader principle and commitments essential to our society and our future,” wrote Drew Gilpin Faust, president, Harvard University, in The New York Times. Schneider agrees that higher education is about more than finding a job and earning wages. “Of course we want an educated citizenry that can help keep American civil society active and strong,” he said. “However, in the United States, a fundamental condition of being a part of our society is being in the labor force. Moreover the vast majority of students and their families attend college because they associate higher education as an avenue to good jobs and higher wages. “Remember most students in the United States are attending regional state campuses and community colleges and have quite different perspectives on what they need from higher education than the minuscule proportion of the nation’s students attending Harvard.”

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AFFIRMATIVE ACTION/DIVERSITY

NMSU: An Institution of Opportunity for Many Latinos

by Michelle Adam

anked No. 26 granting undergraduate and graduate degrees by The Hispanic Outlook in Higher Education Magazine, New Mexico State University (NMSU) uniquely educates a majority Hispanic population. This higher education learning institution is nestled in the Rio Grande Valley in a state where Spanish roots grow deep 500-plus years, and with Hispanics making up approximately 40 percent

of the students on the university’s undergraduate and graduate campus. “We are an access point to higher education for many minority students,” said Dr. Bernadette Montoya, vice president for student affairs and enrollment management. “It is at graduation where we feel the real impact NMSU has to our students. Families arrive to celebrate, and three or four generations will be there to see the first

person in their family graduate from college.” Forbes has ranked NMSU 13th in the nation for helping minorities succeed in the fields of science, technology, engineering and math. While the majority of students graduate with degrees in arts and sciences, this research university in Las Cruces (with five total campuses) attracts students to its colleges of business; engineering; education; health and social sciences; and agricul-

Dr. Bernadette Montoya, vice president for student affairs and enrollment management, NMSU

Tony Marín, director of NMSU’s TRIO program

Dr. Laura Gutiérrez Spencer, director of Chicano Programs, NMSU

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tural, consumer and environmental sciences. It offers cooperative extension offices in each of New Mexico’s 33 counties, 12 agriculture research and science centers, and serves as a lead institution in the New Mexico Space Grant Consortium. With such a large Hispanic population, it should come as no surprise that NMSU provides Hispanics with a plethora of programs and support to assure its success in its undergraduate and graduate programs. Some of these programs include: CAMP (College Assistance Migrant Program), MARC (Minority Access to Research Careers program), Chicano Programs, TRIO Student Support Services, ENLACE (Engaging Latino Communities for Education program), RISE (the National Institutes of Health Research Initiative for Scientific Enhancement program), BRAIN (Building Research Achievement in Neuroscience program) and AMP (New Mexico Alliance for Minority Participation). The Chicano Programs, along with other ethnic programs, was established at NMSU during the 1970s, during a time when only two to three faculty members were of Hispanic descent. Back then, the students expressed a need for their voices and unique backgrounds to be represented on campus. “Chicano Programs is a student support program. We focus on those Latinos who need our assistance, but also help first-generation students. Middle-class Hispanics often don’t need that much support,” said Dr. Laura Gutiérrez Spencer, director of Chicano Programs. “We work with a number of organizations, help develop programs, and have been involved in many initiatives on campus. We support the growing Hispanic student body that continues to come to us with a need for guidance in adjusting to college.” Chicano Programs has numerous activities it hosts on behalf of its Hispanic students. Through its Freshman Ambassador Program, it recruits freshman students, and especially low-income ones. Existing students reach out to other students they see might be in need of assistance and wear T-shirts on campus that say “Freshman Ambassador: Ask Me a Question.” “We have had a 100 percent retention rate with our students from their freshman to sophomore year,” said Gutiérrez Spencer. Another creation of Chicano Programs is its Generaciones, Mother/Daughter program. It meets with parents and their fifth-grade daughters of two schools on one Saturday a month in the springtime. This same group has overnight field trips to the university, where students and their parents spend the night in the dorms. “We often assume that parents know things that they don’t. Usually, few of the mothers have gone onto

college. It’s about gaining familiarity of college campuses so mothers and daughters know what it is like,” said Gutiérrez Spencer. “We work on goals based on the research of what kids at that age need to know to do well for college. And we teach parents about college life. Many don’t realize we have our own services here, with our own police department, hospital and fire service.” Chicano Programs also supervises student organizations (six Hispanic ones currently on campus), does fundraising for scholarships, sits on committees and boards that support minority pro-

gram that serves 350 undergraduate NMSU students who are first-generation, low-income, or/and have disabilities. The goal of the program, which helps a large number of Hispanics, is to help students stay in college until they can earn their baccalaureate degree through specific services like mentoring, tutoring, assistance in postsecondary core selection, economic literacy advising, support with the federal student aid process, cultural activities, computer and book loans, and study-skills workshops. “We contact students prior to them coming

