05/07/2012 Top 100 Colleges for Hispanics by Hispanic Outlook on Education Magazine

MAY 07, 2012

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VOLUME 22 • NUMBER 15

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® Editorial Board Publisher – José López-Isa Vice President & Chief Operating Officer – Orlando López-Isa

Ricardo Fernández, President Lehman College Mildred García, President

Editor – Adalyn Hixson Executive & Managing Editor – Suzanne López-Isa News Desk & Copy Editor – Jason Paneque Special Project Editor – Mary Ann Cooper

California State University-Fullerton Juán González,VP Student Affairs University of Texas at Austin Carlos Hernández, President New Jersey City University

Administrative Assistant & Subscription Coordinator – Barbara Churchill

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

DC Congressional Correspondent – Peggy Sands Orchowski

Gustavo A. Mellander, Dean Emeritus George Mason University

Contributing Editors – Carlos D. Conde Michelle Adam Online Contributing Writers – Gustavo A. Mellander

Loui Olivas,Assistant VP Academic Affairs Arizona State University Eduardo Padrón, President Miami Dade College Antonio Pérez, President

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Editorial Policy

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 23 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Article Contributors Thomas G. Dolan, Marilyn Gilroy, Myrka A. González, David P. López, Angela Provitera McGlynn, Miquela Rivera, Jeff Simmons, Gary M. Stern

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Esquina E ditorial

elcome to the 2012 Top 100 Issue – our annual look at those colleges and universities that are ahead of all the rest in conferring degrees on Hispanics. Bravo to all the schools listed and to the students, faculty and staff who made it happen. A special nod to Florida International University for heading the bachelor’s and master’s lists and to Nova Southeastern University for doctorates. At many of the schools on these lists, the number of degrees awarded to both Hispanics and others was up from the previous year, an encouraging and unexpected sign in these tough economic times. But no school can rest on its laurels. The Great Cost Shift: How Higher Education Cuts Undermine The Future Middle Class, a report by John Quinterno, released in March, notes that “from 1990 to 2010, states funding per full-time equivalent student dropped 26.1 percent.” And that this reduction shifts costs to students and their families “in the form of escalating tuition and fees.” The report demonstrates that disinvestment “is leading to stagnant graduation rates and skyrocketing levels of student debt.” Many academicians and labor analysts have told us that a college degree soon will be not a privilege but an outright necessity. And though many states claim they can’t afford to invest more in public education, the report found that every state “is wealthier than it was 20 years ago.” Also wealthier is City University of New York’s City College of New York (CCNY), where about a third of the undergrads are Hispanic and a quarter are Black. CCNY just received $10 million for its science division from Michelle Cohen and husband Martin Cohen, class of ’70, who hope the gift will restore CCNY to “the preeminent position it once held” in science and engineering. ¡Adelante! Suzanne López-Isa Managing Editor

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by Carlos D. Conde

LATINO KALEIDOSCOPE

All

A Shooting and a Racial Divide

the facts and motives in Trayvon Martin’s death in a Florida gated community may never be totally known or accepted, but the racial implications are not likely to go away soon. It involves the shooting of an unarmed Black teenager by a half-Latino, half-Anglo resident with a yen for playing cop. The pulling of the trigger by neighborhood watch volunteer George Zimmerman that killed 17-year-old Martin, who was visiting in the home of his father’s girlfriend in the Sanford, Fla., residential complex, reverberated all the way to the White House. President Obama indirectly aided the rush to judgment by mourning the teenager’s death when the circumstances were still not clear except that the unarmed Black youngster had been killed by a White man who claimed self-defense after Martin allegedly attacked him. “If I had a son, he’d look like Trayvon. When I think about this boy, I think about my own kids,” President Obama said, further fueling the acrimony. The death of Martin and the botched investigation by the Sanford police sent the Black community out into the streets, led by civil rights activists, the Revs. Al Sharpton and Jesse Jackson, locked arm-in-arm, seeking retribution from White society and, by association, Latinos. This was before all the facts were known, except for the implication that young Trayvon had been wantonly killed by a residential wannabe paladin. It was also a racial indictment of Zimmerman, 28, who contended that a scuffle ensued after he challenged Martin’s presence and motives in the community and he pulled his gun when he sensed Martin was reaching for a weapon. Under Florida’s controversial law, “Stand Your Ground,” Zimmerman was legally within his rights to protect himself by whatever means. All young Martin had in his hand was a tea can – and a snack pack in his pocket he might have been reaching for. They call Martin’s death a racial killing, but Zimmerman’s parents rejected the motive, saying it was absurd to categorize this as racist and there were no racial overtones, particularly when Zimmerman considers himself a minority. Zimmerman’s mother is Peruvian; and his father, Anglo. His father claims Zimmerman was raised in a Latino environment and biculturally leaned more Latino than Anglo and he is not a racist. Zimmerman’s detractors consider that a specious argument advanced only to lessen the animosity toward him and, by extension, the Latino community, which some Blacks say considers itself above its minority brothers. There has always been the perception that Latinos and Blacks get along handsomely because they are both minorities, even if from a different cloth, but with a common pursuit of the economic and civil rights denied them in the past. That’s not necessarily so. I came up, career- and society-wise, in the ’60s, when the civil rights movement was gaining traction. There was no love lost between the two minorities in competing for social and professional advancement, even when the Rev. Jackson spoke charitably of his “Chicano brothers” and we chanted “right on.” Some say the dissension was because we competed for the same elements of opportunity and relevance dealt to us back then by the White majority, but we were seldom a united front because, well, because we

were different, with different agendas, even if our goals were similar. A recent survey by the Pew Research Center asked the question “Do Blacks and Hispanics Get Along? The findings, “Yes, but Not Always and Not About Everything.” In its summary, the study concluded, “While Blacks and Hispanics hold broadly favorable views of each other, Hispanics are less likely to say the two groups get along. “Afro-Americans are far more likely than Latinos to say Blacks are frequently the victims of discrimination. One-half of Blacks also say Latino immigrants reduce job opportunities for Blacks while fewer than four in 10 Hispanics agree.” On how well Blacks and Latinos get along, 70 percent of Blacks said, “very or fairly well,” and only 57 percent of Latinos concurred. It also said Hispanics are more likely to say relations are strained. The study also reported that the better-educated Latino, or one who has attended college, said the Blacks and Latinos get along very well, a similar conclusion for educated Black Americans. Another study, by Duke University social scientist Paula McClain, said that Latino immigrants transport their feeling about racial hierarchies in their own country. More than three-fourths say they have the most in common with Whites. Her study was undertaken “to understand how Latino immigration in the South affects the area’s dynamics, which historically had been defined between Blacks and Whites.” It suggested that Blacks had to fight negativism on two fronts, Whites and Latinos, and that Mexican immigrants, in particular, showed the most bias. It might be because Latinos from Latin America have not had that much exposure or experience in interracial relations since few of the Southern Hemisphere nations, except for Brazil and Colombia, have large Black populations and save their discrimination for the aboriginal sector. The lower rungs of U.S. Black/Latino society have a history of animosity and combativeness among them, particularly in the west and evident in the U.S. prisons, where a bifurcated inmate culture pits Latino gangs against Black gangs in violent wars. In March, 51 members of a notorious California Latino gang calling itself the Azusa 13, after the name of their home turf, were indicted for, among other charges, using violence to harass and drive African-Americans out of town. Of Azusa’s current population of 47,000, about 64 percent are Latino and 4 percent are Black. The violence has existed nearly 20 years, instigated mostly by Latinos, whose qualifications for gang membership included beating up Blacks and defacing their properties in hopes they would leave. Whatever the circumstances of Martin’s death, the charge that it was racially motivated misleads the essence of a tragedy that began as a provocation and escalated into a confrontation that had little to do with a WhiteBlack issue that some race-mongers would like to exploit.

L K

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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 07, 2012

CONTENTS TOP 100 Colleges for Hispanics – 9 A Rising Tide of Hispanic Students Raises All Degree Earner Numbers by Mary Ann Cooper

Page 9

New Programs at South Texas and Brazosport Take Students to Graduation by Marilyn Gilroy

Lumina Partnering for Progress – The Goal for 2025 by Jeff Simmons

Hidalgo Visionary Leader Generates Amazing Achievements by Michelle Adam

Early University Programs Prepare Hispanic Students for Higher Ed Success by David P. López

New Report Emphasizes Role of Community Colleges 42 for Immigrant Student Success by Angela Provitera McGlynn 44 Let’s Get Ready Initiative Sends Thousands of Low-Income H.S. Students to College by Thomas G. Dolan Can the Celebrated Cooper Union Continue Its Free Tuition and Minority Access? by Gary M. Stern

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

Page 34

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

A Shooting and a Racial Divide

Uncensored

by Peggy Sands Orchowski

H igh S ch oo l Fo ru m

High School Students Not Prepared to Face Tuition Hikes by Mary Ann Cooper

FYI...FYI...FYI...

Interesting Reads Book Review

Page 41

by Myrka A. Gonzรกlez

The Realm of Hungry Spirits

Hispanics on the Move

Targeting Higher Education Quality of Education

by Gustavo A. Mellander (Online only)

Priming the Pump...

by Miquela Rivera

Back Cover

Divorce Impacts Latino Students Preparing for Higher Education

Page 42

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Colleges for Hispanics

RANKINGS

A Rising Tide of Hispanic Students Raises All Degree Earner Numbers

by Mary Ann Cooper nce again, The Hispanic Outlook presents its annual lists of the Top 100 institutions for Hispanics based on degrees awarded. This information is made available by the U.S. Department of Education’s National Center for Education Statistics (NCES). With all the talk about the emergence of community colleges as the haven for students looking to fast-track into a career in a troubled economy, as well as the prospect of cutbacks and tuition increases making a four-year school more difficult to attend, the assumption could have been made that the number of bachelor’s degrees earned by Hispanics would start to decline. This is not the case. Overall, schools on our Top 100 lists of institutions awarding the most degrees to Hispanics saw an increase in their student tallies in this category. Florida International University (FIU), the top-ranked school on the bachelor’s list, for example, had an increase of Hispanics earning bachelor’s degrees from a little more than 3,900 students to more than 4,100 students. Since the percentage of Hispanic bachelor’s degree earners for FIU remained at 63 percent, the total number of bachelor’s degree earners increased as well (from about 6,200 to more than 6,600). A similar picture came into focus for the Top 100 lists for Hispanic master’s degree and doctoral degree earners. Both lists overall saw an increase in the number of Hispanic and non-Hispanic degree holders. The idea that Hispanics bachelor’s degree holders are increasing and graduate school numbers for this group are up as well is a positive sign for higher education. Here are highlights from each grouping. The latest figures reveal that FIU awarded the most bachelor’s degrees to Hispanics – 4,156 in 2011. This represents 63 percent of its 6,637 degrees granted. In 2010, FIU awarded 3,918, also 63 percent. FIU leads the list of top schools for master’s degrees as well – 1,100 degrees were conferred on Hispanics at FIU, representing 43 percent of all FIU master’s degrees conferred. Last year, FIU awarded 1,014 degrees to Hispanics, also 43 percent. For the fourth year in a row, Nova Southeastern University earned the top spot on the Top 100 list for doctoral degrees, with 279 degrees conferred on Hispanic students out of the 1,699 conferred there, representing 16 percent of Nova’s Ph.D.s granted. More Hispanic females than Hispanic males obtained master’s degrees in 2011. In fact, Hispanic females outnumbered Hispanic males achieving master’s degrees in more than 90 percent of the schools on our Top 100 list. Latinas were shown to earn more bachelor’s degrees than Latinos too. Only one school on our Top 100 bachelor’s degrees list had more Latino than Latina recipients. At the doctoral degree level, the dominance of Latina degree recipients takes a big drop. There are more Latina doctoral degree recipients in 65 percent of schools on our list, with Latinas bested by or tying with Latinos

in 35 percent of those top 100 schools. While Latinas could bemoan the sharp drop from master’s and bachelor’s degree earning to doctoral degree earners, a little history should add an encouraging perspective to gender issues in high education. According to the National Center for Education Statistics, “Projections of Education Statistics by 2016,” women have been earning more bachelor’s degrees than men since 1982 and more master’s degrees than men since 1981. The same report states that women are projected to continue to earn more than 50 percent of professional degrees in the foreseeable future. That is impressive considering that women earned only 2.6 percent in 1961. The report also projects that women will continue to earn more than 50 percent of all doctoral degrees, while in 1961 they earned only 10.5 percent of all doctoral degrees. When examining individual professional degrees, the proportion of women in law school increased from 3.7 percent in 1963 to more than 40 percent currently, according to the American Bar Association, “Law Student Statistics.” According to the Association of American Medical Colleges, “FACTS-Applicants, Matriculants and Graduates, Total Enrollment by Sex and School, 2002-2007,” the proportion of women in medical school increased from 5.8 percent in AY 1960-61 to almost 49 percent in AY 200708. And finally, according to the National Center for Education Statistics, “Digest of Education Statistics 2007,” between academic years 1959-60 and 2005-06, the percentage of degrees in dentistry earned by women increased from 0.8 percent to 44.5 percent. And the number of female doctors and dentists has only increased since these surveys were published. Five schools stand out for their high percentage of Hispanic degree earners. Two are part of the University of Texas system. As for bachelor’s degrees, among the top 10 schools, the University of Texas-Pan American (UTPA) and the University of Texas-Brownsville (UTB) have large percentages of Hispanics obtaining bachelor’s, 91 percent for UTPA in 2011 and 89 percent for UTB, but another Texas school, Texas A&M International University, has the highest percentage of Hispanic bachelor’s degree recipients, 94 percent. Carlos Albizu University in Miami has the highest percentage of Hispanic master’s degree earners, 78 percent. Florida’s Saint Thomas University had the greatest percentage of Hispanic doctoral degree conferees at 37 percent. A final note on the compilation of the lists: data are derived from various lists compiled by NCES and its Integrated Postsecondary Education Data System. Starting two years ago, NCES instituted a new data-gathering system. Under the new system, not all schools are on every data list. As an example, there are now not one but three doctoral degree categories, including one for professional practice, only. Schools were given two years to comply with the new system, and should be on board now in their reporting data. The Hispanic Outlook has combined all available data from all NCES lists to try to give fair representation to all institutions.

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RANKINGS

Ba ch e lo r’s D e g rees 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.

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All Bachelor’s

Florida International University, FL 6,637 University of Texas-Pan American, TX 2,683 University of Texas at El Paso, TX 3,059 California State University-Fullerton, CA 6,875 University of Texas at San Antonio, TX 4,138 Arizona State University, AZ 12,194 California State University-Northridge, CA 6,723 University of Central Florida, FL 10,646 California State University-Long Beach, CA 6,746 University of Texas at Austin, TX 9,054 San Diego State University, CA 6,661 University of Florida, FL 8,685 California State University-Los Angeles, CA 3,724 University of Houston, TX 5,128 Texas State University-San Marcos, TX 5,350 University of New Mexico-Main Campus, NM 3,350 Texas A&M University-College Station, TX 8,748 California State University-Fresno, CA 3,552 University of California-Los Angeles, CA 7,546 University of Arizona, AZ 6,195 New Mexico State University-Main Campus, NM 2,387 California State Polytechnic University-Pomona, CA 4,020 University of South Florida-Main Campus, FL 6,766 California State University-San Bernardino, CA 2,868 University of California-Santa Barbara, CA 5,212 San Francisco State University, CA 5,712 University of California-Riverside, CA 3,464 University of Texas at Brownsville, TX 1,063 Florida State University, FL 7,886 San Jose State University, CA 4,916 Florida Atlantic University, FL 4,593 University of Houston-Downtown, TX 2,516 University of North Texas, TX 6,362 University of California-Berkeley, CA 7,466 University of California-Irvine, CA 6,298 University of Texas at Arlington, TX 4,994 California State University-Dominguez Hills, CA 2,057 California State University-Sacramento, CA 5,075 Ashford University, IA 8,839 University of California-Davis, CA 6,511 Texas A&M International University, TX 777 CUNY/John Jay College of Criminal Justice, NY 2,171 University of California-San Diego, CA 6,336 CUNY/Lehman College, NY 1,584 University of Southern California, CA 4,915 University of Miami, FL 2,383 University of California-Santa Cruz, CA 3,701 Texas Tech University, TX 4,544 University of the Incarnate Word, TX 998 University of Nevada-Las Vegas, NV 3,771 Montclair State University, NJ 2,851 Rutgers University-New Brunswick, NJ 6,179

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Total

4,156 2,453 2,382 1,924 1,883 1,789 1,620 1,604 1,579 1,561 1,416 1,368 1,272 1,236 1,220 1,171 1,142 1,101 1,069 1,058 1,057 1,056 1,013 990 959 951 944 943 926 911 907 867 865 852 818 815 785 782 748 744 733 727 720 690 645 632 612 598 582 558 555 550

Males Females

1,694 875 928 667 835 729 565 610 612 658 538 591 440 511 489 470 521 428 398 430 372 517 406 330 373 362 372 338 399 354 319 269 351 383 327 301 241 295 255 289 245 262 292 167 302 251 257 316 164 205 187 227

2,462 1,578 1,454 1,257 1,048 1,060 1,055 994 967 903 878 777 832 725 731 701 621 673 671 628 685 539 607 660 586 589 572 605 527 557 588 598 514 469 491 514 544 487 493 455 488 465 428 523 343 381 355 282 418 353 368 323

63% 91% 78% 28% 46% 15% 24% 15% 23% 17% 21% 16% 34% 24% 23% 35% 13% 31% 14% 17% 44% 26% 15% 35% 18% 17% 27% 89% 12% 19% 20% 34% 14% 11% 13% 16% 38% 15% 8% 11% 94% 33% 11% 44% 13% 27% 17% 13% 58% 15% 19% 9%

Award e d t o H i s p a n i c s H i s p a n i c RANK INSTITUTION NAME 53. 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. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100.

Northern Arizona University, AZ CUNY/City College, NY University of Illinois at Chicago, IL Texas A&M University-Corpus Christi, TX University of Maryland-College Park, MD California State University-Bakersfield, CA Texas A&M University-Kingsville, TX CUNY/Hunter College, NY University of Illinois at Urbana-Champaign, IL Kean University, NJ DePaul University, IL Pennsylvania State University-Main Campus, PA University of Washington-Seattle Campus,WA California State University-Stanislaus, CA Sam Houston State University, TX Northeastern Illinois University, IL California State University-Chico, CA Nova Southeastern University, FL CUNY/Bernard M Baruch College, NY George Mason University, VA Park University, MO University of La Verne, CA New York University, NY Metropolitan State College of Denver, CO California State University-East Bay, CA St John’s University-New York, NY New Jersey City University, NJ California State University-San Marcos, CA University of Houston-Clear Lake, TX Barry University, FL CUNY/Queens College, NY University of Michigan-Ann Arbor, MI Brigham Young University-Provo, UT University of Colorado Boulder, CO St. Mary’s University, TX Monroe College-Main Campus, NY Texas Woman's University, TX Washington State University, WA Brandman University, CA University of North Carolina at Chapel Hill, NC Boston University, MA Saint Edward’s University, TX Stony Brook University, NY University of Texas at Dallas, TX Georgia State University, GA Fresno Pacific University, CA Rutgers University-Newark, NJ Northern Illinois University, IL University of Connecticut, CT William Paterson University of New Jersey, NJ Wayland Baptist University, TX Colorado State University-Fort Collins, CO

Source: NCES - IPEDS 2011

All Bachelor’s 3,782 1,918 3,526 1,308 6,987 1,388 831 2,634 7,342 2,519 3,463 11,438 7,590 1,442 3,135 1,693 3,603 1,307 2,731 4,255 2,347 938 5,341 2,899 2,537 2,173 1,137 1,588 1,198 1,244 2,952 6,553 7,097 5,628 452 695 1,795 5,221 1,109 4,654 4,093 959 3,643 2,354 4,117 741 1,476 3,921 4,747 1,615 1,363 4,341

Total 544 542 538 510 509 502 487 484 473 453 439 439 436 420 419 418 411 405 391 384 383 381 375 363 355 351 347 341 336 329 329 326 319 316 308 304 299 297 295 292 285 284 283 283 282 277 276 275 271 271 270 269

Males 180 209 242 173 216 136 236 129 235 134 171 199 168 117 154 154 204 99 160 147 149 110 139 140 96 132 120 108 87 90 107 145 151 154 110 76 27 135 69 111 101 103 123 125 100 46 95 120 113 107 117 110

Females 364 333 296 337 293 366 251 355 238 319 268 240 268 303 265 264 207 306 231 237 234 271 236 223 259 219 227 233 249 239 222 181 168 162 198 228 272 162 226 181 184 181 160 158 182 231 181 155 158 164 153 159

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14% 28% 15% 39% 7% 36% 59% 18% 6% 18% 13% 4% 6% 29% 13% 25% 11% 31% 14% 9% 16% 41% 7% 13% 14% 16% 31% 21% 28% 26% 11% 5% 4% 6% 68% 44% 17% 6% 27% 6% 7% 30% 8% 12% 7% 37% 19% 7% 6% 17% 20% 6%

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RANKINGS

Ma s te r ’s D e grees 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. 53. 54. 55. 56.