grams on campus, and works with local populations to help Hispanics in need. It has about 3,000 students on its e-mail list, through which it informs them of scholarships and internships. It has its own center with computer terminals and lounge area – where students can study and feel supported. “It is a home away from home. Many of our Hispanic first-generation students who are far from their family have us as an intermediary between home and the university. We help students with financial questions and economic issues. A colleague here has put together a food pantry because some of our students run out of food,” said Gutiérrez Spencer. “We explain the university system to them and create plans of success. We put together leadership development programs, and we work with student leaders on professionalism skills. If their parents are from a working-class background, they often don’t have these skills.” The Chicano Programs’ mission weaves nicely with that of NMSU’s TRIO Student Support Services organization, a federally funded pro-

onto campus, informing them about our program through e-mail. Then when they come on campus for orientation and registration, we talk to students about our program. They meet with a professional staff member for the first three visits of the program and take a college student inventory,” explained Tony Marín, director of NMSU’s TRIO program. “We orient students to make sure their transition to the university is seemless and teach students self-advocacy. We devise an educational plan with them and make sure they have a strong approach to college before they go to their regular advisor. We also take them to the career exploration center to guide them on what career they might be interested in if they aren’t sure what to study.” In addition to all the support the TRIO program provides, students also have access to their offices, with a computer lab and learning support services offered by a team of five professionals and 20 peer mentors. “If we didn’t have this program, there would be no place for students who are firstgeneration, low-income and disabled to go. We

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have a lot of students and staff members who have been through the program and have stated that without it she or he wouldn’t have obtained a bachelor’s or master’s degree,” said Marín. “You hear it over and over again, that the program has helped students make it through college.” Another program that reaches out to a specific group of Latinos is the NMSU College Assistance Migrant Program. CAMP assists students who are migrant or seasonal farmworkers (or are children of such workers) enrolled in their first year of undergraduate school. NMSU hosts one of 47 national programs and was one of only eight selected to be refunded with a five-year grant from the U.S. Education Agency’s Office of Migrant Education. Ninety-nine percent of those students in NMSU’s program are Hispanic. This residential program covers a percentage of housing and meal-plan costs and offers mentoring, tutoring and book stipends for students. After the first year, CAMP helps students until graduation with book stipends, student mentoring, employment and scholarships when funding is possible. Upperclassman also provide peer mentoring for the younger students through COMPAS (Cultivating Opportunities through Mentoring and Promoting Academic Success). Cynthia Bejarano, its principal investigator, has been with NMSU’s CAMP since its inception and even wrote the grant for the first part of it prior to 2002. During the first cycle of the program, they received $249,000 from the federal government, and with this were able to help 30 incoming freshman students who come from families who are farmworkers and are U.S. citizens or permanent residents. A recruiter initially invited students to the program by visiting high schools and one-room schoolhouses in rural New Mexico and large urban areas, both of which contained ELL programs. “We have heard from students from every corner of New Mexico. Many come from very humble beginnings, from abject poverty, and some thought they would never come to college,” said Bejarano. CAMP sustains freshman students with 50 percent of residential housing and mealtime costs (these students also receive Pell Grant assistance). All of them live in the same dorm and are paired with older CAMP students who provide them with leadership and support inside this community environment. Program members attend cultural activities, university lectures and other school events together. Students are also required to partake in a freshman-year experience course, which covers some of their program mandates and topics like time management. And parents attend parent workshops that help them understand this first-year experience and assure them that there

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will be financial resources for their child. Throughout the college years, CAMP tracks students’ grades and makes sure they have the support they need to succeed. They encourage students to go on to graduate school and provide support with internships, leadership conferences, and a host of activities. And after the freshman year, CAMP offices remain open to students to use for studying, gathering, using computers, workshops, mock job interviews, and CAMP student council. Many of these students do community work outside of campus as well, and alumni

in fields such as biology, chemistry, physics, plant sciences, animal science, computer sciences and at times psychology. On average, 70 percent to 85 percent of students receiving assistance in those areas at NMSU are Hispanic. Another program, ENLACE, helps bring together various stakeholders, working collaboratively, to create and support a seamless educational system that is more responsive, accountable, accessible and supportive of Latino/a students’ educational success. As one program among others in New Mexico, ENLACE focuses

Dr. Michael Johnson with students inside lab

go into the high schools and communities to help recruit more students. The program also exposes students to other organizations and STEM field opportunities to open their eyes to professions rarely considered by this group of students. “Our job is to serve as one stop in the university pipeline in the freshman year, and to help students with resources across campus,” said Bejarano. “Our retention rate for students currently enrolled and for students with a bachelor’s and/or associate degree is 73 percent. This is higher than the school at large – although it’s not fair to compare numbers to the university at large because this program is much smaller.” CAMP is merely one of many more programs available to Hispanic students at NMSU. For example, the Minority Access to Research Careers program has helped underrepresented minorities get Ph.D.s in the biomedical sciences during the past 36 years. This NIH-funded program provides financial support for juniors and seniors to conduct research, attend national conferences and publish in professional journals

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on raising literacy levels and increasing academic planning and achievement. NMSU is also host to RISE, an NIH program whose goal is to increase the number of students from groups underrepresented in biomedical and behavioral research who complete Ph.D.s in these fields. In addition, AMP is helping NMSU improve the enrollment and graduation of historically underrepresented groups in science, technology, engineering and mathematics. While AMP and all other programs offer their unique contributions to Latinos, they all support one mission: to graduate successful Latinos from higher education. This is especially important for NSMU, where almost 50 percent of its 16,428 students are Latinos, a group that has long been underrepresented in higher education and important career fields in the country. “I was that person for my family [to go to college],” said Montoya. “It is heartwarming and rewarding to see others celebrate the same achievement.”

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Santiago Joins Massachusetts Higher Ed Department

The Massachusetts Department of Higher Education recently announced that Dr. Carlos Santiago, former chief executive officer of the Hispanic College Fund, has joined the department as senior deputy commissioner for academic affairs. Santiago will work closely with higher education commissioner Richard Freeland to advance the goals of the Vision Project, the commonwealth’s strategic agenda to achieve national leadership among state systems of public higher education. Prior to leading the Hispanic College Fund, Santiago was chancellor of the University of Wisconsin-Milwaukee for six years and provost and vice president for academic affairs at the University at Albany, State University of New York. He has a Ph.D. in economics from Cornell University.

Romo Receives UC-Berkeley Higher Education Leadership Award Ricardo Romo, president of the University of Texas-San Antonio (UTSA), received the prestigious 2013 Clark Kerr Award for Distinguished Leadership in Higher Education from the University of California (UC)-Berkeley. The award was created in 1968 as a tribute to the leadership and legacy of UC President Emeritus Clark Kerr. It recognizes individuals who have made extraordinary and distinguished contributions to the advancement of higher education. In a statement from the UC-Berkeley Division of the Academic Senate, Romo was praised for his record of extraordinary achievement in institutional leadership that reflects Kerr’s vision for the role of the university in American democracy. Romo was commended for extraordinary success in promoting higher education as a model for recently founded American universities, especially those serving minority communities.

Hernández New Vice Chair-Elect of AFC Learning Resources Commission

Franco Gives Lecture at CSUN Forum

Irma Casas Franco (pictured), director of Casa Amiga, a women’s shelter in Ciudad Juarez, Mexico, recently gave a talk about the work she and others are doing to help women and children who are suffering from extreme forms of violence as they are caught in the crosshairs of the war in Ciudad Juarez as a result of the “war on drugs,” during a special presentation at California State UniversityNorthridge. Casas Franco started working as a volunteer in Casa Amiga when it was established in 1999 while she was attending university and getting a degree in psychology. By 2005, and after finishing her master’s, Casas Franco became a full-time psychologist, and one year later, she started directing Casa Amiga’s psychology unit. In 2008, she directed the operations of the shelter, and in 2009, Casas Franco became Casa Amiga’s director.

Miami Dade College (MDC) has announced that Isabel Hernández was chosen as vice chair-elect of the Association of Florida Colleges (AFC) Learning Resources Commission. Hernández, who began her career at MDC, is the college director for learning resources, reporting to the InterAmerican Campus. The AFC Learning Resources Commission provides an opportunity for community and state-college employees with similar job responsibilities to enhance their professional skills and knowledge so that they may share and recognize exemplary practices with colleagues from around the state.

Martínez Keynotes Annual Chávez Scholarship Fundraiser at WMU In March at Western Michigan University, a scholarship fundraising dinner was held celebrating the life and work of civil rights leader César E. Chávez. Rubén O. Martinez (pictured), director of the Julian Samora Research Institute at Michigan State University, presented the keynote talk. The event included remarks by area dignitaries and the presentation of the Chávez Day Committee’s annual Tri-Community Award to Juan R. Muñiz of Kalamazoo, executive director of the International Media Exchange, and César E. Chávez Day Committee scholarships to Richard W. DeBoer of Lawton, Mich., and Lawton High School, and Miguel Rosas of Fennville, Mich., and Fennville High School.