Florida International University, FL Nova Southeastern University, FL University of Texas-Pan American, TX University of Texas at El Paso, TX University of Southern California, CA National University, CA California State University-Los Angeles, CA Webster University, MO California State University-Northridge, CA Arizona State University, AZ California State University-Long Beach, CA University of Texas at San Antonio, TX New York University, NY University of Florida, FL San Jose State University, CA Columbia University in the City of New York, NY University of New Mexico-Main Campus, NM Texas State University-San Marcos, TX University of La Verne, CA University of Texas at Austin, TX New Mexico State University-Main Campus, NM University of California-Los Angeles, CA CUNY/Hunter College, NY Lamar University, TX Northern Arizona University, AZ California State University-Fullerton, CA University of Central Florida, FL Azusa Pacific University, CA Mercy College, NY California State University-Fresno, CA San Diego State University, CA University of South Florida-Main Campus, FL University of Miami, FL California State University-Dominguez Hills, CA California State University-San Bernardino, CA University of Texas at Arlington, TX Touro College, NY Ashford University, IA University of Arizona, AZ Texas A&M University-College Station, TX California State University-Sacramento, CA Texas A&M International University, TX Texas A&M University-Kingsville, TX Harvard University, MA American Public University System, WV Brandman University, CA Johns Hopkins University, MD Barry University, FL Florida Atlantic University, FL Grand Canyon University, AZ University of the Incarnate Word, TX CUNY/City College, NY University of Texas at Brownsville, TX Texas Woman's University, TX University of Houston, TX San Francisco State University, CA George Washington University, DC Loyola Marymount University, CA University of North Texas, TX Our Lady of the Lake University-San Antonio, TX American College of Education, IL Fordham University, NY DePaul University, IL Florida State University, FL

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All Master’s 2,571 4,053 767 998 5,341 3,297 1,571 5,186 1,922 4,150 1,816 1,017 6,783 3,878 2,569 6,131 1,190 1,314 985 3,020 920 2,715 2,044 2,299 1,707 1,562 2,230 1,167 1,185 811 1,937 2,293 876 948 768 2,215 2,030 2,951 1,565 2,236 1,412 265 478 3,858 2,386 1,000 4,325 871 1,348 6,025 373 1,071 229 1,511 1,881 1,547 3,929 642 1,806 286 1,616 1,955 2,649 2,218

Total

1,100 812 579 545 499 458 405 377 358 356 352 350 349 338 302 302 297 272 269 269 267 250 249 247 240 228 222 220 220 218 217 215 213 210 207 204 197 194 191 190 189 189 187 184 184 183 180 175 175 173 170 169 169 168 168 167 166 165 162 161 159 157 149 148

0 5 / 0 7 / 2 0 1 2

Males 451 255 204 206 173 147 108 198 97 120 100 132 116 160 90 110 96 81 70 126 72 99 48 74 60 65 93 70 32 71 84 81 92 51 64 71 38 69 79 96 55 74 90 82 134 48 82 40 67 39 50 47 51 28 79 58 78 44 37 38 26 44 65 64

Females 649 557 375 339 326 311 297 179 261 236 252 218 233 178 212 192 201 191 199 143 195 151 201 173 180 163 129 150 188 147 133 134 121 159 143 133 159 125 112 94 134 115 97 102 50 135 98 135 108 134 120 122 118 140 89 109 88 121 125 123 133 113 84 84

43% 20% 75% 55% 9% 14% 26% 7% 19% 9% 19% 34% 5% 9% 12% 5% 25% 21% 27% 9% 29% 9% 12% 11% 14% 15% 10% 19% 19% 27% 11% 9% 24% 22% 27% 9% 10% 7% 12% 8% 13% 71% 39% 5% 8% 18% 4% 20% 13% 3% 46% 16% 74% 11% 9% 11% 4% 26% 9% 56% 10% 8% 6% 7%

Award e d t o Hi s p a n i c s H i s p a n i c RANK INSTITUTION NAME 57. 58. 59. 60. 61. 62. 63.

64.

65. 66. 67. 68. 69. 70.

sf Texa Grads rsity o Unive erican MBA m Pan A

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.

Unive

rsity o f New Mexic o

96. 97. 98. 99. 100.

All Master’s

New Mexico Highlands University, NM University of Illinois at Chicago, IL CUNY/Lehman College, NY St John’s University-New York, NY Texas A&M University-Corpus Christi, TX University of Maryland-University College, MD Northern Illinois University, IL University of California-Berkeley, CA University of Houston-Clear Lake, TX National Louis University, IL Liberty University, VA Boston University, MA University of Michigan-Ann Arbor, MI Rutgers University-New Brunswick, NJ Pepperdine University, CA George Mason University, VA Carlos Albizu University-Miami, FL University of Washington-Seattle Campus, WA University of San Francisco, CA University of Nevada-Las Vegas, NV Teachers College at Columbia University, NY Stanford University, CA University of Redlands, CA Georgetown University, DC University of Denver, CO California State University-East Bay, CA Concordia University-Chicago, IL Regis University, CO Texas Tech University, TX University of Illinois at Urbana-Champaign, IL Cambridge College, MA CUNY/John Jay College of Criminal Justice, NY University of Colorado Denver, CO Northwestern University, IL University of Pennsylvania, PA California State University-Bakersfield, CA Southern Methodist University, TX California State Polytechnic University-Pomona, CA University of Chicago, IL Cornell University, NY CUNY/Brooklyn College, NY Sul Ross State University, TX Alliant International University, CA Concordia University-Texas, TX University of Maryland-College Park, MD University of Texas at Dallas, TX CUNY/Bernard M Baruch College, NY Texas A&M University-Commerce, TX Kean University, NJ Adelphi University, NY Concordia University-Irvine, CA Roosevelt University, IL Long Island University-Brooklyn Campus, NY Georgia State University, GA Stony Brook University, NY Wayland Baptist University, TX University of San Diego, CA Northeastern University, MA Pace University-New York, NY St. Mary’s University, TX University of Minnesota-Twin Cities, MN CUNY/Queens College, NY Governors State University, IL Fairleigh Dickinson University, NJ

Source: NCES - IPEDS 2011

0 5 / 0 7 / 2 0 1 2

•

337 2,057 683 1,328 522 3,120 1,582 2,111 1,084 1,574 4,157 3,879 3,811 1,793 1,263 2,941 157 3,084 1,182 1,277 1,895 2,143 539 2,726 2,106 1,182 1,462 1,561 1,298 3,100 1,150 558 1,969 3,199 3,452 380 1,292 536 2,828 2,163 1,212 227 692 510 2,336 1,967 1,425 1,176 684 1,128 551 1,085 929 2,025 1,828 541 611 2,803 1,311 257 3,379 1,295 866 1,000

Total 148 145 145 145 140 138 136 135 132 130 130 129 129 127 125 124 122 121 119 119 119 116 115 114 112 110 109 107 106 105 104 101 100 99 99 98 98 97 97 96 96 96 93 91 90 88 87 87 86 86 85 85 85 84 84 84 83 83 83 82 80 78 77 77

H I S P A N I C

Males Females 35 44 23 35 37 72 38 62 34 31 73 48 60 24 41 43 21 48 46 51 31 67 54 56 44 37 17 38 56 47 22 32 37 54 43 27 44 43 51 69 21 36 20 18 37 56 41 37 15 18 36 25 17 32 24 35 21 35 28 32 42 17 20 31

113 101 122 110 103 66 98 73 98 99 57 81 69 103 84 81 101 73 73 68 88 49 61 58 68 73 92 69 50 58 82 69 63 45 56 71 54 54 46 27 75 60 73 73 53 32 46 50 71 68 49 60 68 52 60 49 62 48 55 50 38 61 57 46

O U T L O O K

44% 7% 21% 11% 27% 4% 9% 6% 12% 8% 3% 3% 3% 7% 10% 4% 78% 4% 10% 9% 6% 5% 21% 4% 5% 9% 7% 7% 8% 3% 9% 18% 5% 3% 3% 26% 8% 18% 3% 4% 8% 42% 13% 18% 4% 4% 6% 7% 13% 8% 15% 8% 9% 4% 5% 16% 14% 3% 6% 32% 2% 6% 9% 8%

RANKINGS

D oc to r al D eg rees 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. 53. 54. 55. 56.

All Doctorates

Nova Southeastern University, FL 1,699 University of Texas at Austin, TX 1,309 University of Florida, FL 2,127 Florida International University, FL 374 University of Southern California, CA 1,474 University of Miami, FL 803 University of New Mexico-Main Campus, NM 468 New York University, NY 1,403 Saint Thomas University, FL 232 University of California-Los Angeles, CA 1,330 University of California-Berkeley, CA 1,292 Harvard University, MA 1,450 University of Illinois at Chicago, IL 914 University of Houston, TX 831 University of Michigan-Ann Arbor, MI 1,550 University of Arizona, AZ 813 University of Medicine and Dentistry of New Jersey, NJ 787 Temple University, PA 1,246 University of Texas Health Science Ctr San Antonio, TX 393 American University, DC 506 Thomas M. Cooley Law School, MI 1,039 Texas A&M Health Science Center, TX 288 Stanford University, CA 1,053 Columbia University in the City of New York, NY 1,291 Texas A&M University-College Station, TX 739 University of California-Davis, CA 927 St. Maryâ&#x20AC;&#x2122;s University, TX 250 Loyola Marymount University, CA 407 University of Texas Health Science Ctr at Houston, TX 450 Boston University, MA 1,111 New York Law School, NY 515 University of Pennsylvania, PA 1,212 Arizona State University, AZ 746 Northwestern University, IL 927 University of Texas Medical Branch, TX 311 Fordham University, NY 536 University of California-San Diego, CA 674 Georgetown University, DC 936 Ohio State University-Main Campus, OH 1,658 Texas Southern University, TX 295 University of Minnesota-Twin Cities, MN 1,702 Thomas Jefferson School of Law, CA 297 Texas Tech University Health Sciences Center, TX 390 University of the Pacific, CA 749 University of North Carolina at Chapel Hill, NC 1,172 Loma Linda University, CA 498 Palmer College of Chiropractic-Davenport, IA 758 Florida State University, FL 818 University of Wisconsin-Madison, WI 1,417 University of Texas Southwestern Medical Center, TX 330 Alliant International University, CA 391 Cornell University, NY 782 University of Washington-Seattle Campus, WA 1,251 Florida Coastal School of Law, FL 444 Yeshiva University, NY 690 University of Illinois at Urbana-Champaign, IL 1,106 University of La Verne, CA 190

H I S P A N I C

O U T L O O K

â&#x20AC;˘

0 5 / 0 7 / 2 0 1 2

Total 279 144 141 136 128 120 107 87 85 84 79 79 76 74 73 70 70 65 62 62 62 61 61 59 57 57 54 54 54 54 52 52 51 51 49 49 47 47 47 46 46 45 44 44 44 43 43 43 43 42 41 41 41 40 40 40 39

Males 92 59 49 61 59 53 49 33 41 36 34 41 30 38 34 25 30 35 33 28 27 30 36 26 24 23 33 32 23 31 23 22 19 27 23 25 20 23 28 23 23 20 31 20 16 21 30 19 21 21 13 22 13 23 18 18 19

Females 187 85 92 75 69 67 58 54 44 48 45 38 46 36 39 45 40 30 29 34 35 31 25 33 30 34 21 22 31 22 29 30 32 24 26 24 27 26 19 23 23 25 13 24 28 22 30 24 22 21 28 19 28 17 22 22 20

16% 11% 7% 36% 9% 15% 23% 6% 37% 6% 6% 5% 8% 9% 5% 9% 9% 5% 16% 12% 6% 21% 6% 5% 8% 6% 22% 13% 12% 5% 10% 4% 7% 6% 16% 9% 7% 5% 3% 16% 3% 15% 11% 6% 4% 9% 6% 5% 3% 13% 10% 5% 3% 9% 6% 4% 21%

Univers i

Loyola Mar ym ount U nivers i

Award e d t o H i s p a n i c s H i s p a n i c RANK INSTITUTION NAME 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72.

73. 74. 75. 76. 77. 78. 79.

ity of M iami

ity

80.

81. 82. 83. 84.

rsity Unive Bar r y

nts stude

85. 86. 87. 88.

89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99.

100.

All Doctorates

The John Marshall Law School, IL 392 South Texas College of Law, TX 401 Emory University, GA 627 University of Chicago, IL 711 University of San Francisco, CA 279 Southwestern Law School, CA 296 University of Denver, CO 436 University of Maryland-Baltimore, MD 875 Baylor College of Medicine, TX 251 A T Still University of Health Sciences, MO 810 University of the Incarnate Word, TX 101 University of California Hastings College of Law, CA 411 Texas Tech University, TX 459 University of Iowa, IA 949 California Western School of Law, CA 285 University of San Diego, CA 365 DePaul University, IL 349 University of South Florida-Main Campus, FL 425 Touro College, NY 378 Brooklyn Law School, NY 454 Duke University, NC 887 Santa Clara University, CA 308 Yale University, CT 686 George Washington University, DC 974 University of Virginia-Main Campus, VA 933 University of California-Irvine, CA 476 CUNY/Graduate School and University Center, NY 489 University of Texas at El Paso, TX 84 University of California-San Francisco, CA 532 University of Colorado Denver, CO 540 Loyola University-Chicago, IL 528 Rutgers University-New Brunswick, NJ 637 St Johnâ&#x20AC;&#x2122;s University-New York, NY 610 Pennsylvania State University-Main Campus, PA 736 Rutgers University-Newark, NJ 318 Western University of Health Sciences, CA 508 Northeastern University, MA 568 University of Connecticut, CT 720 Southern Methodist University, TX 341 Johns Hopkins University, MD 555 University of Kansas, KS 856 Michigan State University, MI 951 University at Buffalo, NY 948 University of Pittsburgh-Pittsburgh Campus, PA 1,113 Florida Agricultural and Mechanical University, FL 332 Vanderbilt University, TN 653 University of St Augustine for Health Sciences, FL 523 Indiana University-Bloomington, IN 693 University of Missouri-Columbia, MO 671 University of South Carolina-Columbia, SC 703 University of Georgia, GA 889 New Mexico State University-Main Campus, NM 105 Parker University, TX 247 Barry University, FL 321 University of Colorado Boulder, CO 429 Marquette University, WI 449 Tulane University of Louisiana, LA 516

Source: NCES - IPEDS 2011

0 5 / 0 7 / 2 0 1 2

â&#x20AC;˘

Total 38 38 38 38 36 36 36 36 35 35 34 34 34 34 33 32 32 32 31 31 31 30 30 30 30 29 29 28 28 28 28 27 27 27 26 26 26 26 24 24 24 24 24 24 23 23 22 22 22 22 22 21 21 21 21 21 21

H I S P A N I C

Males 22 17 21 16 18 9 13 16 14 16 14 16 22 17 13 16 8 16 17 17 13 16 13 18 17 15 10 13 11 9 7 7 8 12 14 11 12 12 7 8 18 9 14 12 10 10 11 12 14 13 13 7 13 10 10 13 11

Females 16 21 17 22 18 27 23 20 21 19 20 18 12 17 20 16 24 16 14 14 18 14 17 12 13 14 19 15 17 19 21 20 19 15 12 15 14 14 17 16 6 15 10 12 13 13 11 10 8 9 9 14 8 11 11 8 10

O U T L O O K

10% 9% 6% 5% 13% 12% 8% 4% 14% 4% 34% 8% 7% 4% 12% 9% 9% 8% 8% 7% 3% 10% 4% 3% 3% 6% 6% 33% 5% 5% 5% 4% 4% 4% 8% 5% 5% 4% 7% 4% 3% 3% 3% 2% 7% 4% 4% 3% 3% 3% 2% 20% 9% 7% 5% 5% 4%

RANKINGS

F irst Professional

DEGREES AWARDED TO HISPANICS b y A ccaa ddem e mii c P ro gr am

DENTISTRY

Hispanic

Male

Female

Nova Southeastern University, FL 30 Texas A&M Health Science Center, TX 22 New York University, NY 18 University of Florida, FL 13 Temple University, PA 13 Univ. of Texas Health Sci. Ctr-Houston, TX 13 5. Loma Linda University, CA 11 6. University of Southern California, CA 10 UMD of New Jersey, NJ 10 University of Pennsylvania, PA 10 Univ. of Texas Health Sci. Ctr-San Antonio, TX 10 7. University of the Pacific, CA 9 8. Boston University, MA 8 9. University of Illinois at Chicago, IL 7 University of Minnesota-Twin Cities, MN 7 Creighton University, NE 7 Univ. of Pittsburgh-Pittsburgh Campus, PA 7 10. University of Colorado Denver, CO 6 University of Iowa, IA 6 University of Michigan-Ann Arbor, MI 6 A T Still University of Health Sciences, MO 6

11 13 8 4 7 7 7 5 3 2 5 5 4 0 4 2 4 4 3 2 3

19 9 10 9 6 6 4 5 7 8 5 4 4 7 3 5 3 2 3 4 3

1. 2. 3. 4.

18 17 17 11 18 18 12 14 11 11 8 6 7 13

23 18 16 21 14 13 18 10 12 9 9 10 9 3

4 2 2 1 2 0 1 0 0 0 0 1

9 7 4 4 2 3 2 1 1 1 1 0

1. 2. 3. 4.

MEDICINE (MD)

University of Illinois at Chicago, IL 41 Univ. of Texas Health Sci. Ctr-San Antonio, TX 35 UMD of New Jersey, NJ 33 Baylor College of Medicine, TX 32 University of Texas Medical Branch, TX 32 5. Univ. of Texas Southwestern Med. Ctr, TX 31 6. Univ. of Texas Health Sci. Ctr-Houston, TX 30 7. University of Miami, FL 24 8. Univ. of New Mexico-Main Campus, NM 23 9. Temple University, PA 20 10. University of Southern California, CA 17 Columbia Univ. in the City of New York, NY 16 Mount Sinai School of Medicine, NY 16 Texas Tech University Health Sci. Ctr, TX 16

OPTOMETRY

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

Nova Southeastern University, FL Southern California Coll. of Optometry, CA University of Houston, TX New England College of Optometry, MA Illinois College of Optometry, IL Pacific University, OR Salus University, PA Ferris State University, MI Southern College of Optometry, TN SUNY/College of Optometry, NY University of Alabama at Birmingham, AL University of Missouri-St Louis, MO

13 9 6 5 4 3 3 1 1 1 1 1

Source: NCES/IPEDS 2011 First Professional Degrees

H I S P A N I C

O U T L O O K

â&#x20AC;˘

0 5 / 0 7 / 2 0 1 2

OSTEOPATHIC MEDICINE/OSTEOPATHY

Hispanic Male

Female

Nova Southeastern University, FL 17 Univ. of North Texas Health Sci. Ctr, TX 17 2. A T Still University of Health Sciences, MO 13 3. Lake Erie Coll. of Osteopathic Med., PA 12 4. Edward Via Coll. of Osteopathic Med., VA 10 Midwestern University-Glendale, AZ 10 5. Touro College, NY 9 UMD of New Jersey, NJ 9 6. New York Institute of Technology, NY 8 Western University of Health Sciences, CA 8 7. Oklahoma State Univ. Ctr for Health Sci., OK 7 8. Philadelphia Coll. of Osteopathic Med., PA 6 9. Ohio University-Main Campus, OH 5 Touro University California, CA 5 W. Virginia School of Osteopathic Med., WV 5 10. Touro University Nevada, NV 4

11 8 7 7 3 8 6 4 5 6 4 1 1 3 3 2

6 9 6 5 7 2 3 5 3 2 3 5 4 2 2 2

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

22 7 13 12 14 11 9 8 5 2 3 6 4 3

66 29 20 19 12 10 6 4 7 8 7 4 5 6

5 1 2 1 2 1 1 2 1 0 2 2 0 1 1 0 0 0 1 1 1 0 0

8 10 8 7 5 5 4 3 3 4 2 1 3 2 2 3 2 2 1 1 1 2 2

PHARMACY

Nova Southeastern University, FL 88 University of Florida, FL 36 University of Texas at Austin, TX 33 University of the Incarnate Word, TX 31 Texas A&M Health Science Center, TX 26 Univ. of New Mexico-Main Campus, NM 21 Texas Tech Univ. Health Sci. Ctr, TX 15 University of Houston, TX 12 University of Illinois at Chicago, IL 12 9. Rutgers University-New Brunswick, NJ 10 University of Colorado Denver, CO 10 University of the Pacific, CA 10 10. Palm Beach Atlantic Univ.-W. Palm Beach, FL 9 University of Arizona, AZ 9

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

Texas A&M Univ.-College Station, TX 13 Western Univ. of Health Sciences, CA 11 Colorado State Univ.-Fort Collins, CO 10 University of California-Davis, CA 8 Cornell University, NY 7 Iowa State University, IA 6 Louisiana State Univ., Agri. & Mech. Coll., LA 5 University of Florida, FL 5 8. Kansas State University, KS 4 University of Tennessee, TN 4 University of Missouri-Columbia, MO 4 9. Auburn University, AL 3 Purdue University-Main Campus, IN 3 University of Georgia, GA 3 Univ. of Illinois at Urbana-Champ., IL 3 University of Pennsylvania, PA 3 10. Michigan State University, MI 2 North Carolina State Univ.-Raleigh, NC 2 Oklahoma State University, OK 2 Tufts University, MA 2 Tuskegee University, AL 2 University of Wisconsin-Madison, WI 2 Washington State University, WA 2

RANKINGS

B ACHELOR’S

DEGREES AWARDED TO HISPANICS b y A ccaa d e mi c P ro gr g raam m

AGRICULTURE AND AGRICULTURAL OPERATIONS Hispanic

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

Texas A&M University-College Station, TX 84 University of Florida, FL 83 California State Poly. Univ.-Pomona, CA 53 California State University-Fresno, CA 42 University of California-Davis, CA 32 Cornell University, NY 26 Texas A&M University-Kingsville, TX 26 7. New Mexico State University, NM 23 University of Arizona, AZ 23 8. Cali. Poly. State Univ.-San Luis Obispo, CA 18 9. Univ. of Illinois at Urbana-Champaign, IL 15 10. University of Maryland-College Park, MD 12

Male Female 39 32 20 21 7 17 17 12 19 9 5 6

45 51 33 21 25 9 9 11 4 9 10 6

BIOLOGICAL AND BIOMEDICAL SCIENCES Hispanic

Male

Female

179 176 165 125 120 118 115 113 113 107 103 103

71 65 51 49 54 42 53 49 41 35 40 59

108 111 114 76 66 76 62 64 72 72 63 44

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

Florida International University, FL 1209 University of Texas at San Antonio, TX 435 University of Texas-Pan American, TX 401 University of Texas at El Paso, TX 390 California State University-Fullerton, CA 373 University of Central Florida, FL 371 University of Houston, TX 350 University of Houston-Downtown, TX 336 California State Poly. Univ.-Pomona, CA 290 Ashford University, IA 280

537 251 196 196 206 184 156 139 149 139

672 184 205 194 167 187 194 197 141 141

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

California State University-Fullerton, CA Florida International University, FL University of Texas at Austin, TX San Francisco State University, CA California State University-Northridge, CA University of Texas at El Paso, TX University of Texas-Pan American, TX University of Houston, TX Arizona State University, AZ University of Florida, FL

97 40 56 54 57 45 31 30 32 19

177 162 139 66 57 67 78 78 72 78

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

University of Texas-Pan American, TX Florida International University, FL University of Texas at El Paso, TX University of Texas at San Antonio, TX University of Miami, FL University of California-San Diego, CA University of Texas at Austin, TX University of California-Davis, CA University of South Florida, FL 9. University of Central Florida, FL 10. University of California-Riverside, CA University of Florida, FL

BUSINESS MANAGEMENT MARKETING

COMMUNICATIONS AND JOURNALISM

University of Maryland

ARCHITECTURE AND RELATED SERVICES 1. 2. 3. 4. 5. 6. 7. 8.

University of Texas at San Antonio, TX California State Poly. Univ.-Pomona, CA Florida International University, FL University of Houston, TX Florida Atlantic University, FL Texas Tech University, TX CUNY/New York City College of Tech., NY Arizona State University, AZ Woodbury University, CA 9. New Jersey Institute of Technology, NJ 10. University of California-Berkeley, CA

79 70 48 46 43 39 37 35 35 27 26

48 46 27 21 23 26 20 22 23 20 13

31 24 21 25 20 13 17 13 12 7 13

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

77 74 71 61 45 41 36 31 30 29

22 17 26 17 12 13 4 7 5 11

55 57 45 44 33 28 32 24 25 18

274 202 195 120 114 112 109 108 104 97

AREA, ETHNIC, CULTURAL, GENDER AND GROUP STUDIES University of California-Santa Barbara, CA University of California-Los Angeles, CA University of California-Berkeley, CA University of California-Santa Cruz, CA University of California-Davis, CA University of California-Irvine, CA San Francisco State University, CA Univ. of Washington-Seattle Campus, WA Univ. of North Carolina at Chapel Hill, NC University of Texas at Austin, TX

California State UniversityLos Angeles

0 5 / 0 7 / 2 0 1 2

•

H I S P A N I C

O U T L O O K

COMPUTER AND INFORMATION SCIENCE Hispanic

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

10.

Florida International University, FL South Texas College, TX University of Maryland-University Coll., MD University of Texas at Brownsville, TX New Jersey Institute of Technology, NJ American Public University System, WV California State University-Los Angeles, CA University of Texas at Austin, TX Monroe College-Main Campus, NY Westwood College-Anaheim, CA Arizona State University, AZ Westwood College-Los Angeles, CA CUNY/Lehman College, NY ECPI University, VA Pennsylvania State University, PA Western Governors University, UT

EDUCATION

Male Female

98 42 38 35 33 26 25 25 24 24 23 23 22 22 22 22

86 36 25 27 26 20 22 20 19 23 21 17 14 18 18 22

12 6 13 8 7 6 3 5 5 1 2 6 8 4 4 0

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

University of Texas at El Paso, TX Florida International University, FL Arizona State University, AZ Texas A&M International University, TX California State University-Fullerton, CA University of New Mexico, NM Miami Dade College, FL New Mexico State University, NM Northern Arizona University, AZ University of Central Florida, FL

432 252 175 169 159 144 126 116 110 107

42 32 35 11 6 37 15 21 22 13

390 220 140 158 153 107 111 95 88 94

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

Florida International University, FL University of Texas at El Paso, TX University of Florida, FL Texas A & M University-College Station, TX California State Poly. Univ.-Pomona, CA University of Texas at Austin, TX University of Central Florida, FL Georgia Institute of Technology, GA Texas A&M University-Kingsville, TX University of Texas-Pan American, TX

250 187 171 146 122 115 109 95 93 82

187 153 141 118 99 88 88 73 77 66

63 34 30 28 23 27 21 22 16 16

ENGINEERING/ENGINEERING TECH

ENGLISH LANGUAGE AND LITERATURE Hispanic

Male

Female

University of Texas-Pan American, TX 146 California State University-Long Beach, CA 124 Florida International University, FL 90 CUNY/Hunter College, NY 83 83 University of Texas at San Antonio, TX California State University-Northridge, CA 79 San Diego State University, CA 77 University of California-Los Angeles, CA 77 University of Texas at Austin, TX 69 Texas State University-San Marcos, TX 68 University of Texas at El Paso, TX 59 59 University of California-Riverside, CA Florida State University, FL 53

30 50 28 21 24 25 24 21 22 26 17 19 18

116 74 62 62 59 54 53 56 47 42 42 40 35

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

University of Texas-Pan American, TX University of Texas at Austin, TX University of Arizona, AZ University of California-Santa Barbara, CA University of Texas at Arlington, TX University of Florida, FL Kean University, NJ University of California-Los Angeles, CA Arizona State University, AZ University of California-Davis, CA California State University-Fullerton, CA

76 66 63 63 51 50 49 48 42 39 37

17 26 18 16 16 16 2 13 19 11 9

59 40 45 47 35 34 47 35 23 28 28

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

University of Texas-Pan American, TX Florida International University, FL University of Texas at El Paso, TX University of Central Florida, FL Texas Tech Univ. Health Sciences Ctr, TX Barry University, FL California State University-Fullerton, CA California State University-Fresno, CA University of Texas at Arlington, TX CUNY/Lehman College, NY

325 241 195 159 123 116 115 112 111 109

69 64 51 29 32 17 14 11 11 13

256 177 144 130 91 99 101 101 100 96

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

University of California-Santa Barbara, CA University of California-Santa Cruz, CA University of California-Davis, CA University of California-Irvine, CA University of California-Los Angeles, CA San Francisco State University, CA University of California-Berkeley, CA California State University-Long Beach, CA San Diego State University, CA California State University-Northridge, CA Arizona State University, AZ California State Univ.-Dominguez Hills, CA University of Texas at San Antonio, TX

52 43 34 33 30 29 16 13 13 12 11 11 11

16 16 11 9 11 3 6 6 6 9 5 6 4

36 27 23 24 19 26 10 7 7 3 6 5 7

CUNY/John Jay College of Criminal Justice, NY Florida International University, FL University of Texas-Pan American, TX California State University-Los Angeles, CA University of Texas at San Antonio, TX University of Phoenix-Online Campus, AZ California State University-Fullerton, CA San Diego State University, CA University of Texas at El Paso, TX Sam Houston State University, TX California State University-Sacramento, CA Monroe College-Main Campus, NY

335 227 168 136 136 135 116 110 110 106 104 99

163 110 91 67 65 59 56 48 56 45 50 22

172 117 77 69 71 76 60 62 54 61 54 77

1. 2. 3. 4.

5. 6.

7. 8. 9.

10.

FOREIGN LANGUAGES, LITERATURES AND LINGUISTICS

1. 2. 3.

HEALTH PROFESSIONS AND RELATED PROGRAMS

HISPANIC AMERICAN, PUERTO RICAN AND MEXICAN-AMERICAN/CHICANO STUDIES

9. 10.

HOMELAND SECURITY AND RELATED PROTECTIVE SERV. 1. 2. 3. 4.

5. 6. 7.

8. 9. 10.

University of TexasSan Antonio

H I S P A N I C

O U T L O O K

â&#x20AC;˘

0 5 / 0 7 / 2 0 1 2

MATHEMATICS AND STATISTICS

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

10.

Hispanic

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 University of California-Los Angeles, CA University of California-Riverside, CA California State Univ.-San Bernardino, CA San Diego State University, CA University of California-Berkeley, CA University of California-Santa Barbara, CA University of California-San Diego, CA University of Florida, FL

37 34 31 30 22 18 17 16 15 15 15 14 14

18 22 19 15 11 12 12 9 9 11 11 6 11

19 12 12 15 11 6 5 7 6 4 4 8 3

University of Texas-Pan American, TX University of Texas at Brownsville, TX University of Texas at San Antonio, TX University of North Texas, TX University of Texas at El Paso, TX University of Houston-Downtown, TX Texas State University-San Marcos, TX Arizona State University, AZ Texas A&M University-Corpus Christi, TX University of Houston-Clear Lake, TX The University of Texas at Arlington, TX

285 239 207 172 163 163 157 141 106 104 97

20 27 22 44 64 12 21 51 9 8 20

265 212 185 128 99 151 136 90 97 96 77

University of Texas at San Antonio, TX 120 Texas State University-San Marcos, TX 98 University of Texas-Pan American, TX 87 University of Texas at El Paso, TX 83 California State University-Fullerton, CA 74 San Diego State University, CA 66 California State University-Northridge, CA 55 University of Texas at Brownsville, TX 55 California State Univ.-San Bernardino, CA 53 Arizona State University, AZ 52 California State University-Long Beach, CA 45

59 59 55 40 34 32 21 38 22 23 27

61 39 32 43 40 34 34 17 31 29 18

Florida International University, FL California State University-Northridge, CA CUNY/John Jay Coll. of Criminal Justice, NY 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 University of California-Riverside, CA University of California-Irvine, CA California State University-Fullerton, CA

69 39 30 32 46 41 39 37 25 32 30

337 143 145 135 116 121 111 107 109 100 95

MULTI/INTERDISCIPLINARY STUDIES 1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

Male Female

PARKS, RECREATION, LEISURE AND FITNESS STUDIES

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

8. 9. 10.

PSYCHOLOGY

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

406 182 175 167 162 162 150 144 134 132 125

PUBLIC ADMINISTRATION AND SOCIAL SERVICE Hispanic

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

10.

Male

Female

California State University-Fullerton, CA 138 California State University-Los Angeles, CA 123 University of Texas-Pan American, TX 81 Florida International University, FL 77 San Diego State University, CA 75 California State University-Fresno, CA 68 CUNY/Lehman College, NY 56 California State Univ.-Dominguez Hills, CA 51 Boricua College, NY 51 San Jose State University, CA 37 New Mexico State University, NM 37 Northeastern Illinois University, IL 35

19 10 7 16 17 17 8 8 8 1 4 6

119 113 74 61 58 51 48 43 43 36 33 29

Columbia College-Chicago, IL 137 California State University-Long Beach, CA 127 Texas State University-San Marcos, TX 105 University of Texas at El Paso, TX 89 Arizona State University, AZ 87 California State University-Northridge, CA 87 Florida International University, FL 87 New York University, NY 84 University of Texas-Pan American, TX 81 University of Southern California, CA 79 Fashion Institute of Technology, NY 78 San Francisco State University, CA 78 University of Florida, FL 73

67 61 39 53 39 39 31 41 35 48 25 38 28

70 66 66 36 48 48 56 43 46 31 53 40 45

VISUAL AND PERFORMING ARTS

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

10.

Source: NCES/IPEDS bachelor’s degrees conferred in 2011 to Hispanic men and women

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Tap into the advantages of a large university – comprehensive course offerings, world-class professors, state-of-the-art facilities, and a diverse student body – while 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 miles west of New York City. It’s an environment where you can thrive.

1 Normal Avenue

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Montclair, NJ 07043

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montclair.edu/admissions

CAL STATE FULLERTON

A PATHWAY TO COLLEGE SUCCESS At California State University, Fullerton, we are proud to support Latino students in fulfilling their potential and achieving their higher education goals. Our results continue to be impressive:

05 *(30-6950( for the number of bachelorâ&#x20AC;&#x2122;s degrees awarded to Hispanic students

05 ;/, 5(;065 for the number of bachelorâ&#x20AC;&#x2122;s degrees awarded to Hispanic students

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N AT I O N A L

U N I V E R S I T Y®

PROMISE YOURSELF SUCCESS Nonprofit WASC-accredited One-course-per-month Online and on-campus

Your Goals are Within Reach. The time to achieve your personal and professional aspirations is now with an associate’s, bachelor’s, or master’s degree from National University.

800.NAT.UNIV NATIONAL2012.INFO

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Virginia Commonwealth University

World-class academics + Capital city flair

Youâ&#x20AC;&#x2122; re go ing t o lik www e ou r sty .ugr le. ad.v cu.e du

an equal opportunity/affirmative action university

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120410-11

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

Celebrate

Hispanic Achievement in Higher Educ ation CUNYâ&#x20AC;&#x2122;s only senior college in the Bronx, Lehman College enrolls more than 12,000 students and offers over 100 undergraduate and graduate degree programs, including the boroughâ&#x20AC;&#x2122;s only graduate programs in educational leadership, public health, and social work. The College has a dual-degree program with Sungshin Womenâ&#x20AC;&#x2122;s University in South Korea as well as nursing programs both with Sungshin and institutions in Ireland and Antigua. In 2010, it was rated by U.S. News & World Report as a Tier 1 and Top 50 Public College for Regional Universities (Northeast). Lehman is home to the CUNY doctoral program in plant science and has a long-standing collaboration with the New York Botanical *DUGHQ $ QHZ PLOOLRQ EXLOGLQJ RSHQLQJ LQ LV WKH Ă&#x17E;UVW SKDVH RI D WKUHH SKDVH qFDPSXV ZLWKLQ D FDPSXVr GHYRWHG WR WKH sciences. Other new facilities include a state-of-the-art $16 million Multimedia Center, which is the most advanced academic facility of its kind in the region.

LEHMAN COLLEGE www.lehman.edu

877-LEHMAN-1

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The

It’s time to think outside

Box

Advertise your faculty positions in The Hispanic Outlook Magazine® For information call: 1-800-549-8280 ext. 102 or 106

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Introducing Our New Early Childhood Education Degree

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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 75 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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www.monroecollege.edu

1.800.55.MONROE Bronx 2 5 0 1 J e ro m e Av e n u e New Rochelle 4 3 4 M a i n S t re e t

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Hospitality Management Information Technology Medical Administration Medical Assisting Public Health Registered Nurse

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WWW.TTU.EDU/Diversity

Juan Munoz, Francisco Gonzalez, Grace Hernandez, Sandy Martinez.

From here, itâ&#x20AC;&#x2122;s possible. Desde aqui, es posible!