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RACE/GENDER ISSUES

Latinas

by Laura Perdew

hether you attend or just peek in on Latinas Juntas (Latinas Together) at California State University (CSU)-Dominguez Hills, it’s easy to see that the event fosters instant, deep and lasting camaraderie among the students, alumni, faculty and staff – no matter if they are returnees or first-time participants to the event, now in its 10th year. Its co-founders Denna Sánchez, a clinical psychologist for the Career Center, and Monica Rosas-Baines, a clinical psychologist for Student Health and Psychological Services, not only lead the way to empowerment and sisterhood, they embody it. The two – who, Sánchez said, “finish each other’s sentences” – met on campus in 2002 and instantly bonded, drawing strength from one another. They also recognized that together they could do more to serve Latinas at the university, especially those who are first-generation college students. “In our clinical work, we noticed that we would hear the same themes come up in our therapy sessions with Latina students,” Rosas-Baines said, referring to issues of cultural and family pressures, insecurities and anxieties. “We know that not every student will seek out therapy, so we wanted to create a forum where we could talk about these issues together. We know many students feel like they are the only ones dealing with these stressors, when in reality many of our students are dealing with the same pressures.” So in 2003, she and Sánchez organized the first Latinas Juntas daylong workshop, which focuses on overcoming fear, and self-investment through reading and education. Through various bonding and empowering activities, participants over the years have learned about each other and in doing so, discovered they are not alone in their circumstances. Of the event, which has hosted more than 800 participants over the past 10 years, Sánchez said, “Our activities have grown, and they’re more intuitive. But the issues that our students face are the same as 10 years ago.” “So, we try to focus on things that bring Latina students, faculty and staff together to create a sense of community, sisterhood, support and trust,” Rosas-Baines added. Latinas Juntas directly addresses what research has shown, that students of color are more likely to succeed if they feel connected to their

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campus. And seeing what event veterans have accomplished, it’s clear the efforts are successful. Alumna Adriana Noriega (class of ’08, BA, biology) struggled while a student at the university but found help through Latinas Juntas, which she has attended annually since it began. “I love it. Latinas Juntas helped me. For a few years, I lost my way, career wise, but participating in the program helped find my way,” said Noriega, who since has become the “cookie artist” in her home-bakery business, Precious Pastries, and whose Latinas Juntas-themed cookie centerpieces adorned the event luncheon tables. For others, returning to Latinas Juntas is a longer journey. Alumna Maricelia Carmona (class of ’04, BA, Chicano/a studies/Spanish language and literature), who is in the single-subject teaching credential program at CSU-Dominguez Hills, returned for the first time this year since attending in 2006. “I was coming here to school, and I saw the signs [for the event]. It brought back memories of how great it was the first time I was here 10 years ago,” Carmona said. “In 2003, I was struggling to graduate – I have kids. It was really hard. I made the time to come to this event 10 years ago, and it gave me strength.” Carmona added that since she had the time and is currently going through a new set of challenges, she again wanted to experience the warm and understanding environment Latinas Juntas provides. “It’s very welcoming, the same as 10 years ago. It hasn’t changed. It’s gotten better,” she said. For alumna Monica Lomelí (class of ’07, BA, anthropology/behavioral science), attending college had other pressures. Needing to stay close to home so she could work and help support her family financially, she chose CSU-Dominguez Hills. But by her second year, lonely and feeling isolated, she explored the option of transferring to another university. “In addition to being kind of shy and introverted, I never sought any friendships, professors, or any kind of engagement on campus, until I went to Latinas Juntas in my sophomore year,” she said. “That really convinced

Juntas: 10 Years Together at CSU-Dominguez Hills me to stay at Dominguez.” Lomelí went on to become a McNair Scholar and was mentored by Sánchez and Rosas-Baines on her senior thesis project, “Latinas Self-efficacy,” which explored how Latinas could apply to and succeed in graduate school, which she is doing now at University of California-Santa Barbara. “I’m a product of their reinforcement of how Latinas struggle, not just academically, but with all these other hardships that there are hardly forums for women to discuss. Especially when you consider the gender challenges in the Latino culture – that we’re not supposed to go to school, that we’re not supposed to be educated. There’s a lot of things that we’re not supposed to be, but Latinas Juntas helps us discover that we are supposed to be all these things,” Lomelí said. Others are compelled to serve their Latinas sisters. Alumna Marcela Hernández (class of ’01, BA, communications; ’05, MA, educational counseling), who is a counselor at West Los Angeles College, said she began volunteering for the event after attending a group session led by Sánchez and Rosas-Baines in the career development in the early 2000s.

“I saw how supportive they were of the students, and I realized they already had this program going on. ... It was not available when I was an undergraduate student,” she said. “‘Juntas’ is really the key word. Coming to this event as a freshman is crucial.” Katy Pinto, assistant professor of sociology, said participating as a facilitator for Latinas Juntas has allowed her to be more empathic as a professor. “The challenges that some of our students face, they’re problems that I had when I was a student. It takes me back to when I was a student and makes me think about how we still have work to do,” she said. And as a group, many women will do it together – Latinas Juntas. For more information on the Latinas Juntas program, visit www2.csudh.edu/latinasjuntas.

Reprinted with permission from California State UniversityDominguez Hills.

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Find your competitive edge. Tap into the advantages of a large university – comprehensive offerings, Montclair course State University provides talented and ambitious world-class professors, state-of-the-art facilities, and a diverse student body – while students with access to top-tier academic programs as enjoying the personal attention you’d find at a much smaller college. Enjoy a vibrant campus life at our beautiful suburban New Jersey location just 14 milesprofessional west of New well as unparalleled and cultural opportunities. York City. It’s an environment where you can thrive. Realize your future at one of New Jersey’s premier public universities where you’ll find personalized attention, a diverse student body, academic support and a vibrant campus community in an idyllic suburban setting 14 miles west of New York City.