Leadership Opportunity Chief of Assessment and Strategic Planning The Chief of Assessment and Strategic Planning directs and oversees institutional assessment, assessment of student learning, and strategic planning initiatives. This position also provides leadership and direction for the Center for Institutional Effectiveness and Research which oversees a comprehensive program of institutional research designed to support the mission of the College, to inform management decision-making, and to meet reporting requirements as mandated by state, federal, and other external agencies or as needed by stakeholders; partners with the Academic Vice President, Deans, Directors and faculty in establishment and administration of appropriate outcomes measures, and ensures that the results of outcomes assessment are used to improve teaching and learning; provides organizational support to the College leadership team in establishing unit goals, objectives, and plans consistent with college-wide priorities; provides direction for ensuring the integrity of data collection, maintenance, analysis and dissemination. This position reports to the President and is a member of the Presidentâ&#x20AC;&#x2122;s Cabinet. Qualifications: Masterâ&#x20AC;&#x2122;s degree in relevant field; Doctorate preferred. Must have five or more years of progressively responsible experience in assessment, strategic planning, institutional effectiveness, and institutional research in a higher

Dean

education environment; demonstrated effective leadership skills with emphasis on performance outcomes; Knowledge of Middle States reporting requirements as well as information literacy, including experience with a variety of statistical software, reporting tools and administrative systems; Datatelâ&#x20AC;&#x2122;s Colleague experience preferred; Must have excellent communication, interpersonal, presentation and technical skills. Must have strong project management and organizational skills. Ability to work collaboratively in a team environment, as well as manage organizational change and growth.

School of Allied Health and Nursing Founded in 1947, Baltimore City Community College is the only community college in the city of Baltimore to serve as a gateway to higher education producing more than 40,000 graduates among seven locations. An exciting opportunity exists at BCCC to be the academic and administrative leader of the Allied Health and Nursing departments including academic programs, faculty, students, staff, facilities, budget and internal and external relations. An earned Doctorate in Nursing and a minimum of two years experience as a department chair or major experience in program coordination required.

Position offers a competitive salary, full benefits package and annual contract. All interested candidates should send a letter of intent (including the job code EXEC-ASSESS), curriculum vitae, transcripts, salary requirements, and three professional references with current contact information. Application materials will be accepted until position is filled. Send materials by e-mail with the appropriate job code in the subject line to employment@bergen.edu, or by fax to (201) 251-4987, or by mail to:

BCCC offers a competitive salary and comprehensive benefits package. To view the full vacancy announcement and requirements, visit our website at www.bccc.edu/Employment tab. Send application packet to careers@bccc.edu.

Bergen Community College Department of Human Resources 400 Paramus Road, Room A316 Paramus, New Jersey 07652Â

BCCC is an EEO/AA employer.

EOE/NJ First Act Employer/Smoke-Free and Drug-Free Workplace

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ounded in 1956, the University of South Florida is a public research university of growing national distinction. The USF System is comprised of member

institutions; USF Tampa, the doctoral granting institution which includes USF

Provost and Executive VP for Academic Affairs The University of Toledo, a Carnegie Foundation Research University seeks a dynamic leader with experience in organizational transformation. The candidate must possess an earned doctorate or terminal degree and have passion for teaching, learning and innovation. Prior government, business, or other private sector experience is preferred. We seek candidates who have experience with strategic decision making and can demonstrate a strong commitment to graduate and undergraduate instruction. The Provost and Executive VP for Academic Affairs is responsible to recruit and retain exceptional faculty, for the continual improvement of the institution’s ranking among universities, and for strengthening its reputation for academic excellence, quality teaching, research, student achievement, and community service. The merger of The University of Toledo and the former Medical University of Ohio in 2006 created the third-largest public university (operating budget) in the State of Ohio, with a combined enrollment of over 22,000 students and 1,300 faculty in fourteen academic colleges.

Reporting to the President, the Provost functions as the University’s Chief Operating Officer, charged with direct oversight of the eleven colleges of the Main Campus, their deans, academic leaders and faculty. The Provost oversees and supports academic programs and functions regarding all Main Campus colleges, schools, institutes, and centers. The Provost will directly oversee academic budgets, the recruitment and retention of deans, academic staff, and faculty, and all standards, policies and procedures associated with the Main Campus colleges. Additionally, the Provost will represent the University to internal and external constituencies. The Provost’s highest priority will be to accelerate change that measurably elevates the stature and ranking of the University’s undergraduate and graduate programs. Qualifications The Provost and Executive VP for Academic Affairs should be a transformative leader and consummate professional with a thorough understanding of the evolving role of the public university in the 21st century. This position is specifically crafted for a change agent who will engage the best creative efforts of deans, academic staff, and faculty as the University strives for higher levels of academic achievement. The successful candidate will be a strategic thinker who possesses the ability to envision the future of higher education with its multiplicity of tensions and trends and to chart a course for the University of Toledo to pursue. Application Process The Provost Search Committee invites letters of nomination or application that details how the nominee’s skills and experience address the expectations of the position, a complete curriculum vitae, and a list of five references with complete contact information (including e-mail and telephone numbers), or expressions of interest and/or preliminary inquiries to be submitted to: UTProvost@waverly-partners.com. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to April 20, 2012. The search will remain open until the position is filled. The University of Toledo is an equal access, equal opportunity, affirmative action employer and educational institution. While every effort will be made to maintain confidentiality, Ohio is an open records state and confidentiality cannot be guaranteed.

Health; USF St. Petersburg; USF Sarasota-Manatee; USF Polytechnic, located in Lakeland, separately accredited by the Commission Colleges of the Southern

Association of Colleges and Schools (SACS). USF is one of only four Florida public universities classified by the Carnegie Foundation for the Advancement of Teaching in

the top tier of research universities. More than 47,000 students are studying on USF

campuses and the University offers 228 degree programs at the undergraduate,

graduate, specialty and doctoral levels, including the doctor of medicine. USF is a member of the Big East Athletic Conference. And, USF is listed in the Princeton

Review as one of the nation's 50 "Best Value" public colleges and universities.

The university is currently recruiting for the following positions; the number in parentheses represents the number of positions available to that specific title:

Administrative Positions: Director of Parking Service

Director of Counseling Center

Director of Development-College of Engineering (Advancement) Assitant Vice President Student Services (COM)

Director of Engineering Operations (Public Broadcasting)

Faculty Positions: College of Arts and Sciences

Engineering

Assistant Professor (1)

Assistant Professor (4)

Pharmacy

Business

Director (1)

Assistant/Associate Professor (1)

St. Petersburg Campus

Sarasota

Division of Administration

College of Nursing

Assistant/Associate/Full Professor (1)

Assistant/Associate Professor (1)

Assistant Professor (1)

Nursing Faculty (2)

Associate to Full (1)

Assistant/Associate Professor (1)

College of Medicine Assistant Professor (7)

Assistant/Associate Professor (2)

Assistant/Associate/Full Professor (1) Associate 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) 9744373; 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 • 4202 E. Fowler Ave,Tampa, FL 33620

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VICE PRESIDENT OF STUDENT AFFAIRS Bridgewater State University seeks nominations and applications for the position of Vice President of Student Affairs. About the University: Founded in 1840 by Horace Mann, Daniel Webster and John Quincy Adams, Bridgewater State University is one of the oldest public institutions of higher education in the United States, and is a premiere public university of the Commonwealth of Massachusetts. Bridgewater today is a dynamic, vibrant community of students and scholars, with excellent facilities, an outstanding range of academic programs and a broad array of undergraduate learning experiences. The University’s trajectory of excellence is fostered by intensive interactions between faculty and students; a commitment to diversity and global awareness; a heightened sense of civic responsibility and public service; and the deployment of new technologies into all forms of teaching and learning. As a comprehensive public institution in Southeastern Massachusetts—one of the fastest-growing regions in New England—Bridgewater State University is home to over 11,200 students and over 300 faculty members, making it the eighth largest institution of higher education, public or private, in the Commonwealth.The University is situated on an idyllic, 270-acre campus, and is approximately 45 minutes from Cape Cod and Boston, to which it is linked by commuter rail. The cultural and intellectual resources of the greater Boston area are world class. Bridgewater State University houses five distinct Colleges: the College of Humanities and Social Sciences, the College of Education and Allied Studies, the Louis M. Ricciardi College of Business, the Bartlett College of Science and Mathematics and the College of Graduate Studies. Forward thinking and vast energy have allowed Bridgewater to invest nearly $300 million in an unparalleled program of construction, renovation and renewal over the past decade.A new academic building that will serve as the home of the College of Humanities and Social Sciences is in the early stages of development. During the past decade the number of faculty has increased by almost 22%, more than any other public institution in Massachusetts; among the Commonwealth’s ten largest institutions, public and private, none have added faculty at a faster rate. Thoughtful planning preserved the pre-recession budgets of all academic departments. A wide array of energetic faculty development programs, already well supported, continues to expand and flourish.The University’s Center for International Engagement has teaching, research and exchange partnerships with universities in 27 countries around the world. Of central importance is that the University comprehensively and concretely supports the belief that its students have the capacity for the extraordinary. The resulting high caliber teaching, vital undergraduate research programs and vigorous academic support programs have in turn helped our students to earn national awards and admission to top-tier graduate schools. About the position: The Vice President for Student Affairs serves as the chief student affairs officer and reports directly to the President. He or she will be a vital member of a collegial Cabinet. The VPSA will work closely with all the Vice Presidents, but especially with the Provost and Vice President for Academic Affairs to promote student-life programs that support the academic goals of the institution. The VPSA will also work closely with an experienced student-life staff and student-centered faculty to continue to support a strategic plan consistent with academic excellence, experiential learning and social justice. More specifically, the responsibilities of the position include, but are not limited to: coordinating the University’s strategic planning efforts; participating in decisionmaking and policy formulation at the institutional level; managing the human resources assigned to the division by providing direction, evaluation and appropriate opportunities for professional development; managing the fiscal and material resources that have been allocated to the division in a manner that is consistent with institutional goals and with applicable policies and procedures; communicating with other internal divisions and with external organizations and constituencies that provide support for the mission of the division and the University; insuring compliance with regulations and laws pertaining to divisional operations; at the discretion of the President, serving as the President’s representative or designee at events and in collective bargaining hearings; serving as an internal consultant to the President and the Board of Trustees on matters pertaining to areas of oversight and responsibility; and at the direction of the President, performing related duties as assigned. Applications: A full description of the responsibilities of the position, the required qualifications, and an electronic application can be found at: http://jobs.bridgew.edu/applicants/Central?quickFind=54494 To receive full consideration, applications should be received by April 20, 2012; the position will remain open until filled. Applicants should attach to their on-line application a letter of interest and curriculum vitae, which includes four professional references. Bridgewater State University is an affirmative action/equal opportunity employer that actively seeks to increase the diversity of its workforce.

Delivering the breadth, depth and quality programming of a university for more than a century and a half.

For a complete listing of all available positions, and to apply online visit Scan QR Code with smartphone for more information.

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INNOVATIONS/PROGRAMS

New Programs at South Texas and Brazosport Take Students to Graduation South Texas College

What

by Marilyn Gilroy does it take to get students who are unprepared for the rigors of college to stay in school and persist to graduation? Two schools in Texas are providing some answers through programs designed to improve retention and completion rates. These programs are producing positive results, especially for Latino students. Brazosport College in Texas, with an enrollment of approximately 4,200, instituted a required student success course, Learning Frameworks, after recognizing that many students not only lacked academic preparation, but also were not aware of what it takes to succeed in college. Over the years, the college experienced high rates of attrition as students became discouraged when they could not make it through developmental courses. At Brazosport, 57 percent of degree-seeking students need remedial courses, which are the gatekeepers to college-level work and a degree. College officials decided it was time to develop a clear and focused agenda to help these students succeed. One of the major components of that agenda is a three-credit required course, Learning Frameworks, billed as a kind of “on-the-job training” for those who need to acclimate to the higher education experience. The foundations of this course are what Dr. Lynda Villanueva, associate dean of instruction at Brazosport, describes as “skill and will.” “Students need skills like effective time management, note taking, writing and test preparation in order to learn efficiently,” she said. But the course also tries to motivate students and give them the will to succeed. “A lot of these students have never heard ‘You can do this’ and ‘I believe in you,’” said Villanueva. “Our students learn confidence in setting their own educational, career and personal goals.” The Learning Frameworks course, which students take as either EDUC 1300 or PSYC 1300, was piloted in 2007 and now has served more than 5,800 students. It is college-level and transferable. Many students in the course are going to college for the first time. Some are right out of high school while others haven’t been to school in over 20 years. Their backgrounds might include those who find themselves having to start a new career after a recent divorce or job loss. No matter what their circumstances, they all need help making the transition to college.

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“We actually have two primary populations of students who are required to take the class,” said Villanueva. “The first is all first-time-in-college degree-seeking students. The second population is all students (regardless of first-time status) who test into developmental education classes.” The course tries to change the typical attitude from one in which students rely on instructors to feed them information to one in which students take responsibility for learning and find relevance and meaning in their studies. There are lessons in practical skills, such as note taking, preparing for exams, using the library and Internet for research, managing time and handling stress. Just as important, the course encourages behaviors that lead to success, such as setting goals, overcoming obstacles and seeking help when needed. Now that Learning Frameworks has been offered for a few years, there has been enough time to assess the outcomes and evaluate various aspects of the course. Villanueva and her colleagues are pleased with the results. “After compiling data for three years, we know that students who take Learning Frameworks are much more likely to be successful in their developmental coursework,” she said. “They also are more likely to do better in their college-level English and math courses and less likely to withdraw than students who do not take Learning Frameworks.” Learning Frameworks has been especially effective in increasing Latino student success. Not only are students who take the course, including Latinos, 30 percent more likely to stay in college, but they also are part of the profile of those who are more successful in their coursework. For example, based upon two academic years, the success rate for Latino students who enrolled in Learning Frameworks and developmental English courses was 10 percent higher than that of students who did not complete the course. “Even more noteworthy is that the achievement gap between Caucasians and Latinos has not only been narrowed, but, with the help of this course, Latinos are now outpacing the success of their Caucasian counterparts,” said Villanueva. Like any new, college-wide venture, getting Learning Frameworks up and running required a big push from those who developed and supported the course. As Villanueva recalled, some students were reluctant to take the course, which meant it had to be marketed on the basis of its benefits and the positive testimonials of students in the pilot program. Students such as

Destinee Robinson touted the program for giving her “hope and strength” as well as skills to succeed, while Roberto Hermosillo said it gave him “a new way of looking at classes” and planning his studies. However, there was some faculty resistance to overcome, too. “We had some faculty and staff who were reluctant to impose the requirement of the course,” said Villanueva. “However, we overcame that by designing and requiring a professional development course of all our faculty and staff. The eight-week training put faculty and staff in the role of students who take the course and gave them a birds-eye view of exactly what we cover.” The hard work of developing and finetuning the course has paid off in the higher retention and persistence rates of students. In addition, Learning Frameworks has been honored at the state and national level. The Texas Higher Education Coordinating Board (THECB) honored Learning Frameworks with a prestigious Star Award. By earning a Star Award, Brazosport College was recognized for implementing one of the most successful programs that help meet the goals of the state’s Closing the Gaps by 2015 Education Plan. Learning Frameworks received another accolade in 2011 when it was chosen as a finalist in the Excelencia in Education annual awards for improving achievement of Latino students. Road Map to Graduation South Texas College (STC), where approximately 95 percent of the students are Hispanic, has tackled the retention problem by trying to build a relationship between students and their parents and the college. It starts with the First-Year Connection, a mandatory two-and-a-half hour program that all new students are required to attend to ease the transition to college. Parents and family members are encouraged to attend because college officials say that strong family involvement, especially during a student’s first year of college, significantly improves a student’s potential for success. The program began in fall 2008 and has served approximately 14,000 students and their parents. Mike Shannon, STC interim associate dean of student life, has been comparing data on the various cohorts of students, and it appears that First-Year Connection is succeeding. “We compared the success and retention of students who participated in orientation with their parents against those who participated without their parents and those students who did not participate in orientation,” he said. “We have found that a student who attends orientation will, on average, have a higher GPA and higher retention than a student who did not attend orientation. “Moreover, a student who attends orientation with their parents will, on average, have a higher GPA and higher retention than a student who attends orientation without parents.” Shannon says the orientation sessions are both informative and entertaining, giving students and their families information about college resources but also using techniques intended to make everyone comfortable and more at ease. Sessions have catchy titles such as “Things I Wish I Knew When I Was a Freshman,” which deals with college resources, campus activities, and social integration. A workshop titled “Brownie Points 101” covers expectations for classroom behavior and campus civility plus student rights and responsibilities. The parent/family sessions, some of which are held in English and Spanish, are geared toward explaining college services and activities such as tutoring, counseling, library, and student organizations. There also are presentations that explain the rigors of college such as the study time required and the need for family support, and available financial aid. Research shows that Latino students often have limited finances for college and are dealing with significant work and family obligations.

The First-Year Connection is part of a comprehensive new model at STC to facilitate student success. Of course, the ultimate goal is college completion, and last fall, the college launched its Graduate On Time (GOT) initiative. More than 900 incoming freshmen are part of the first cohort of GOT, Graduate On Time, which is designed to provide academic support, mentoring, advising, and on-campus work opportunities to help students stay continuously enrolled on a full-time basis (12 credits or more) and graduate on time. According to Anahid Petrosian, STC assistant to the vice president for academic affairs, the college held a kick-off event in which students were introduced to the benefits and requirements of the program. This included

“Each GOT student has an assigned

graduation coach who works with the student throughout the experience at STC until the student graduates from a program of study.” Anahid Petrosian, assistant to the VP for academic affairs, South Texas College an introduction to their graduation coach. “Each GOT student has an assigned graduation coach who works with the student throughout the experience at STC until the student graduates from a program of study,” said Petrosian. GOT students also have a faculty advisor from their chosen major, who meets with them each semester to review their degree plans and select their courses for the next semester. The advisor and coach work in concert, trouble-shooting for students and trying to keep them on track. As one coach explained, “When one of my GOT students tried to register for courses, she found that they were all full, and she became discouraged. But I persuaded her to set up a meeting with her faculty advisor, who was able build a full schedule of classes for her. The student just needed a little help and understanding in navigating the process.” The college has developed a special online portal that provides GOT participants with notices of upcoming events, news, and other important information regarding the program activities and events. There are customized workshops and special on-campus job opportunities available for students in the program. Current plans call for successful GOT students, those who have maintained a GPA of 2.0 or higher and graduated within 150 percent of their degree plan, to be recognized at commencement. College officials are watching – and hoping – that the push to graduate on time will produce tangible results. “The program is in its pilot stages,” said Petrosian. “We hope to have data on student retention next spring.”

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Lumina Partnering for Progress REPORTS

by Jeff Simmons

iami Dade College in Florida has the largest Hispanic enrollment of any campus-based college or university in the country. But it was deeply aware that many of its students were struggling to complete a college education, given the steep numbers who were enrolled in English as a Second Language and developmental remediation courses. “One thing that we have found with Hispanic students is that once they are at the college level and enter institutions, they can succeed at very high rates, but the numbers who succeed and complete college degrees decrease when they need remediation,” said Lenore P. Rodicio, executive director of the college’s Student Success & Completion Initiatives program. “Hispanic students can be and are very successful at the institution, but the major hurdle is the front-end piece, getting in that door.” That problem was the driving force behind Miami Dade College (MDC)

Jamie Merisotis , president and CEO, Lumina Foundation

Lillian Rodríguez López, then president of the Hispanic Federation

seeking to participate in a new project launched by the Lumina Foundation. Through the national Goal 2025 movement, Lumina wants to elevate the proportion of people in this country with high-quality degrees and credentials to 60 percent by the year 2025. And Lumina is setting its sights on Hispanic students to attain that goal. Thanks to Lumina, MDC now is collaborating with 11 communitybased partners to close the achievement gap for Hispanics in Miami Dade County. More than 67 percent of MDC’s 170,000 students identify as Hispanic, 2 percent more than the overall Hispanic population in the Miami Dade region.

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MDC will expand its efforts to design and implement a pathway to college completion by instituting financial literacy resources and services to secondary and postsecondary students and their families. It’s also designing professional development programs so that counselors in Miami Dade County Public Schools can better help students, particularly when it comes to completing college applications. Further, MDC is working with public schools to align curricula with MDC’s accelerated developmental education program, aligning its own curriculum with those of four-year public higher education institutions in Florida, and partnering with area employers to offer scholarships and job opportunities. And, to trumpet these connections, MDC is rolling out a sizeable public information campaign in support of Latino Student Success.

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Melody Rodríguez, director of HOLA, Armstrong Atlantic

“This is a really important endeavor because we recently launched the MDCC – which stands for Commitment, Community and Completion – initiative to create pathways to help students to complete college in a more efficient manner and in a timely manner,” Rodicio said. “Since we are a Hispanic-Serving Institution, the Latino Success initiative was a natural fit. We are looking at what we do within the institution – in terms of the barriers with our processes, policies and services to the students, and also looking at what are our successes so we can integrate best practices to help celebrate the paths to completion,” she said. MDC’s projected outcome over the next four years is to significantly

– The Goal for 2025 boost Hispanic student access into college, and achieve an 85 percent retention rate – a goal clearly in line with growing awareness that the burgeoning Hispanic population’s education gains are clearly lagging behind those of non-Hispanic peers in the United States. At more than 50 million, Hispanics represent the largest and fastestgrowing population group in the U.S. The 2010 United States Census reported that one in six Americans – and one in four under age 18 – was now considered Latino, amounting to 50.5 million people and the largest minority group. That growth continues to surge, so much so that by 2050, the number of Latino residents is expected to double to more than 102 million, with one in four Americans – or 24.4 percent of the population – being of Hispanic origin. Yet the number of Hispanic students who continue on to colleges and universities in the nation pales in comparison to the substantial increases in the Hispanic population. Lumina reported that, according to a 2010 report from the Education Trust, 13 percent of Latinos 25 years and older held bachelor’s degrees, compared with 39 percent of Whites and 21 percent of African-Americans. Additionally, by 2025, half of the nation’s workers will be of Hispanic descent, and at that time, 63 percent of all jobs in the United States will require some form of postsecondary education or training. Aware that many Hispanics are declining to pursue their studies posthigh school, experts are pointing to a multitude of reasons and barriers, ones related to finances, access, social issues or family obligations. As a result, Lumina is developing a regional, collaborative approach designed to strengthen ventures in key metropolitan areas showing promise in improving the postsecondary attainment of Hispanic students. Lumina is the country’s largest foundation devoted exclusively to elevating student access to postsecondary education, endeavors to expand access and success in education beyond high school, particularly among adults, first-generation college students, low-income students and students of color. Lumina has worked with and made grants to many colleges, universities, peer foundations, associations and other organizations that strive to strengthen student access and outcomes across the country. In 2010, Lumina approved nearly $43.4 million in grants, ranging in size from $3,125 to $2.8 million. In this new project, Lumina is giving $7.2 million over four years to 12 partnerships in 10 states with significant and growing Hispanic populations. The partnerships will leverage community leaders across key policy, education, business and nonprofit sectors to create, launch and sustain successful “place-based efforts” that capitalize on local talents. “From the Lumina Foundation’s perspective, all of our work is around dramatically increasing high-quality degree attainment in this country as we try to reach that 60 percent goal,” Lumina President and CEO Jamie Merisotis said. “We came to the conclusion two years ago that it would be very important to focus on Latinos as one element of our overall strategy.

Given the demographic juggernaut of Latinos in this country, the path to reach this big goal goes through every Latino neighborhood in this country.” With the new project, Lumina consulted with national, regional and local experts in philanthropy, Hispanic educators, and higher education and community leaders, and has requested that grant recipients focus on improving their data to drive decisions, forge better alliances with communities, work in partnerships, and measure all of their efforts to determine best practices. The grants will support an array of services for Hispanic students and families, such as training in financial literacy, guidance with K-12-to-college transfer and transition issues, and improved developmental courses designed to move students more efficiently toward credit-bearing courses. “We spent a long time developing the approach and identifying states where we felt we had the best capacity to work,” Merisotis said. “We wanted to be thoughtful and develop some work that would build on what already was being done, and would add value in ways that are different than other efforts, including public policy issues and research. We eventually settled on this idea that we wanted to work in communities with a ‘place-based’ strategy that build on the ideas and the partners that already were working on this issue in some way in various communities.” The result is a “very interesting mix” of efforts, he said, yet an overall commonality of characteristics. “They are all working to get to the key issues connecting to communities, and using data to make decisions,” Merisotis said. “Our hope is that these efforts, which are in metropolitan areas, or ‘place-based,’ will actually help the needle move on increasing Latino attainment and help the country get closer to that goal.” “One thing that strikes me is that the dozen partnerships that we have developed are emblematic of Latino demographics across the country. This is a national phenomenon,” he added. “You have everything from New York to California, you’ve got communities where there have been substantial Latino populations like Miami, New York and Phoenix, and then you’ve got cities like Memphis and Savannah, which are emblematic of the emerging nature of Latino demographic growth, which is a national phenomenon.” One of the participating organizations, the Hispanic Federation, will partner with City University of New York (CUNY), New York City Hispanic social services agencies, New York City Department of Education, Citibank and selected high schools to increase the number of city Hispanic college students who graduate with high-quality degrees. The Federation’s CREAR Futuros project (which means “To create futures”) will build a “Community of Care” in which Hispanic students are encouraged to develop strong relationships with individuals vested in their achievement. That project will involve finding mentors for 1,000 students and launch with this fall’s class, similar to the launch dates for all of the other Lumina grantees. Lillian Rodríguez López, then president of the Hispanic Federation, said growing awareness and attention to Hispanic graduation and retention rates makes such an initiative timely. (Rodríguez López has since departed the Hispanic Federation to become the North American director of Latino

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affairs for Coca-Cola.) “For too many of our students entering into the CUNY system, the first year is actually the fifth year of high school, given the level of remediation and tutoring that is necessary post-high school,” she said. “To a great degree, they become discouraged because when they enter into the college environment they realize they are not prepared and are taking remedial courses.” “It’s almost like this is the perfect storm. We realize the crisis we have with college readiness,” added Hispanic Federation Senior Vice President José Calderón. “The timing is right because you have CUNY and the

Texas also will doubly benefit: The San Antonio Education Partnership is partnering with four school districts, the community college district, the major public university, business and community-based and grass-roots organizations, while Southwest Texas Junior College in Uvalde is joining with regional, state and national organizations to develop a four-stage pathway program to improve Hispanic graduation and transfer rates in southwestern Texas. Bluegrass Community and Technical College in Kentucky is partnering with educational, business and community leaders, including the Council

Lumina is the country’s

largest foundation devoted exclusively to elevating

access to and success in

postsecondary education, particularly among adults, first-generation college students, low-income

students and students of color. Department of Education looking at this. This initiative is to make sure these 1,000 students have everything they need to succeed. They need upper-classmen who look like them to mentor and guide them, that community of caring.” The Hispanic Federation is projecting that 41 percent of participants of the CREAR Futuros initiative are expected to graduate. “We are really excited about the work that Lumina is doing across the country, and that it has made this investment,” said Rodríguez López. “Lumina is drawing more attention to turn the tide on what is happening in this country. This is affecting children, not just Latinos, but AfricanAmericans and White children, and not just in urban areas but rural areas. Hopefully people will look at this project very seriously and know that if they look at some of the best practices, they can start investment. Then there will be these kinds of successes and outcomes we want for the entire country.” The Lumina grants are being distributed across the country. In Arizona, for instance, Phoenix College, a flagship member of the Maricopa County Community College District, is leading a Degree Phoenix partnership with the city of Phoenix and the Phoenix Union High School District to strengthen Hispanic educational attainment in the greater Phoenix area. Two regions in California were awarded grants: Long Beach City College is partnering with 31 local and state organizations to increase college completions for Hispanic students through community-wide engagement in Long Beach, Lakewood, Signal Hill and Avalon; and, Santa Ana College is creating a guaranteed admission pathway from Santa Ana to California State University-Fullerton and the University of California-Irvine.

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on Postsecondary Education, to expand current programs and create new ones to boost Hispanic completion. The University of New Mexico is linking with Central New Mexico Community College, Albuquerque Public Schools, community organizations and policy leaders to enact systemic institutional changes to enhance Hispanic student success. In North Carolina, Hispanics in Philanthropy is partnering with the Adelante Education Coalition in a three-pronged approach targeting educators, students and parents to improve high school dropout rates and Hispanic postsecondary access and success. And the Tennessee Higher Education Commission is partnering with Memphis’ Mayor’s Office, Memphis Talent Dividend, Southwest Tennessee Community College, Latino Memphis, Kingsbury High School and the Greater Memphis Chamber to improve high school enrollment, transfer opportunities and college completion. In Georgia, Armstrong Atlantic State University in Savannah is joining with Savannah State University and Savannah Technical College, and partners ranging from the public school system to the YMCA, Big Brothers, Big Sisters, and Wells Fargo Bank. Together, they are creating College Access Mentoring Information and Outreach (CAMINO) to provide a pre-college pipeline program that serves students in the ninth through 12th grades, an engagement program for Hispanic parents of first-generation college students, enhanced student support services, and marketing, recruitment and admissions counseling efforts to target older Hispanic students with some college credits but no degree. “We hope that we have the ability to become a model for those who

have small Hispanic populations like ourselves and are looking to do something preemptive so we can meet the needs of the rising number of Hispanic students in our state,” said Melody Rodríguez, director of Armstrong Atlantic’s Hispanic Outreach (HOLA) program. “It really goes back to our success in advancing Hispanic education.” Armstrong Atlantic is hoping to double the percentage of Hispanic students graduating from the three participating higher education institutions in Southeast Georgia. That’s a goal that’s very personal to Rodríguez, who not only has worked at the institution since 2003 but is also one of its graduates. Shortly after she began visiting high schools in the region as part of her recruitment efforts, Rodríguez noticed a troubling pattern: Hispanic students whose studies came to a standstill after receiving their high school diplomas. “The students’ needs were not being served by the university system in Georgia,” she said. “I was touring the state, and I kept seeing Hispanics who were not attending college, and those that were not thought they would not be able to apply for scholarships. All of them said it was financial, that they could not afford college.” Students who looked at brochures and checked websites were dissuaded once they saw that “the bumper sticker price was $8,000 to go to school for a year, then you add housing, books and other costs – the number appeared very overwhelming and unachievable,” she said. “What they didn’t realize was that when you start adding in financial aid and that package comes together, it really is achievable. There was a lack of information and access to information,” she said, adding: “A lot of this information was not even published in Spanish.” She sought and received a half-million-dollar foundation grant – the largest in Armstrong Atlantic’s history – to strengthen Hispanic recruitment and retention efforts. “That served as a carrot to come to the university – as soon as those funds were available,” she said. “We really focused on serving students from the moment I made a presentation in an assembly at their high school to bringing them to the university to having parents attend an Open House to having bilingual tours, and then moving them toward achieving progression and retaining them, whether through scholarships, referral assistance to other scholarships, and having services available to them such as mentoring and tutoring, and moving them to graduation.” “We actually built an environment at the university that fostered retention and graduation,” she said. “This environment is supported by services and personnel that understand the needs of first-generation students.” About 56 percent of Hispanic students do not graduate from high school in Georgia, she said, and only about 12 percent to 14 percent a year move on to a two- or four-year college, she said. Out of that group, only about 15 percent to 20 percent of Hispanic students move on to graduation. But, Armstrong has been able to stem the tide. The one-year retention rate of first-time, full-time students seeking a bachelor’s degree (according to the fall 2009 freshmen cohort) was 69.89 percent, while the rate for Hispanics was 1.81 percentage points higher, at 71.70 percent. The equivalent six-year graduation rate (according to the fall 2004 freshmen cohort) was 28.15 percent for all students, and 11.24 percentage points higher – at 39.39 percent – for Hispanic students. Armstrong’s current enrollment is 7,682 students, of which about 400 – around 5 percent – are Hispanic. Despite that smaller percentage, HOLA was established to provide student support services and cultural awareness

programs to strengthen the college experience. The HOLA Club, for example, is a social, leadership and cultural club open to all students, raises funds for scholarships, and hosts a Latino Heritage Week festival. The club began with 15 students, and not all Hispanic, to celebrate and connect with Hispanic culture in 2004. HOLA sponsored monthly lunchand-learn sessions in which speakers from the community could meet with students and discuss their paths to success. “We were building this on leadership and service,” she said, “and our initiative was focused not just on graduating Hispanic students but graduating them with the skills and ability to move into positions where they can advocate for other Hispanics and make a difference.” The Lumina grant will provide an “amazing” resource for Armstrong Atlantic. “It really is based on a collective impact model, which for us is to strategically look at a shared mission and shared data and benchmarks,” she said. “It is really sending a message that you can work with other organizations and not hold back on sharing and collaborating. As a result, we will have much more success than working the traditional way in silos. We’re extremely excited about this.”

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INNOVATIONS/PROGRAMS

Hidalgo Visionary Leader Generates Amazing Achievements In

by Michelle Adam a rural Texas community along the Mexican border, schools once home to gangs and extremely low-achieving students are now filled with college posters and banners, and hope in a future unimagined 20 years ago. Back then, these schools of the Hidalgo Independent School District (ISD) performed among the lowest 5 percent among Texas schools. Yet in 2007, the high school ranked No. 11 among America’s best high schools in U.S. News & World Report, and its senior class of 2010 graduated with 95 percent having already achieved college credit. Change didn’t happen overnight, and it might not have occurred at all were it not for Dr. Daniel King, who, as superintendent of Hidalgo ISD from 1999 to 2007, turned an entire school culture of 3,300 students on its head. He began as a change agent in 1988, when he became the ninth principal within 13 years at the district’s one high school, Hidalgo High School. “Student performance was the lowest in the region. The dropout rate was high. Students weren’t graduating because they didn’t pass their exit tests (which were not very rigorous back then). A lot of students were being lost,” said King. “There were many issues: the quality of instruction, lack of academic focus, gang issues, and discipline issues. There were regular fights and outlandish behavior that had been the norm for several years.” When King became principal, he took on unique demographics. Back then, and still today, almost 100 percent of Hidalgo ISD students are Hispanic, 90 percent are economically disadvantaged, and 53 percent are English-language learners. In addition, many families live in substandard, rural homes and can’t afford computers or basics like notebooks and pencils.

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Despite the challenges, King was determined to give these students the same hope afforded those from more affluent, college-bound families. And the first thing he did to accomplish this was to require that all students adhere to a strict dress code. The intent of his action was to eliminate gang issues and to bring uniformity to all

Dr. Daniel King

the kids, despite their socioeconomic background. “The gangs died down. It was a joke to mention their names,” explained former student Susana Phillips of that time. Beyond dress codes, King tackled other major concerns. “We brought in more rigorous classes and more college-prep classes. There were none before. I focused on students getting into college, and on responsibility and appropri-

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ate conduct,” he said. “When I got here there had been no master schedule of courses for the following year. I decided on all the courses students would take, and I upped the rigor. I scheduled students for classes all day – seniors had been here before for half a day.” As a result of his changes, King faced a line of upset parents and students. Rather than be concerned, he “took advantage of that to conference one on one with parents and students about their futures.” “I started getting the majority of students on board. It was hard work, but we began turning around a very low-performing school into a high school that would really give these young people a chance at a great future,” said King. “By 1990, the high school won the Governor’s Educator Excellence Award for being one of the most improved schools in Texas.” By the time King had completed his seven years as principal, he had built a school culture focused on college readiness and curriculum alignment. The successes at Hidalgo High School had also begun rippling down to the district’s Ida Diaz Junior High School and four elementary schools, which, in 1995, he began overseeing as assistant superintendent. In his new post, King became responsible for finance and curriculum, aligning these two arenas for greater success in all six schools. He created more cohesion throughout the district and prepared all for the greater work that, as district superintendent in 1999, he would embark on. Finally, as superintendent, King created dual enrollment programs (so students would attend high school and college simultaneously) and enhanced advanced placement courses. “We tried to get almost all of these first-generation

students – many of whom started school with little or no English – college ready,” he said. In 2005, a pivotal moment occurred that took King’s hard work to the next level. The Communities Foundation of Texas approached him with an invitation to create an early college high school in his district. The organization, which had a grant from the Bill & Melinda Gates Foundation, had selected Hidalgo ISD along with dozens of other districts to participate in a program where 100 students per grade level receive support to earn college credit while in high school. Hidalgo ISD fit the criteria for the grant – its students were low-income, minority, firstgeneration students who lived either in large urban areas or on the border. The idea behind the grant was that poorer districts with fewer resources have the opportunity to offer dual enrollment to their students in ways wealthier districts do, explained Alma García, program officer of Educate Texas (formerly the Texas High School Project), a division of the Communities Foundation of Texas (a hub for collaboration between donors, nonprofits, and other funders to stimulate creative solutions to key community challenges). “When King heard about this opportunity, he said it would be difficult to select only 100 students. The preferred model for the grant was also that the high school would be on a college campus, but Hidalgo didn’t have the resources. But he said, why don’t we get all of the ninth grade into the college-ready program and then add a grade every year,” said García. “I told them that we would love to do it, but only if we could commit to all the students. How would I take half of the students (based on a lottery system) and leave the other half behind? We had a bit over 800 students,” explained King. “It was about going outside the box of an ‘outside of the box’ model at the time. So, I said, let’s use this as a laboratory, and let’s do this inside our high school building and find alternative ways to do this, with buses, with bringing professors here, and by creating professors from the teachers we already have.” Educate Texas and the Bill & Melinda Gates Foundation ultimately agreed to King’s proposal and supported the first attempt at a wholeschool approach to their college-ready program. Once the agreement had been made, Hidalgo ISD went right to work. “They needed to have different staff development, which included teaching teachers about higher levels of college math. Also, they had to

build agreements between higher education and the high school. The teachers had to meet the Southern Association of School certification and have a master’s and 18 hours in their content area,” explained García. “The school would provide funding for teachers to finish up their master’s and $275 per student in state money that would go toward helping prepare students for college and nothing else.” In addressing school-wide changes, King discovered a great disconnect between what college professors and high school teachers expected. “There was a lot of alignment work and crosstraining. With students beginning college work earlier (some could start as early as their freshman year in high school), we needed to prepare them better. Communities Foundation of Texas brought in research and training on instructional

the entire community.” In order to become an early college district, Hidalgo ISD needed to work with several universities and colleges. The University of Texas-Pan American was the first to open its doors to Hidalgo. With them, Hidalgo ISD aligned the application and registration processes, scheduling, course requirements, textbooks and assessments. The school district also realized it needed to offer dual enrollment options for students more interested in pursuing two year degrees in career and technical pathways. As a result, HISD reached out to South Texas College and Texas State Technical Colleges. All of this occurred with help from Communities Foundation of Texas and the University of Texas System. The changes implemented made it possible for students to begin college at the onset of high

Principal Villarreal, Mr. De Hoyos, current superintendent of Hidalgo ISD, and Mr. Lampos

practice and working with teachers and counselors on what college readiness is. It was huge,” said King. “The students and their parents were getting excited that all of the students would be going to college and would see this in high school. It literally transformed the community.” Along with changes, the district organized multiple bilingual meetings with parents and began offering them classes so they could get their GEDs and even attend college themselves. “We were changing a community with a low education level for a better future,” said King. “Hidalgo became the first early college school district in the nation where this was the focus of

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school. “Now, if you are designated by the state of Texas as an early college high school, students can take college courses as soon as ninth grade. A regular high school student cannot. So, the chances of taking 60 credit hours while in high school is tough to do in a regular school,” explained García. “If you are in one of these early college high schools, flexibility is also created. The school day looks different for these students. And it’s no cost for these students – it’s 100 percent free – to go to college. In comprehensive high schools [typical schools] usually only the top 5 to 10 percent of the kids use dual enrollment.”