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University of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF Tampa; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $3.7 billion. USF is a member of the Big East Athletic Conference. Administrative and Executive Positions: Director of Development (Advancement) Sr. Director of Development-COB (Advancement) Director (Associate Executive Director-Alumni) Advancement Director for Center of Student Involvement Sr. Director of Development (Advancement) Regional Vice Chancellor (St. Petersburg Campus) Director of Clinical Affairs (College of Medicine)

At Monroe, We Get You. You should expect an excellent education from your college, but thatâ&#x20AC;&#x2122;s just the beginning. Your college should provide career guidance if youâ&#x20AC;&#x2122;re uncertain. Your college should examine the job market and offer degree programs in growing industries. And, your college should provide internships that give you on-the-job experience, and professors who are active in the industries they teach about. For over 80 years, Monroe College has been providing students with all that, and more. Today, over 7,000 students attend Monroe College in Associate, Bachelorâ&#x20AC;&#x2122;s and Masterâ&#x20AC;&#x2122;s degree programs. If you decide to join them, you too will receive an excellent education. But youâ&#x20AC;&#x2122;ll also grow as an individual, find the direction you need, and gain the real world experience that will help you succeed.

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Coll. of Behavioral and Comm. Sciences Professor (1) Assistant Professor (2) Associate/Full Professor (1) For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/ jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu â&#x20AC;˘ 4202 E. Fowler Ave,Tampa, FL 33620 05/13/2013

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President Ricardo R. FernĂĄndez, the Students, Faculty, and Staff of Lehman College

Celebrate

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Vice Provost and Chief Information Officer The University of Connecticut (UConn) invites nominations and applications for the position of Vice Provost and Chief Information Officer (CIO).

Reporting to the Provost, the CIO will provide executive leadership and strategic vision for the institution’s information technology assets, infrastructure and services. The CIO will be a visionary executive with a deep understanding of the present and a sophisticated grasp of the future of computing in higher education. This individual must have a full appreciation of the transformational impacts of technological innovation on research, teaching and administration of higher education and the ability to clearly communicate the implications of technological trends to university leadership, faculty and staff. The individual will be responsible for bridging a technological leadership gap and, as such, must bring vision, tactical management skill and the will to reform where needed. This individual should be capable of anticipating evolutionary pathways of new technology and identifying new uses of information and technology that will enable UConn faculty, students and administrators to fully capitalize on technological advances.

The individual will work collaboratively with the university community and its leaders to define the vision and lead the implementation of cutting edge information technology activities that support UConn’s strategic goal to be a leading edge research university. The CIO will lead and oversee a full range of information technology services for the university, including central computing facilities, network infrastructure and services, enterprise systems, learning technologies, research computing/HPC, and a range of converged technologies that support innovative approaches for enhanced security, safety, and resilience. The university’s Information Technology organization currently has approximately 200 employees and a budget of $29 million. An undergraduate degree is required and an advanced degree in a relevant field is preferred. UConn seeks an executive with exceptional analytical skills, superb interpersonal talents, and world class communication skills. The University of Connecticut is one of the nation’s leading public research universities. Founded in 1881, UConn is a Land Grant and Sea Grant college and member of the Space Grant Consortium. It is the state’s flagship institution of higher education with its main campus in Storrs in addition to a Law School, Medical and Dental Schools, a Health Center and five regional campuses in Greater Hartford, Stamford, Waterbury, Avery Point, and Torrington. The Law School campus is located in Hartford; the Health Center campus is located in Farmington. Both are closely linked to the main campus through academic projects.

UConn is ranked among the Top 25 public universities in the nation according to the 2013 U.S. News & Report. The University has approximately 10,000 faculty and staff and 30,000 students which includes more than 22,000 undergraduates and nearly 8,000 graduate/professional students. UConn offers about 100 majors, eight undergraduate degrees, 17 graduate degrees, and five professional degree programs. In 2012, UConn’s main campus admitted the highest-achieving freshmen in University history. Student diversity continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice.

The state legislature is currently considering a proposal by Connecticut’s governor called Next Generation Connecticut, an initiative that would add 6,580 students (growth of more than 20 percent) to UConn’s student body, enhance the physical infrastructure for Science, Technology, Engineering and Math (STEM) programs, create a premiere STEM honors program and hire an additional 259 faculty members beyond the 290 new faculty hires already planned under UConn’s four-year faculty hiring initiative that began in 2012.