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To prepare students to take college courses as early as ninth grade, Hidalgo ISD had to create higher standards in lower grade levels and provide support programs. As a consequence, school counselors increased their work load three times, and in 2009-10, the junior high school changed its school day to create an advisory period where students needing tutoring in math or language arts were tutored, while other

Hidalgo are achieving college credit beyond their wildest dreams. “We are grateful that King was a visionary, and now Hidalgo is going to continue with the early college concept,” said Librado De Hoyos, current superintendent of Hidalgo ISD. “We are going to continue to expand in the direction we feel we need to grow, and are excited to get visitors from other districts interested in joining this vision.”

students received enrichment activities. In addition, teachers began providing tutoring every day after school and on Saturdays, with busing provided. Hidalgo ISD also took advantage of the fact that most of its students enter earlier grades already speaking Spanish. As superintendent, King established a dual-language program throughout the district. Now all students take classes in both Spanish and English, and are fluent in two languages by the time they graduate high school. “In Hidalgo, about 70 percent come in not speaking English. We saw Spanish as a strength and tried to develop true biliteracy,” said King. “In the early grades, we teach in Spanish, while building a vocabulary base in English. That was so students could move forward in their math concepts. Then later we worked with English. Now we are graduating groups of students who are college ready and biliterate.” Although King has moved on from Hidalgo ISD – he became superintendent of PSJA (Pharr, San Juan and Alamo Independent School District) in 2007 – entire high school grades in

At the high school level, the current principal, Domingo Villarreal, is determined to provide more opportunities for his high school students to achieve associate degrees while there. Currently, 31 out of 225 students are graduating high school with two-year degrees, he said. In addition, Villarreal is seeking to hire someone who can be there for students on both campuses of South Texas College and the high school. One of the challenges Hidalgo faces, though, is that the Gates funding has run out. The district is now writing grants and seeking other financial support to maintain its commitment to this early college model. Meanwhile, King is embarking on a greater challenge than ever before at his new school district of PSJA. “A year and a half later, King accepted a position leading a school district of 32,000, determined to show the educational community that this was not a mistake [that it wasn’t because of the small size of Hidalgo ISD that he was able to create the early college model there],” said García. “This is what we are doing now – piloting this model with King as superintendent. He now has a stand-alone high school of 400 stu-

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dents, a whole grade level in another school, and another high school with 125 students in the program. Furthermore, three high schools this year are applying for designation.” As King paves the road to create more college-bound schools in a much larger district than before (something that has never been done before), other organizations are supporting this dream. The nationwide program Jobs for the Future visited Hidalgo to document and capture exactly how Hidalgo ISD was able to be so successful. The program, which is dedicated to identifying and expanding pathways for postsecondary credentials for students struggling to advance nationwide, has now created a toolkit for other schools to follow King’s model. The program is working with 270 schools across the country to help change their educational models. “One of the most promising approaches we’ve seen in this country that we’ve helped others know about is that of early college schools. And this district has made college a tangible reality for students in a way that is atypical for a school and district that has the demographics of Hidalgo,” said Joel Vargas, vice president of the high school through college division of Jobs for the Future. “About 10 years ago, we led a group of 13 intermediary organizations to develop an early-college design. Now we’re providing guidance to policymakers and technical support for school and district leaders.” Today, Jobs for the Future is helping King implement his same vision in a larger district. “The work that King is leading is an exciting example of the Hidalgo model being used in a larger scale,” said Vargas. “It shows that this is working and is possible – although it’s still too early to tell on a large scale.” If King’s attitude is any indication of how well he will do in his new school district, then he’s likely to create another success story – and serve as an example beyond Hidalgo County. “I’ve come to understand what it takes to make a good school,” he said. “And most human beings want good things. It’s a matter of taking that awareness and sticking to it.”

PERSPECTIVES

Early University Programs Prepare Hispanic Students for Higher Ed Success by David P. López

Dr. David P. López, president, The National Hispanic University

nly 37 percent of U.S. Hispanic high school graduates between the ages of 18 and 24 are expected to enroll in college, according to Excelencia in Education’s Roadmap for Ensuring America’s Future. As educators, it is our duty to address this statistic – what can only be called a crisis in the Hispanic community. But how do we show these young adults that higher education is an option for them? At The National Hispanic University (NHU), we have partnered with the Latino College Preparatory Academy (LCPA) in San José, Calif., to create a concurrent-enrollment program that provides high school students with the tools needed for college success: academic preparation, culturally relevant mentors, a strong college support system and confidence. Our Early University Program (EUP) – based on the same principle as programs like

Advanced Placement (AP) and International Baccalaureate (IB) – offers students the chance to take high school courses that translate into college credit. However, unlike AP and IB, EUP gives students the chance to take actual college courses taught by college instructors. Since many of these students come from families where no one has ever attended college, these classes serve to demystify the college experience while strengthening students’ confidence in their own ability to succeed in a collegiate environment. The EUP model is founded on the importance of the college courses being taught by instructors who can act as role models for the students. NHU is able to introduce LCPA students to professors who are culturally sensitive and who have experience working in the Latino community. These professors, in turn, introduce students, most of whom do not have daily interaction with college-educated adults, to the concept of a future that includes academic success. EUP is designed to provide students with a support system that can help them succeed beyond high school, which includes preparing them to attend the college of their choice. The program includes academic advising, assistance with the college application and transfer of credit process, and financial aid workshops. EUP students can also take advantage of many of NHU’s services, such as access to the library and tutoring center, free textbooks and lab materials, and dedicated tutoring for trigonometry and calculus students. To ensure the program attracts highly motivated students, it is limited to juniors and seniors who are recommended by one of the high school’s faculty members. Applicants must write a three-page goal statement that is used to measure ganas and demonstrate college-level English skills on NHU’s placement test. All EUP courses, in subjects such as English, drama, advanced math, speech, psychology, ethnic studies and chemistry, are identical to those

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offered to our university students and are taught by NHU faculty. With EUP, we have found a college-prep model that is working. What started as a pilot program in the fall of 2008 with 17 students has grown into a full-fledged program with more than 80 students enrolled. The results from our first three years have been encouraging: • EUP has served 157 high school students – of that number, 103 have graduated from high school; the rest are still seniors • No EUP students have dropped out of high school or left the LCPA prior to graduation • EUP has offered 24 NHU courses with 17 of them transferable to other four-year institutions • EUP students pass 94 percent of their NHU courses with a C or better • EUP students take an average of four NHU courses per year • 98 percent of EUP students attend college after graduating high school; 62 percent attend a four-year institution; 12 percent attend NHU The partnership forged between NHU and LCPA has been beneficial to the underserved high school students in our community. I share the success of EUP so that it can be used as a model for other concurrent-enrollment programs. As educators, we must work to create programs that help our most at-risk students gain access to high-quality education and offer them an opportunity to build a brighter future.

Dr. David P. López is president of The National Hispanic University. He spoke about the Early University Program during a panel presentation at the annual convention of the Association of Latino Administrators and Superintendents in October 2011.

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REPORTS

New Report Emphasizes Role of Community Colleges for Immigrant Student Success

by Angela Provitera McGlynn ncreasing Opportunities for Immigrant Students: Community College Strategies for Success, by Jill Casner-Lotto of the Community College Consortium for Immigrant Education, was published November 2011 but released in January of this year. The report describes a critical national imperative to educate immigrants since they and their children will account for America’s population and workforce growth for the next few decades. The demographics of the United States show an aging population with millions of baby boomers leaving the workforce in retirement. By the year 2030, it is estimated that nearly one in five U.S. workers will be an immigrant. The Consortium report says, “Ensuring educational access and success for the immigrant population is critical to increasing U.S. college completion, improving workforce readiness, and sustaining the nation’s productivity in a highly competitive global economy. The immigrant population represents enormous potential, but significant challenges lie ahead to ensure that the potential is properly developed. Community colleges are well positioned to be critical change agents in this development.” Our nation’s community colleges are critical to this effort because they are the point of entry into higher education for the great majority of immigrants. The colleges offer English-language instruction (ESL courses), both academic and vocational training programs, job skills training and re-training for those who come from other countries with advanced degrees but lack English-language skills or whose credentials are not accepted in America. So the role of the community colleges is to service both the underprepared immigrant population and the already educated. They do so by offering a slew of support in addition to ESL courses, including academic tutoring, career development and employment opportunities, and social support programs that colleges and universities often don’t provide. It was heartening to hear President Obama’s State of the Union Speech in January in which he

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highlighted the important role of this educational sector. The Community College Consortium for Immigrant Education (CCCIE) consists of a nationwide network of 23 colleges, professional groups, and research organizations committed to increasing opportunities for immigrant students. The consortium aims to expand educational opportunity and training programs for immigrants throughout the nation’s community college sector. Recognizing the great challenges these goals present, the CCCIE report offers a “Framework for Supporting Immigrant Student Success” that identifies 11 key factors found to be what it calls “promising practices” for promoting immigrant academic success. The report makes clear that there is no ‘one size fits all’ solution to the many challenges, but by compiling data and using case studies as examples, it provides a road map toward enhanced immigrant student success. The 11 key factors make more sense if seen in the context of the special challenges that immigrant students face and the challenges that the community college sector faces. It is common knowledge that, in general, community college students, now about half of all those entering higher education, face a host of challenges they share with immigrant students. Very often, community college students come from lowincome backgrounds and juggle jobs and family responsibilities that their four-year college student cohort often doesn’t share. In addition to the difficulties typical community college students face, immigrant students often have unique challenges. Frequently they must learn a new language, navigate an unfamiliar education system, fill in possible gaps in academics, and adapt to a totally new culture – all this while trying to get an education. Add to these hurdles the need for immigrant families to settle into a new country by finding a place to live and understanding rental agreements, applying for jobs, enrolling their children in school,

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applying for a driver’s license if they have a car, finding medical care, legal help, and understanding the maze of social services that might be available. Immigrant students who are undocumented who may have gone through high school unaware of their status may hesitate to enroll in community colleges. The biggest barrier is often a financial one since they are not eligible for Pell Grants. Undocumented students might be eligible for private scholarships and even state aid in some states, but this information is often not readily accessible to them. The other immigrant student population mentioned above – namely those who were educated outside the United States – might lack English-language skills that would enable them to re-enter the same careers they left behind in their countries of origin. Additionally, they may face a maze of re-credentialing processes, not know how to navigate professional networks in this country, and consequently, may remain unemployed or underemployed. The community college sector faces its own set of challenges to meet immigrant students’ needs. Highest on that list is supporting and maintaining immigrant education programs with limited funds. They must also expand ESL programs to meet demand, increasing the need to hire additional, well-qualified ESL instructors. Moreover, they must adopt flexible scheduling of such classes to accommodate the ESL population. In a nutshell, the report says that the community college sector: “must find ways to improve the learning gains of students entering noncredit ESL instruction and accelerate their transition to college-level programs. While a promising alternative to the traditional sequential approach is contextualized ESL instruction that assures both English-language proficiency and preparation for college-level work or career training, the contextualized model is not easy or inexpensive to implement. The increased academic rigor of contextualized ESL often requires comprehensive support services to help students keep on track,

and a high degree of coordination among various college departments and outside community partners is needed to make this work. The CCCIE report makes it clear that community colleges cannot provide all that is needed for immigrant student success on their own. The colleges profiled in the report have been able to make headway in this area by finding ways to get financial support for their initiatives. They were able to accomplish this often through a combination of private and public sector funds and by using their resources effectively through multisector partnerships. Community colleges cannot meet the vast challenges of enhancing immigrant student success without multisector partnerships. The report’s framework for supporting immigrant student success is meant to be “a guide to help community colleges develop a strategy for launching and expanding innovative immigrant education practices.” Here is a sketch of the report’s 11 key factors that make up the framework for supporting immigrant student success: 1. Executive-level commitment and followthrough. Community college leaders need to demonstrate commitment to immigrant education by developing resources to finance what they do – link immigrant education program goals to the college mission and strategic plan, build the organizational capacity for innovation, facilitate cross-departmental collaborations and community partnerships to implement strategies. 2. Proactive outreach and a welcoming campus environment. Community colleges need to reach out to public school systems, community agencies, and local businesses to teach staff, potential students, and parents about available resources to immigrants and to help them use these services. Community colleges should be proactive in supporting undocumented students by providing funding, connecting students with legal and financial resources, and working with student groups that actively support the DREAM Act (Development, Relief, and Education for Alien Minors). 3. A community-wide needs analysis. Community colleges should be aware of their local labor market information, demographics of the area they serve, and specific immigration trends so they can be responsive. 4. The redesign of ESL programs. Effective community college programs involve restructuring traditional ESL instruction to include flexibility of class sections and locations, aligning noncredit and credit coursework, the use of technology/multimedia-based delivery programs, and the creation of a contextualized or content-based approach that quickens the transition to a college degree or certificate program, vocational training, and careers. Innovative colleges are providing a continuum of support services and design-

ing more highly differentiated ESL programs and career pathways to accommodate an increasingly heterogeneous immigrant student population. 5. Comprehensive and culturally sensitive assessment of immigrant student needs. Effective community colleges are using more comprehensive assessment measures that use diverse approaches to measure immigrant student proficiency, address cultural differences, and get a better picture of their unique needs and strengths. 6. A holistic, integrated approach to student support services. Emphasis is on the “whole student,” to provide a continuum of support services. 7. Focus on immigrant education outcomes, evaluation and sharing data. Community colleges making the greatest headway are the ones that

immigrant student success when they develop diverse partnerships with various stakeholders: K12 sector, four-year colleges, adult education systems, community- and faith-based organizations, employers, and workforce investment boards, and when there is ongoing face-to-face communication to build trust among staff members, to manage and leverage each partner’s resources and strengths, and when community colleges are open to innovative ideas that may come from outside academia. 11. Emphasis on program replication and bringing best models to scale. The key to enhancing immigrant educational success nationwide among community colleges is to share promising practices. The CCCIE Blue Ribbon Panel (BRP) does this and attempts to scale up the best ESL

forge strong partnerships between their ESL programs and institutional research departments, and that affiliate with third-party evaluators and national college completion initiatives. 8. ESL faculty professional development and participation in curriculum design. Colleges doing well in enhancing immigrant educational success are training qualified ESL instructors, encouraging faculty to help design ESL curricula, and developing teamwork among ESL, basic skills, academic and vocational skills faculty, and student services staff. 9. Development of immigrant student leadership skills. Promising practices include helping immigrant students develop leadership skills, creating student clubs that promote immigrant integration, providing opportunities for immigrant students to help each other and the communities in which they live through peer-to-peer mentoring, learning communities and service learning. 10. Meaningful multisector partnerships. Community colleges tend to do best enhancing

and immigrant education models at their own campuses and at other colleges. Key strategies include: sponsoring peer-learning communities, offering faculty “train the trainer” workshops, providing technical assistance to other community colleges and community groups. Several BRP members and their partner organizations also participate in national initiatives designed to strengthen and replicate programs for the underserved community college students and low-wage workers – many of whom are immigrants. In addition to the 11 key factors, the report provides recommendations for action. For anyone interested in a more complete picture, the report can be found at: www.cccie.org/ images/stories/Increasing_Opportunities_for_I mmigrant_Students_2011.pdf.

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Angela Provitera McGlynn, professor emeritus of psychology, is a national consultant/presenter and author on teaching and learning issues.

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Let’s Get Ready Initiative Sends Thousands of Low-Income H.S. Students to College

by Thomas G. Dolan Dec. 10, 2011, the New York Citybased Let’s Get Ready (LGR), a nonprofit organization devoted to expanding college access by providing free SAT preparation and college admissions guidance to low-income high school students, won second place and a prize of $500,000 in the first-ever American Giving Awards sponsored by Chase. After competing with thousands of charities to become one of the five finalists, Let’s Get Ready competed for the first place one million dollar prize, but won second place, through the combined effort of Chase, Dick Clark Productions and Intersport, aimed at encouraging national support of volunteerism for local charities. LGR executive director Lauri Novick reports that, since its founding in 1998, the program has sent more than 13,000 to college. This has been accomplished through the mobilization and training of college student volunteers who become coaches, as well as mentors and role models who provide the encouragement and inspiration low-income, especially minority students, need to succeed. Perhaps the coaches’ most vital role is helping students prepare for the SAT exams. “Ninetythree percent of our students have boosted their SAT averages up by 112 points,” Novick says. While there have been many admirable programs designed to help underprivileged students gain college access, LGR’s founder had a unique insight. Eugenia Rosenthal, from the New York City suburb of Scarsdale, while a young Harvard student, saw that a big drawback for many students was not simply lacks in education but also the specific lack of knowing how to navigate the college admissions process. Rosenthal saw that if the knowledge and resources she had at her disposal to get into college were made available to others who did not have these advantages, it

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could be a big help. Often disadvantaged students have no one else in their family or among their friends who has been to college. They are unfamiliar with the bureaucratic process of applying, what colleges are looking for, how to write the college entrance essay, prepare for the SAT tests, and apply for student aid. LGR volunteer coaches are trained to fill these needs. LGR is currently active in the Northeast. The way the system works is that there are program directors over a particular region who work with program managers, who in turn supervise the site directors. The site directors work closely with colleges, high schools, community organizations and parents, as well as training the coaches. High school students are prepared in nine-week sessions, which take place in the fall, spring and summer. “Typically, the site director has been a coach, and has worked up through the ranks,” Novick says. “It’s a huge commitment. They can spend up to 25 hours a week the full nine weeks, which might drop down to 10-15 hours once they get the hang of it. They go out to the community centers and high schools, present programs, and entice the kids so they sign up and become a part of the process which can send them to college.” The coaches take over the actual running of the nine-week sessions, typically twice a week, for three hours, from 6 p.m. to 9 p.m. There are two main areas, usually taught by different coaches, one in math and the second in critical reading and writing. Areas covered include how to prepare for the SAT exams, drafting the college admissions essay, and other matters such as how to choose a college. Weekends involve various activities such as visiting campuses, bringing in financial aid officials to speak with families working through the application process, and

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“When the test date

arrived, I confidently went to the test

center for I knew I was prepared. ...

I knew that I would

finally show colleges the real me.” Albert Jiménez, alum of LGR and of Columbia Graduate School

staging practice SAT exams. Typically, each nine week session will have 40 to 60 high school students, divided into groups of five each, according to ability, so each student has a chance to develop a good rapport with both peers and the coach who will provide individual attention, as well as become a mentor and friend. “I think that our college student coaches, who are close in age to the high school students, help,” Novick says, “for these students feel freer to ask questions they might be reluctant to ask teachers or other professionals, such as – what happens if I don’t like my roommate, or I get homesick, or if I’m uncomfortable with other students or faced with racism?” Typically, students from one particular college will work with a specific church, community center, or high school, an example being students from Columbia serving as coaches at a high school in East Harlem. “Most all of our groups have Hispanics, some more than others,” Novick says. “We work very hard with the parents in our information centers on what we’re trying to accomplish, and are very sensitive to their wishes. The information messages are in Spanish, and many of our coaches speak Spanish, who provide more help with grammar, language usage, and idiomatic expressions.” This past summer, LGR had 60 site directors for 2,500 students, with the expectation that 2011’s total will be 3,000 students, up from 2,500 in 2011. Since it costs only about $500 to send a student through the program, Novick predicts that the $500,000 award will enable an additional 2,000 students to go through the program in 2012. Novick began her career as a lawyer, graduating from Georgetown University in D.C. in 1984. “I was a litigation attorney but have always been interested in education and low-income families,” says Novick. “I was extensively involved in nonprofits, and then I decided I really didn’t want to be a lawyer.” She had been very involved in the Kaplan House, a residential treatment center for troubled youth in New York City, for 20 years. She took a different nonprofit job as a steppingstone, then started her tenure at LGR in 2005. Sonia Miranda-López is LGR’s New England program director. She was born in Boston, Mass., and has a younger sister. Her father, from the Dominican Republic, is an inner-city minis-

ter, and her mother, from Puerto Rico, works as an occupational therapist. As a sophomore at Somerville High School, Miranda-López recalls, “I was in the first Let’s Get Ready Program, and the founder, Eugenie Rosenthal, was my coach for critical reading and writing. I still remember her vocabulary exercises, but what I most remember is that she made a concerted effort to take me to the Harvard campus and introduce me to her friends. There I was on campus where I could envision myself as a student, living out my dream.” After graduating from high school, she started Harvard in 2002, majoring in history and literature, and graduating in 2006. For about two and a half years, she taught middle and high school Spanish. At the same time, she entered Harvard, she began volunteering as a coach for LGR, gradually working her way up to her present position, which she began as a full-time job in 2009. Though LGR is open to students of every race, Miranda-López says that students who speak English as a second language get special attention “in vocabulary and grammar, being taught how to read and analyze. Especially beneficial are the personal statements required for college applications, which get a great deal of attention. The classes are so small, they are very individualized in a way not possible in a high school classroom.” Albert Jiménez was born in New York City, both parents from the Dominican Republic. He was raised by a single mother, and credits her as being a role model as a hard worker as a health aid, inspiring and pushing him to study hard. He attended Bard High School, which had a four-year program that, after four years, gave him both a high school diploma and a two-year associate degree. As a junior, he became involved with LGR. He enrolled at Columbia University in fall of 2006, and started giving back to LGR as a coach. He received a scholarship from the Jackie Robinson Foundation and started with a chemical engineering major, later switching to computer engineering. He did four internships at NASA, then went straight to graduate school in Columbia, receiving his advanced degree in 2012. Jiménez is 23, an obvious success story. But it was not as easy as it might sound. “I did pretty good in high school, especially in math, but I had trouble with the verbal aspect. And in my

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High school students

are prepared in nineweek sessions, which take place in the fall, spring and summer.

junior year in high school, I knew that competitive colleges were looking for more than good grades. They seek persistent extracurricular activities, a strong GPA, amazing essays and a competitive SAT score.” “Nearing my final year, I couldn’t do much to raise my GPA, nor was it possible to do tons of extracurricular activities. I could only hope for good essays and a competitive SAT score. Although my school, affiliated with Bard College, offered several programs to help me with my SAT, they were very expensive. Not being able to pay this expense, I ended up studying alone. Every day, I would dedicate time out of my busy schedule to prepare myself for my first SAT exam. I would go to various websites on the Internet hoping they would help me get a high score. After months of painstaking preparation, I had learned much. My grammar had improved, but the concepts I learned would not necessarily help me with the demanding SAT. “The day of the exam finally came. My entire

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future rested on this single three-hour-long test. I felt a tremendous weight on my shoulders for I knew that my great long effort rested on this moment. Will I get a good enough score to get into college and finally help my mother, sister, and relatives in the Dominican Republic? “Despite my competent score, I lacked confidence. I knew that I could take the SAT again, but how would I, alone, improve my score fur-

ther? The answer came like a miracle when I read an e-mail from my advisor telling me about a terrific summer opportunity. My advisor suggested attending LGR so that I could improve my SAT score while getting advice for the daunting college process. I immediately took action and eagerly applied to LGR. Knowing that the space was limited, I did everything possible to make sure that this opportunity would not slip by.

Director of Development School of Education (Search # R42545)

Assistant Director of Development School of Education (Search # R42546) The University of Massachusetts Amherst is seeking a highly experienced, motivated, and energetic individual to represent the School of Education and join the expanding Development team as the campus prepares for a new comprehensive campaign. The School of Education is focused on offering both undergraduate and graduate programs that provide opportunities for advanced study and research in education and fostering the development of innovative responses to challenges in the field. As an NCATE-approved comprehensive professional school, it provides specialized preparation in diverse areas of education. A national public research university and the flagship campus of the Commonwealth’s university system, the University of Massachusetts Amherst is located in the top college town in North America according to MSN. com, and offers the perfect blend of New England natural beauty and cosmopolitan culture and energy. With more than 26,000 students, the campus showcases top-rated undergraduate and graduate programs, top-notch faculty, and competitive NCAA Division I athletics. For more information about the university, please visit www.umass.edu.

Director of Development, School of Education (Search # R42545) is responsible for the

leadership, design, and implementation of a comprehensive development program for the School. The program will incorporate both campaign and annual fundraising, with particular emphasis on major individual, corporate, foundation, and planned gifts. The Director of Development reports to the Associate Vice Chancellor for Constituent Programs and also works closely with the Dean of the School of Education. Required Qualifications: Bachelor’s degree; five or more years of experience of demonstrated success in major gifts fundraising in a development program, preferably with an educational institution (equivalent experience in business or industry will be considered). The incumbent must have a proven track record of cultivating, soliciting and closing major gifts; excellent written, verbal, and interpersonal skills; excellent administrative skills; ability and willingness to travel and to work evenings and weekends. Preferred Qualifications: Advanced degree; management experience; experience working with senior-level executives; knowledge of prospect management systems; knowledge of database fundraising software. Salary is commensurate with qualifications and experience.

Assistant Director of Development, School of Education (Search # R42546) reporting to

the Assistant Vice Chancellor for Constituent Programs, this position is a senior member of the Development staff. They will be responsible for soliciting gifts/commitments of $5,000 and above through the identification, cultivation, solicitation, and stewardship of prospects and donors, as well as working collaboratively with all Development staff, particularly the Directors of Development in the schools, colleges and units and the central Development managers. Required Qualifications: Bachelor’s degree; three-plus years of experience in a development program; proven track record of cultivating, soliciting, and closing gifts of $5,000 and above (equivalent experience in private sector sales or marketing will be considered); excellent written, verbal, and interpersonal skills; demonstrated organizational and administrative skills; ability and willingness to travel and to work evenings and weekends. Preferred Qualifications: Experience working within an educational institution; experience working with highlevel individuals. The hiring salary range for the Assistant Director of Development is $42,900 to $54,300; normal starting salary range is $42,900 to $48,600. To be considered for a position: submit a resume, letter of application (noting the appropriate search number), and the names, addresses, and telephone numbers for three professional references (who will not be contacted without permission) to: Employment Office, 167 Whitmore Administration Building, University of Massachusetts, Amherst, MA 01003-9170. Review of applications will begin on May 2, 2012 and will be accepted until the position is filled.

The University of Massachusetts is an Affirmative Action/Equal Opportunity Employer. Women and members of minority groups are encouraged to apply.

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“Luckily, I was one of the few accepted. The first day at LGR was full of excitement. The room was filled with eager students like myself who took advantage of their summer vacation. We were given time to meet the different coaches and have conversations with them. They were easy to talk to, being all young and recently in the same process as us. Throughout the summer, they gave us advice on college as they told us about their experiences. Meeting with the coaches was a valuable experience for me. As hard as it may be to believe, at the time, I did not personally know anyone in college. As a result, I was forced to learn about the college process mostly by myself. But LGR changed this. I was finally presented with the resources I needed and introduced to people who would assist me. “Classes met twice a week in the afternoon so that students could enjoy the summer during the morning. Each day was dedicated to a specific class focusing on either math, verbal or college-related work. LGR gave us free workbooks and vocabulary cards. We even worked on our college essays, which is a crucial part to a college application. By the end of the summer program, I had significantly improved my math and verbal skills. I had a developed college essay and knew exactly what would occur during the college process. Above all, I was proud and confident. I knew that I would score much higher on the SAT, and the college process did not seem so intimidating anymore. “I left LGR with newly made friends, both coaches and students. My summer that year was actually productive compared to my previous summers. I no longer had to rely on the Internet to study for I was given practice tests made by the test makers themselves. I couldn’t get a more complete preparation. Before my second and last test, I went over the vocabulary and practice test LGR had given me. When the test date arrived, I confidently went to the test center for I knew I was prepared. The test, at the time, was a simple routine for me. I did not feel rushed and LGR’s strategies were effective. I was able to leave the center happily for I knew that I would finally show colleges the real me. “Before, the entire college process had been overwhelming. That’s why the support of LGR was so very important to me.”

UNCENSORED

by Peggy Sands Orchowski

74 PERCENT OF U.S. HISPANICS ARE CITIZENS; ONLY A THIRD VOTED IN 2008 – There is a growing misunderstanding in America about Latinos. Because many immigrant rights advocates focus on legalizing millions of undocumented Latinos as their priority issue, many Americans have come to believe that the majority of Latinos in the U.S. are illegal immigrants. But the 2010 Census shows that 74 percent of the 50.7 million Hispanics currently here are U.S. citizens – 37,463,894 (5,524,355 naturalized). Of course, not all Hispanic citizens are eligible to vote. More than 25 percent of Hispanics are under age 18, and many Hispanic citizens don’t register to vote. In the 2008 presidential election, only 10,982,000 Hispanic citizens registered, and 9.7 million actually cast ballots. In 2008, about 67 percent of Hispanics voted Democratic – 6.5 million. And 31 percent voted Republican – more than three million. (Note: 95 percent of Black voters voted Democratic, some 15.9 million individuals – more than double the number of Hispanics.) Getting more Hispanic citizens to register to vote is a top priority for both Republican and Democratic operatives this year.

CLASS-ACTION LAWSUIT FOR UNPAID COLLEGE INTERNS – This past year, several unpaid college interns have brought lawsuits against their prestigious media mentors: PBS’ Charlie Rose show; Hearst corporation’s Harper’s Bazaar and FoxSearchlight. The interns’ class-action lawsuits claim that unpaid internships not only abuse basic national wage and working laws, they also limit paid employment opportunities because they use unpaid staff to do significant work that paid staff would do otherwise. They also accuse the process of discriminating against those who cannot afford to work for free. But a New York Times editorial writer, David Lat, wrote in February that “government should largely look the other way and not prosecute unpaid internships that are mutually agreed upon and beneficial. Only the most egregious should face lawsuits by individuals.” Why is it elites always advocate for ignoring the law when it comes to cheap labor?

ASSESSING COLLEGE LEARNING IS COMPLICATED – How can college student learning be assessed? A recent national study done by the University of Texas (UT) found that 36 percent of students made no significant learning gains from freshman to senior years on a comprehensive 90-minute test. But how can such a test ever measure critical thinking and communication skills? “At least it’s getting colleges to question whether students are learning to think better,” sighed a UT administrator. But there’s a long way to go to learn how to measure it.

WHO OWNS RESEARCH? WHEN SHOULD IT BE MADE PUBLIC? – So what happens when an important discovery is made in an academic research lab that is paid for by government (i.e., public) funds and yet promises to bring fame and even fortune to a few individuals and commercial companies who were involved? When should research information be made public so that all may reap the benefits? This has become a legislative issue. The Research Works Act of 2012 would limit public access to research findings to only six months, for projects with budgets of $100 million or more. It is what the National Institutes of Health does. But this model doesn’t fit the academic process where research findings may take a year or more to go through a peer vetting process and review by a traditional prestigious journal (which depends on this process for its reputation and revenue). The 2012 act “is neither open access nor the closed circle of the traditional process; it is a way station,” says Congressman Mike Doyle, D-Pa. “Greater public access appears to be the wave of the future,” says Darrell Issa, R-Calif. But that future isn’t here yet. The bill is unlikely to be marked up until after the election, if then.

CONTROVERSY OVER THE STUDENT VOTE – There are two basics about election viability: one is that only citizens can vote; the other is that every eligible voter is entitled to vote once, but only once. Much heated discussion has been generated this election season because 16 states have tightened up their requirements to show a valid state ID before voting. Opponents say it will oppress the right to vote of millions of minorities and students who don’t have the required ID and can’t afford to get one (though frankly, it’s hard to imagine any college student without an ID of some kind). But there has been no discussion about the lack of a national process to track if a noncitizen or a citizen votes twice. Student IDs can be compromised since they are given equally to foreign students and, in some states, to students who are illegally in the country. And it is easy for an out-of-state student to vote twice: once by absentee ballot in their home district and once on campus. As with so many issues in America, the actual process is set by states. Even in a national election, there is no national identity card nor tracking process to monitor the most basic rule: one citizen, one vote. 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.

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Can the Celebrated Cooper Union Continue Its Free Tuition and Minority Access? INNOVATIONS/PROGRAMS

by Gary M. Stern

ooper Union, the much respected college located in New York City, has offered a free education to students since 1902, but it may be forced to charge tuition in the future because of rising costs and a declining endowment. If it does, that will be a blow to minority students who comprise more than 40 percent of its undergraduates, including Hispanic, AfricanAmerican and Asian students. Its official name is Cooper Union for the Advancement of Science and Art. Cooper Union was started in 1859 by inventor and industrialist Peter Cooper. He wanted to create a progressive college that appealed to working-class students and offered a first-rate education without charging tuition. It became a leader in admitting women, African-Americans and people of all religions. The New York Times described it as “needs-blind long before the term existed.” The scholarship for Cooper Union students is worth $150,000 for its four-year education if students had to pay market rates. The college is organized into three schools: the Irwin S. Chanin School of Architecture (a five-year, not four-year program), the School of Art, and Albert Nerken School of Engineering. Because of its demanding academic curriculum and free tuition, Cooper Union is extremely competitive for students hoping to gain acceptance. Though its endowment stood at $577 million in 2011, Cooper Union has been selling real estate to cover its operating expenses. The college is trying to raise money by increasing fundraising from alumni and competing for more research grants. Jamshed Bharucha, who became president of Cooper Union in July 2011, replacing George Campbell Jr., has said that none of its current students will have to pay tuition. Its illustrious graduates include Bob Kane, the illustrator who created Batman; graphic designer Milton Glaser, who started New York magazine; architect Daniel Libeskind, who designed the new World Trade Center; painter Lee Krasner, and Broadway lyricist Martin Chanin. In 2011-12, Cooper Union had 927 undergraduates and 61 graduate students. Of its undergraduates, 40 percent were White; 25 per-

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cent, Asian; 10 percent, Latino; 7 percent, African-American; 1 percent, Native American; and 6 percent, mixed or other (12 percent didn’t report their ethnicity). Of the 3,145 freshmen who applied to the college, only 264 or 8 percent were admitted. Cooper Union’s free tuition sends a powerful message that the college is “inclusive. The worldclass education we provide is affordable,” explained Mitchell Lipton, its dean of admissions. Students who are poor or working class and commuting from Queens or Brooklyn can obtain an Ivy League-type education without having to pay tuition, though there are other fees. Susan Davison, assistant dean of admissions, noted that founder Peter Cooper wanted recent immigrants to the U.S. to study and learn and then move from their tenements of the Lower East Side to apartments uptown. That tradition of immigrants advancing through education endures. It takes about $20,000 a year to cover costs at Cooper Union including dorm fees (less so if local students live at home with their parents), food, transportation and books, Davison says. But Pell Grants and other financial aid cover most costs, so the average indebtedness upon graduation is a modest $10,000, enabling graduates to pursue the career they want without having to compromise. Rather than a traditional liberal arts college, Cooper Union operates as a professional school. From the freshman to senior year, students are thrust into a professional curriculum that trains them to become architects, engineers or artists. “This is their job; we expect them to work 12 to 14 hours a day at it,” Lipton noted. Possessing a diverse student body is ingrained in the college’s DNA. “We are located in New York City. We feel that we’re representative of where we are,” Davison says. She attributes its multicultural student body also to the positive word of mouth generated by Latinos and other minorities who feel at ease, accepted and part of the fabric of the school. In addition, Cooper Union coordinates with the Center for Student Opportunity and College Access Consortium of New York, nonprofits that improve access to college for minority students

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Mitchell Lipton, dean of admissions, Cooper Union

and help widen the pool of applicants. At some elite colleges, minorities can be viewed askance as gaining admittance to meet diversity numbers. Cooper Union prides itself on being a true meritocracy. “No one is admitted because they’re friends of a board member. All students get in based on merit,” Lipton stated. What It Takes to Be Admitted Criteria for entrance to Cooper Union go beyond what educators might expect, particularly for the architecture and art programs. While it examines high school grades and SAT or ACT scores, they play a secondary role, says Lipton. For art and architecture, students must complete Cooper Union’s home test, consisting of various artistic problems that demand solutions. Unlike SAT questions, where the answer is defined, applicants must solve an artistic problem using imaginative, innovative solutions. A student whose grades or SAT scores aren’t outstanding, and one who studied in small towns without much art training, might demonstrate talent that Cooper Union wants to nurture and develop. Students also must be highly literate and demonstrate outstand-

ing writing skills since they also take required liberal arts classes. Engineering students must show a background in calculus, chemistry and physics, in addition to having outstanding grades and SAT scores, to gain admittance. The Cooper Union Curriculum In all three programs, students start with a foundation year. In art, for example, they study design, color, technique and history. In engineering and architecture, structure and design, the emphasis is on math and science. By the senior year, art students must present a senior art exhibit; architecture students must solve a human problem in energy, water and food; engineers must complete a thesis. The emphasis in Cooper Union is preparing students for a career in their discipline. However, the school reports that, over time, 15 percent of alumni pursue business careers; 9 percent, law; and 4 percent, health care. Richard Velázquez While Richard Velázquez, senior director of Strategic Innovations at PepsiCo, located in Purchase, N.Y., attended Murrow High School in Brooklyn in 1991, he attended a “college night.” Since he was interested in engineering, his guidance counselor asked if he had stopped by the Cooper Union booth. “Cooper who?” Velázquez asked. He had never heard of the college. “It’s a free college for engineering,” his counselor noted. Velázquez had four siblings, and money was tight, so he visited the Cooper Union booth. Impressed by its vigorous application process and demanding curriculum, he applied and was accepted. Attending Cooper Union changed the course

Richard Velázquez, senior director of strategic innovations, PepsiCo

of Velázquez’s life. “Were it not for Cooper Union, I wouldn’t have become a designer. It set the stage for me to become an executive at a Fortune 500 company; it set the stage for my entire career,” he said. Cooper Union altered Velázquez’s life in two major ways: its free tuition enabled him to attend college, focus on academics and not worry about racking up debt, and its rigorous curriculum furnished him with the substantive background in engineering to succeed in corporate America. Despite the free tuition and living at home (dorms were introduced when Velázquez was a junior), he had to pay lab fees, spend about $300 annually on books, pay for meals and commuting costs. To meet those expenses, Velázquez had a part-time job in a supermarket and then got a paid internship at Brooklyn Union Gas. Velázquez started majoring in mechanical engineering as a freshman. During his first two years, he took core electives in mechanical and civil engineering. Gradually, he gravitated toward designing. In fact, he developed a utility vehicle for Brooklyn Union and an all-terrain amphibious vehicle for a design competition. After graduating from Cooper Union in 1995, Honda hired Velázquez to design cars. And he earned an MBA at Haas School of Business at the University of California-Berkeley, where he founded the Hispanic MBA Student Association. He also developed video games for Microsoft’s Xbox. At PepsiCo, where he started working in 2011, his role involves “making their marketing equipment more engaging to consumers. How can we make vending machines cooler? How can we leverage technology to make it more innovative?” he said. Diana Santos When Diana Santos, a 2004 engineering graduate of Cooper Union, reflects on the influence her alma mater had on her, she thinks its emphasis on “free thinking” has marked her life. An engineering major as an undergraduate, Santos, who was raised in Queens, N.Y., changed direction and earned a master’s degree in biotechnology at the University of Pennsylvania. After working as a pharmaceutical consultant at Accenture, she changed careers again. She earned a law degree from Fordham University and is a now an attorney specializing in patents at Ropes & Gray, an international law firm based in New York. Cooper Union provided a strong foundation in engineering. Her courses focused on “math and science, applying those skills in labs and completing a thesis project. It’s very rigorous, and professors are unique in their engineering knowledge and teaching ability,” Santos said.