Initial screening of applicants will begin immediately, and continue until the position is filled. For full consideration, please provide applications or nominations by May 31, 2013. The University of Connecticut will be assisted by Matt Aiello of Heidrick & Struggles, Inc. For further information, please see: http://provost.uconn.edu/chiefinformation-officer. Nominations and applications should be directed to:

Florida Seeks STEM/Health Experts The State University System of Florida is a national leader in the delivery of STEM degree programs, and its strategic plan calls for doubling the number of STEM graduates by 2025. The Chancellor is seeking two senior leaders to guide the creation of the system’s firstever STEM and health strategic plan. Special Advisor for STEM and Health Initiatives (One-year contract appointment; location negotiable) The Special Advisor will collaborate with academic leadership at the system’s 12 member institutions to oversee the development of a strategic plan for STEM and health programs. The plan will contemplate issues such as program development, enrollment projections, accrediting issues, communications initiatives, and systemwide and institutional goals that help ensure a positive return-oninvestment for the State of Florida. The ideal candidate would be a seasoned leader (former provost, dean, etc.) from an institution with health and STEM programs and will have an earned doctorate and proven track record of experience in leading complex and highly coordinated strategic planning efforts. The Chancellor is looking for an individual who can easily move between “thinking and doing” balancing an ability to offer advice while contributing to critical deliverables. The ideal candidate will be a master of collaboration and possess exceptional communication and interpersonal skills. The chosen candidate will be invited to negotiate regarding terms of employment such as length of contract (12 months maximum), working hours, base of location, compensation, etc. Director of STEM and Health Initiatives (Permanent full-time position in Tallahassee, Fla.) The Director will work closely with the Special Advisor for STEM and Health Initiatives (see description above) in the development of a strategic plan for STEM and health programs. The ideal candidate will have an earned doctorate and a proven track record of experience in strategic planning efforts, preferably in an academic setting. As a primary writer and editor of the plan, the ideal candidate will possess exceptional organizational and communication skills. The Chancellor welcomes applications from a diverse range of individuals with backgrounds in any STEM or health field.

Email a cover letter and CV to vacancies@flbog.edu or fax to 850.245.9981. Candidates are subject to pre-employment background screening.

University of Connecticut Vice Provost and Chief Information Officer Search Committee Heidrick & Struggles, Inc. 2001 Pennsylvania Avenue, NW, Suite 800 Washington, DC 20006 Telephone: 202-331-4900 Email: uconncio@heidrick.com

The State University System of Florida serves more than 330,000 students in 12 institutions ranging from a nationally-ranked liberal arts college to top-ranked comprehensive research universities. The Board of Governors is the constitutionally created body that oversees the system and appoints a Chancellor who serves as the chief executive officer.

University of Connecticut is an Affirmative Action/Equal Opportunity Employer The University of Connecticut is committed to building a talented and diverse team of university leaders. Women and members of groups traditionally under-represented in higher education leadership are particularly encouraged to apply.

An EEO/AA Employer www.flbog.edu

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05/13/2013

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P.O. Box 68 Paramus, NJ 07652-0068 CHANGE SERVICE REQUESTED

P ri min g the Pump. ..

FEAR

Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

“The only thing we have to fear is fear itself – nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.” – Franklin Delano Roosevelt

Wsionally?

hat Latino has not faced fear? Don’t we all become afraid occa-

Think of the very young Hispana leaving home for her first day of school, wondering if she will see her mother again. Recall your jitters before the first class presentation you made, with over 20 pairs of eyes watching. Remember facing a crucial exam? Major life decisions might evoke greater fear – going to college, relocating, changing careers or attempting something daunting. Handling fear effectively is important for Latino students to succeed in higher education. Recognizing fear is the first step. Many Latino teens readily feel angry, upset that something is not as expected, frustrated that plans have gone awry or insulted by someone’s behavior. Looking beyond one’s own anger, the student might encounter his/her own fear. Usually fear is based on a lack of trust – either in someone else or in oneself. A step-wise approach can help a Latino student learn to handle fear effectively. First, identify it. Is it fear of the unknown, possible failure or a threat to personal security? Ask the student to specify possible negative outcomes. If it is a realistic fear of being assaulted or killed, seek authorities for help. Otherwise, push the inquiry. Ask why an outcome is negative, and then probe further. Though it might frustrate the student having difficulty naming specific dreaded outcomes, keep encouraging him to build the list of threats. As it approaches the absurd, the student will see that perhaps things are not as bad as he imagines and that he can handle threats if they are approached in reasonable action steps. For a quick calm-down technique, help the student distinguish between possibility and probability. A dreaded outcome (like never being hired for a job again) might be possible, but not highly probable (there will always be other jobs available, even if they are of the student’s own making). Fear is powerful because the young Latino feels threatened, powerless

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to control whatever he faces. If he feels incapable or weak, ask him what he can confidently and reasonably do. If expectations are unreasonable, help the Latina align them more realistically. Check if coaching or other support is needed. The greater the personal empowerment, the more quickly the student’s fear will dissipate. If the Hispanic student does not trust someone else, use a different line of questioning. Why is that other person untrustworthy? Is that opinion based on personal experience or hearsay? Validate the student’s feelings and encourage her to trust her intuition. Young Latinos who have either been previously victimized and left unaided or seldom asked for their opinion might discount their own intuition, dismissing that internal warning system and forging ahead towards trouble anyway. If the fear is reasonable, encourage following intuition, but develop a plan to handle the situation. If the fear stems from prior experience, validate the student’s feelings and encourage him to plan for a different, self-determined, feasible approach. For Latinas with histories of abuse or neglect who might show an extreme reaction to a typically lesser threat, help her distinguish old from new fear and move towards an action plan. In severe cases, the student might need professional help in overcoming trauma. Experiential learning uses a hands-on approach to help participants overcome fear and build self-confidence. The Ropes Course, wilderness activities or improvisation push the limits appropriately and help students generalize the lessons learned to stepping up to everyday challenges successfully. These strategies can be efficient for Latinos who learn best with kinesthetic and contextual learning, for they will be able to see how to face fear head-on. Helping the Latino student distinguish anger from fear, identify the threat, question the possible versus probable dreaded outcomes begins the process of handling fear. Encouraging the student to develop a personal, specific action plan, supporting the student as he works that plan and celebrating success are final key steps to help a young Latino face fear intentionally and reasonably, trusting their intuition and relying on the right people to help them succeed.

TARGETING HIGHER EDUCATION

Access and Success for Hispanic Students

by Gustavo A. Mellander

this issue, The Hispanic Outlook in Higher Education Magazine highlights colleges that enroll a large number of Hispanics. The good news is that more Hispanic students are enrolling than ever before and that more and more colleges have established programs to attract Hispanics. Those two trends are positioned to continue for the foreseeable future. The bad news is that far too many Hispanic students still fail to graduate. The reasons are well known to Hispanic Outlook readers as are the many programs that have succeeded time and time again in helping Hispanics graduate. It is frustrating that tried and proven strategies have not been adopted by all institutions. The number of students enrolled in college will continue to grow until 2021, but the increases will be less than the steep climbs seen in the previous 14 years, according to projections released by the U.S. Department of Education. The department’s recent report, Projections of Education Statistics to 2021, projects that total enrollment in degree-granting institutions will rise by 15 percent from 2010 to 2021. That is down quite a bit from a healthy 46 percent increase they enjoyed from 1996 to 2010. Interestingly, significant enrollment differences will also be seen between public and private institutions. To the point, both public and private institutions are expected to see enrollment gains of 15 percent in the coming years. That represents a more considerable change for private colleges, which experienced an increase of 81 percent from 1996 to 2010, than for public institutions, which saw enrollment grow by 36 percent over the same period. The general public might not be fully aware that private colleges enjoyed such an enrollment increase in recent years. There are a number of reasons why they did. Some private colleges established full-cost scholarship grants; many offered pre-college programs to help prepare high school students before they reported on campus; and finally, many have effective orientation programs to help students adjust to college and succeed. Unfortunately, some Hispanic students were also enticed to enroll in questionable private postsecondary institutions. There they were encouraged to assume unreasonable debt load with high-interest student loans. Worse than that, even those who graduated found their degrees next to worthless. Some of these abuses have been addressed by Congress and others. It is imperative that future students and their teachers and parents become fully educated about the wide variety of private institutions out there. There are many good and ethical institutions. But some aren’t. The Department of Education report also projects varying increases among different racial and ethnic groups. The Hispanic projections are

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encouraging. The number of Hispanic students is projected to climb by a very high 42 percent; Black students, by 25 percent; and Caucasian students, by 4 percent. These figures lead one to wonder if these ever-increasing Hispanic students will find more access and higher graduation rates in the years ahead. Age and gender also emerged as key variables in these enrollment increases. Growth is slowing the most for students ages 18 to 24 and the least for those ages 35 and older. As we have seen for over a decade, women will continue to enroll in greater numbers than men. That trend has been seen across all ethnic groups. For the foreseeable future, female enrollment will continue outpacing that of men, with women expected to see an 18 percent gain, compared with a 10 percent increase for men. With that as a backdrop and with the harsh recession we have experienced, more and more voices are questioning whether going to college is the best route for young and the not so young. Of course it is! But more than ever before, one must be very careful in selecting the institution one chooses to attend. Some doors are closed. To name one: a working adult, for example, has economic needs that impinge on his/her geographic flexibility. Most people just can’t quit their job and travel across the country no matter how excellent educational opportunities might be there. But one is better served not to attend an unethical institution than none at all. As noted, many Hispanics including veterans have been enticed to enroll in private institutions that offer substandard programs. Victims of aggressive advertising, many have been trapped with excessive tuition and ensnared with loans that can last for decades. Worse yet, their “education” has not led to the professional careers they had been promised. Those of us who know better must continue to offer sound advice to those seeking postsecondary education. Many good private colleges exist even among for-profit institutions. Superior education is also offered at less well-known colleges as it is at famous colleges and universities.

Where’s the Proof? Going to college is expensive even if one attends a low-tuition institution. Further to be out of the labor market and not earn an income must be calculated as an expenditure of going to college as well. So it is legitimate to ask if a college education is, aside from its intellectual benefits, worth it, financially. Let’s look at the record. The nation’s recent recession took a toll on our latest college graduates. Their employment rates and earnings dropped from 2003 to 2011. But they still fared far better than those with less education, suggesting that college degrees protected even young workers. Those are the principle findings of a report authored by the Pew Economic Mobility Project. Using data from the federal government’s Current Population Survey to examine labor-market outcomes for 21- to 24-year-olds with high school diplomas as well as those with associate or bachelor’s degrees, the report How Much Protection Does a College Degree Afford? The Impact of the Recession on Recent College Graduates strongly supports the multiple financial advantages one accrues by securing a college education. And they are not the only one. Other research has shown that college graduates of all ages fared better in the recession than did people with less education. The Pew study focused on people in their early 20s because of the many headlines about struggling recent graduates. That led many to question the value of a college education. Pew undertook a “holistic” examination of employment outcomes and how education impacted those results. It measured whether bachelor’s degree holders were either overqualified for their jobs or underemployed, meaning in the latter case that they worked part time or were poorly paid. It is clear that employment rates for 21- to 24-year-olds at various education levels dropped during the recession. However, and very importantly, those with more education suffered less. Fewer were laid off; fewer had their work hours reduced. Before the recession, about 69 percent of young graduates of four-year colleges were employed. During the recession, that rate fell to around 67 percent, and after the recession, it dropped further, to approximately 65 percent. For high school graduates, the situation was much worse. About 55 percent of that group was employed before the recession; 51 percent, during it; and 47 percent, in the period afterward. So while college graduates’ employment rate dropped 7 percent over that time span, high school graduates’ rate fell a depressing 16 percent, according to the report. Any amount of postsecondary education clearly improves labor-market outcomes, and invariably, the more the better. For example, those with associate degrees fared better than did high school graduates but not as well as those who had four-year degrees. As for wages, young workers in all three groups showed drops from the period before to after the recession. For those with four-year degrees, however, wages were higher to begin with, and they decreased less. What does this recent history mean? Clearly higher education has significant financial benefits. No ifs and/or buts. To summarize: The recent recession did indeed hurt young graduates but not as much as their lesseducated peers. Now that the value of higher education has been reaffirmed, what can we do to guarantee that more Hispanics, whose numbers are there, will not only gain more access to higher education but will succeed once they get there? In 2009, the Lumina Foundation under President Jamie P. Merisotis electrified many in higher education by announcing bold and specific goals to increase the percentage of Americans who hold “high-quality degrees and credentials” to 60 percent by 2025. It was ambitious and exciting.

Several working papers and proposals have flown forth since then. At the beginning of this year, the foundation announced a new strategic plan. It identified two broad areas of action that they plan to pursue to help the nation increase the number of college graduates. First, in a broad and ambitious game plan, the foundation will direct its efforts to spur “communities, employers, state and local lawmakers, and higher education leaders to adopt specific goals and actions to increase the number of students who earn postsecondary credentials.” That’s a very ambitious plan, and some fear that there are too many participants involved to be motivated and coordinated. Others who support the plan note that unless all those constituencies are involved, its success will be in question. Second, Lumina has pledged to assist colleges and states to develop “new business and finance models that will lead to higher levels of college attainment.” Observers have long felt that the business of college management is antiquated and inefficient. Unless that is addressed and changed significantly, expected student enrollment increases might not come to pass. The foundation emphasizes that the new strategic plan is a refinement of the foundation’s tactics rather than a change of direction. It is another step in the organization’s long-term shift away from awarding grants as part of its mission and toward its goal of increasing the percentage of Americans who hold “high-quality degrees and credentials” to 60 percent by 2025, the foundation’s goal set in 2009. The new 2013 four-year plan is seen as a victory for Lumina, which has become the biggest foundation focused exclusively on student success in college. It has been quite proactive in regards to Hispanics. In large part, the nation’s policymakers have embraced their goals. Thirty-seven states have established their own college-completion goals, many with the help of Lumina or groups that have received support from Lumina, such as Complete College America. There already has been some success in improving college-completion levels. The national college-attainment rate for adults ages 25 to 64 increased from 37.9 percent in 2008 to 38.3 percent in 2010, the most recent year for which data are available. More promising is the attainment rate for young adults, ages 25 to 34, which is more than 39 percent. These improvements in college completion are really small. And the foundation acknowledges that and thus has promised to provide more “leadership philanthropy” by sharing expertise and guidance on ways to reach the organization’s goal. The new strategic plan does not mean that Lumina will abandon its previous programs. Specifically such as the Degree Qualification Profile, which is meant to set standards for what students should learn at the associate-, bachelor’s-, and master’s-degree levels. In fact, such a program, some have suggested, might well need to be expanded to include certificate programs as well. The quality-control dilemma among certificate programs is staggering and interwoven with real weakness and even fraud. Bottom Line Too many Hispanics never finish high school; too many drop out of college especially in the first two years of college; too many have been robbed of time and funds by disreputable institutions. But many trends are positive, and more and more Hispanics are succeeding every year.

Dr. Mellander was a university dean for 15 years and a college president for 20 years.

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