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Diana Santos, patent attorney, Ropes & Gray

Like Santos, many of her fellow engineering students changed course and became physicians, attorneys, or entrepreneurs. The engineering program emphasizes “logical and methodical teaching,” and that critical thinking can transfer to law or other disciplines, Santos said. Cooper Union taught Santos that there was “no limit to one’s possibilities.” Exemplifying that, she majored in engineering, moved on to bioengineering and now specializes in patent law. Graduating without debt enabled her to make these career choices. “If I had a financial burden, it wouldn’t have been as easy,” she said. Free Tuition: Can It Survive? Velázquez is involved in Cooper Union’s alumni organization and is concerned about the possibility of introducing tuition. “The founder’s vision was that education should be as free as air or water,” he said. Velázquez has donated money to the school and has been urging other alumni to step up and give to keep Cooper Union free for students of the future. Lipton noted that Cooper Union’s president has established two task forces, one focused on generating revenue and another on cutting costs. Ideas being considered range from asking prominent alumni in the arts to create revenue-producing shows to naming a school or dorm for a donor, and/or having the 20 percent of enrollees who can afford tuition subsidize the remaining students. The college is trying to maintain a legacy whereby a poor but talented kid from Brooklyn can sit next to a scion of a royal family of the Middle East and the two will learn from one another as they study art, engineering or architecture.

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HIGH SCHOOL FORUM

High School Students Not Prepared to Face Tuition Hikes

by Mary Ann Cooper here is an increased urgency about starting as early as possible to prepare students academically for college. However, many students who, with the help of their families and advisors, dutifully put their academic houses in order are overwhelmed and woefully unprepared for the financial commitment they are about to face. This is especially true for minority students, and those from families where English is their second language. With state and federal budget cuts driving up the costs of a higher education, the economic reality, which has presented a particular challenge since the dawn of the new century, is even more daunting for today’s high school seniors and their families. According to the College Board, published tuition and fees have risen an average inflation tuition rate (the average percentage that schools raise tuition each year, which is separate from the annual inflation rate) of 2.4 percent per year at private four-year colleges, 4.2 percent per year after inflation at public four-year colleges and 1.4 percent per year after inflation at public two-year colleges. As of 2009, the average published tuition, fee, and room and board at a public four-year school was $14,333. Ten years ago, it was $10,471, which represents a 36.9 percent increase in costs. At private four-year institutions, the average tuition, fee, room and board for 2009 was $34,132. Ten years ago, that average was $27,580. The difference is a plus-23.8 percent over a decade. According to College Savings Foundation’s (CSF) third annual How Youth Plan to Fund College survey of 16- and 17-year-olds, 78 percent of high school students know that they will have to fund at least part of their college education, but are clueless as to how to accomplish that. The survey also reveals that 74 percent of students in that age group agree that they have to start saving for college, but only 45 percent follow through. And those who are saving have no idea about how much college costs and what they need to set as a goal for saving. There is also a disconnect about school choices. While 78 percent of students said the cost of colleges

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would affect their higher education choice, more students were planning to attend private schools in 2012 (21 percent vs. 16 percent in 2011) and not as many are planning to attend cheaper public schools in 2012 as they did in 2011 (45 percent vs. 51 percent). In hindsight, high school seniors feel that their high schools have underprepared them for the financial commitment they must make for higher education. More than 50 percent (according to CSF) faulted their high schools with being inadequate when it came to giving them the necessary information and tools to create a plan to deal with college costs. They say no one made an effort to prepare them or their families to understand or deal with college costs or only provided that instruction during their junior and senior years when their options to cover those costs were limited. As the CSF survey notes, “Only 17 percent “Definitely know” how much they need to save, down from 23 percent the year before.” As the price of higher education continues to grab national headlines, however, more and more students are becoming proactive. More than 50 percent of those surveyed by CSF research tuition costs for the schools they are considering on their own, without being prompted by their counselors. Thirty-five percent of 16- and 17-years-olds in the survey are researching ways to save money for college. But there is a disconnect in student thinking when it comes to saving for college. More than 70 percent of those surveyed by CSF say they have made the decision to save for college, but less than 50 percent of these same students are getting jobs to help them with that goal. Fifty-two percent of these same students expressed the goal of getting a job in last year’s survey. Two thirds of respondents in last year’s CSF survey said they would give up the latest electronic gadgets, cars, vacations and other nonessential items to save for college. This year that number dropped to 56 percent. On a more positive note, the savers in the survey are better positioned by their actions. More than 25 percent have already

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put aside more than $5,000 for their education. More than 70 percent of them have saved in excess of $1,000 for that purpose. More and more students are realizing they need help achieving their financial goals for college, and are seeking their parents’ involvement in the process. Seventy percent of surveyed students say they have approached their parents about becoming more involved in the funding process and learning more about the costs of college. Parents are starting to get the message. The percentage of parents saving for their children’s education is up 6 percent to 45 percent. Last year, the number of parents with a college fund for their children was 39 percent. Of those 45 percent, 23 percent say they have put aside between $5,000 and $15,000 for their child’s higher education, 17 percent have saved between $15,000 and $30,000 for this purpose, and 18 percent have saved more than $30,000 for college expenses. Many saving parents (43 percent) say they have a fixed amount they put aside each month. And more and more parents are starting earlier and earlier to save for higher education. Thirty-eight percent say they started saving for college expenses when their children were in grammar school. Students and parents alike are increasingly pessimistic about getting financial aid. Just 29 percent say they expect financial aid to pick up a third of college costs for them, and just 20 percent think that financial aid will cover from onethird to two-thirds of college costs for them. These figures are down 6 percent and 4 percent, respectively, from the previous year’s survey. Almost 40 percent had no expectation of receiving any funding at all. Thirty-one percent of saving parents have schooled themselves in the use of 529 college savings plans and are making them part of their children’s financial portfolio. The simplicity of the 529 college savings plans that are prepaid tuition plans is appealing to some parents. They are designed to guarantee to increase in value at the same rate as college tuition. MetLife’s Financial Planning for College notes, “If a family

purchases shares worth half a year’s tuition at a state college, these shares will always be worth half a year’s tuition – even 10 years later, when tuition rates may have significantly increased. The main benefit of these plans is that they allow a student’s parents to lock in tuition at current rates and negate any future inflation of tuition prices. The plans’ simplicity is also attractive, as they do not involve investments and can be used to pay tuition costs directly. The plans also involve no risk to principal, and often are guaranteed by the full faith and credit of the state.” State governments mostly run these prepaid tuition plans, and the tuition guarantee is based on an average of in-state public college tuition

rates weighted by enrollment figures. Every state has its own way of operating these programs and how to calculate the tuition rates. Some states have created different plans for their twoyear and four-year institutions. When it comes time to use the fully funded 529, a student who decides to attend an in-state public college will have tuition and required fees paid by the plan. If the student opts for a private or out-of-state college, his or her 529 will typically pay only the average of in-state public college tuition. The student and his or her family is required to fund the difference. Even with a renewed emphasis on savings, however, nearly two-thirds of students say they

are going to borrow money to pay for college, according to the College Savings Foundation survey, yet only one-fourth of students who plan to borrow have an idea how much in debt they will eventually be once they finish college. The vast majority of students (80 percent) live in hope that they’ll receive some kind of financial aid to ease the burden. Seventy percent are expecting to receive merit scholarships. As it turns out, these are unrealistic expectations. Little more than 10 percent of full-time students at four-year schools received nonacademic scholarships, and those who did received an average of only $2,815, according to the National Postsecondary Student Aid Study (NPSAS).

Theory into Practice The Dollars and Sense of It: It’s never too early to start saving and financially planning for college or career training. Imagine this: two children born at the same year and month. One set of parents sets up an education savings account and contributes $200 a month to it until their child is 18. The other set of parents delays setting up a college savings account until their child is 9, but contributes $600.00 a month to it until their child reaches 18. Although both families socked away close to $100,000 each during those years (considering 8 percent interest compounded annually, which arguably in this economic climate of record low interest rates can only be achieved through complicated professional financial planning and aggressive and riskier investing), the family that waited had to invest almost $20,000 more than the other family to reach that figure. So it makes sense to get started as soon as possible. Taking advantage of tax credits can make saving easier. In its publication, Financial Planning for College Tips for a Brighter Future, MetLife presents an overview of tax credits students and their families you are advising need to know about: 1. American Opportunity Education Credit – The American opportunity tax credit, which expanded and renamed the already-existing Hope scholarship credit, can be claimed for expenses paid for tuition, certain fees and course materials for higher education in 2009, 2010, 2011 and 2012. It is a tax credit of up to $2,500 of those costs paid during the taxable year. Unlike the other education tax credits, this one includes expenses for course-related books, supplies and equipment that are not necessarily paid to the education institution. It also differs from the Hope scholarship credit because it allows the credit to be claimed for four years of postsecondary education instead of two. 2. Lifetime Learning Credit – For the tax year, it might be possible to claim a learning credit of up to $2,000 for qualified education debt. There is no limit on the number of years the lifetime learning credit can be claimed for each student. A tax credit reduces the amount of income tax you may have to pay. Unlike a deduction, which reduces the amount of income subject to tax, a credit directly reduces the tax itself. The lifetime learning credit is a nonrefundable credit. This means that it can reduce your tax to zero, but if the credit is more than your tax the excess will not be refunded gross income to you. 3. Coverdell Education Savings Account – If a modified adjusted gross income (MAGI) is less than $110,000 ($220,000 if filing a joint return), it might be possible to establish a Coverdell ESA to finance the qualified education expenses of a designated beneficiary. The document must provide that the trustee or custodian must be a bank or entity approved by the IRS. Contributions to a Coverdell ESA are not deductible, but amounts deposited in the account grow tax free until distributed. 5. Student Loan Interest Deduction – Generally, personal interest taxpayers pay, other than certain mortgage interest, is not deductible on their tax return. However, if their modified adjusted gross income (MAGI) is less than $75,000 ($150,000 if filing a joint return), there is a special deduction allowed for paying interest on a student loan (also known as an education loan) used for higher education. The student loan interest deduction is taken as an adjustment to income.

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The Hispanic Outlook In Higher Education

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Study: Only One in Three Latino Association of Hispanics in Higher College Students Earns a Degree Education (AAHHE) annual conference in COSTA MESA, Calif.

One of the critical issues in higher education is the low numbers of Latino students who enroll, persist and graduate. In fact, only one in three Latinos receives either a two- or four-year degree or certificate after eight years. And while the percentage of Latinos enrolled in higher education immediately after high school grew from 19722004, the percentage of White students doing likewise was larger. These findings and others come from Challenges for Latino Students in Transitioning to Higher Education: Findings and Recommendations, a presentation delivered at the American

Thousands of Community College Students Misplaced into Remedial Classes, New Studies Suggest NEW YORK, N.Y.

A significant number of students entering community colleges around the country are at risk of being inaccurately placed in remedial classes, two new studies from the Community College Research Center (CCRC) at Teachers College, Columbia University, have found. The studies, one of a large, urban community college system and one of a statewide system, looked at data from tens of thousands of entering students over several years and used statistical methods to simulate how students would have fared had

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March. The presentation was given by John W. Young, senior research scientist and director of the Higher Education Research Group at Educational Testing Service (ETS). “Part of the problem stems from the concentration of Latino students in two-year colleges,” Young said. “In 2010, 44 percent of Latino students were enrolled in two-year colleges. In contrast, only 27 percent of White students were similarly enrolled. This would not be a problem in and of itself, but while most Latino students enrolling in a two-year college express the intention of obtaining a four-year degree, few do so.” Young noted that a number of factors contribute to this trend and that quality of academic preparation does not account entirely for the selectivity of institutions that Latino stuthey been placed directly into college level courses. The simulations indicate that a quarter to a third of students assigned to remedial classes based on standardized test scores could have passed college-level classes with a grade of B or better. Most of the nation’s community colleges rely on two standardized tests – the COMPASS and the ACCUPLACER – to determine college readiness. CCRC’s research calls into question whether these tests should be used as the sole determinant of access to collegelevel courses. Because CCRC’s findings were similar in two very different community college systems – an urban and a statewide system – the results strongly suggest that the problem is a general one and that large numbers of community college students across the country might be able to do well

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dents choose. Many are academically prepared but choose not to attend the most selective colleges for which they are qualified. “This is called ‘undermatching,’ a phenomenon common among students with lower family incomes and lower levels of parental education. Undermatching is also influenced by social factors and access to cultural capital,” Young said. “Latino parents have high aspirations, but also encourage their children to remain close to the family and community.” Young indicated that students who transition to four-year institutions do surprisingly well. Another finding he noted is that Latino students expected lower financial returns for a four-year degree than other high school graduates. However, evidence suggests that the true earnings premium is as large for Latino students, particularly for Latinas. in college-level courses without taking remedial courses first. Nationwide, 60 percent of entering community college students who recently graduated high school are assigned to remediation. Students must pay tuition for remedial courses, but the credits they earn do not count towards graduation. The cost to schools of providing remedial instruction has been estimated at roughly $2.5 billion annually. While CCRC found that both tests also over-place some students into college-level classes, underplacement into remedial classes is of special concern because these classes are often a dead end for students.

The Hispanic Outlook In Higher Education

APLU Completes Landmark Study of Minority Males in STEM Disciplines WASHINGTON, D.C.

In order to succeed, high-achieving minority males in science, technology, engineering and mathematics (STEM) disciplines need faculty engagement, involvement in undergraduate research, and financial support, according to a study released recently by the Minority Males in STEM Initiative (MMSI) of the Association of Public and Land-grant Universities (APLU). The findings in the report, The Quest for Excellence: Supporting the Academic Success of Minority Males in Science, Technology, Engineering and Mathematics (STEM) Disciplines, are based on a survey of 1,443 STEM students, 137 STEM faculty, and 71 university administrators at 14 higher education institutions conducted during

NCORE to Celebrate 25 Years of Addressing Race, Social Justice Challenges and Access in Higher Education NEW YORK, N.Y.

Leading experts from across the United States will come together to discuss race, social justice challenges and access in American higher education at the 25th anniversary of the National Conference on Race and Ethnicity in American Higher Education (NCORE), held May 29 to June 2 in New York City. “This year, we celebrate 25 years of being the leading and most comprehensive national forum on issues of race and ethnicity in

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May 07, 2012

the fall 2011 semester. “This report reveals the good, the bad and the ugly about the state of minority males in science, technology, engineering and mathematics in the U.S.,” said Lorenzo L. Esters, APLU vice president and MMSI project director. “Most importantly, it highlights the opportunities before us to change systems and processes to more effectively support a unique segment of the U.S. population – all as seen through the lived experiences of minority males themselves, and the perceptions of STEM faculty and administrators.” “A great deal of work remains to be done at all levels of the educational pipeline, however, the opportunities for improving outcomes are limitless,” he added. The report calls for investing in infrastructure to support and sustain STEM education for minority males and identifies practices and activities that support their enrollment, retention and graduation. It

also offers a deeper understanding of the perceptions and experiences of students, faculty and administrators on university campuses. The recommendations provide success strategies for policymakers, secondary schools, higher education institutions, and faculty and staff at all levels. The focus of the Minority Males in STEM Initiative is to design a means through which APLU can most effectively engage member institutions in a comprehensive dialogue on the subject of minority males in STEM with the ultimate aim of providing leading public higher education institutions with the tools, information and perspectives that will assist them in their practice in identifying, retaining and graduating minority males in STEM fields. The initiative was launched in with a grant from the Alfred P. Sloan Foundation. For more information, visit www.aplu.org/mmsi.

American higher education,” said James P. Pappas, vice president of University Outreach at the University of Oklahoma. “Since its beginning, NCORE has worked to assist higher education institutions to create more inclusive environments, programs and curriculum.” Van Jones, globally recognized pioneer in human rights, Arlene Dávila, professor of anthropology and of social and cultural analysis at New York University, and Pedro Noguera, one of the country’s most important voices on education reform, are among the noteworthy speakers scheduled for NCORE 2012. Other speakers include professors, political scientists, authors, university administrators and activists. NCORE was launched in 1988 by the University of Oklahoma Outreach to address

a resurgence of racist incidents occurring on campuses across the United States. The 2012 conference is a formidable product of renewed ongoing dialogues and the inclusion of new issues and emerging voices. “The 2012 conference in New York City promises to bring unparalleled opportunities to connect with higher education officials who are leading change and real dialogue about race in America,” said Belinda Biscoe, associate vice president of University Outreach at the University of Oklahoma. “NCORE aims to assist universities and colleges to improve racial and ethnic relations and to expand educational opportunities for culturally diverse and underrepresented populations.”

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Interesting Reads

The Realm of Hungry Spirits by Lorraine López 2011, 330 pages. ISBN 978- 0-446-54963-9. $13.99, paper. Grand Central Publishing

The Modern, the Postmodern, and the Fact of Transition By Robert Simon The book is a study that focuses on the application of Kuhn’s Paradigm Shift Theory in interpreting sociocultural change in the Iberian Peninsula from approximately 1950 to current day, using literature (mostly poetry) to reflect that change. This book will be of interest to anyone involved in Spanish and Portuguese literatures or cultural studies. 2011. 98 pgs. ISBN: 978-0761857648. $24.99 paper. University Press of America, (301) 459-3366. https://rowman.com/Imprint/UPA.

The Art of Being In-between By Yanna Yannakakis Through a focus on the Sierra Norte of Oaxaca of colonial Mexico, this book tells the history of the making of colonialism at the edge of empire. The story shows how political negotiation on the one hand and the exercise of violence on the other forged that region’s political culture. 2008. 320 pgs. ISBN: 978-0822341666. $24.95 paper. Duke University Press Books, (919) 688 5134. www.dukeupress.edu/

Conquering the Content: A Step-by-Step Guide to Online Course Design By Robin M. Smith As one of the Jossey-Bass Guides to Online Teaching and Learning series, this book provides a blueprint for course development and content presentation for Webbased courses by primarily furnishes online instructors with the practical templates, learning guides, and sample files to construct and manage their course content. 2008. 176 pgs. ISBN: 978-0787994426. $19.95 paper. Jossey-Bass, (201)748.6000. www.josseybass.com/WileyCDA/

Fracturing Opportunity By R. Evely Gildersleeve This book promotes the concept that educational opportunity is learned. And if it is learned, then it can be taught and taught more equitably. This text is designed for educators and researchers interested in educational opportunity generally and Mexican migrant and Chicano education in particular. 2010. 252 pgs. ISBN: 978-1433105548. $32.95 paper. Peter Lang Publishing, (800) 770-5264. www.peterlang.com/

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Realm of Hungry Spirits is about lies and truths, doubts and faith, searching and having. López’s characters are just like people we’ve only just seen on the street. The characters are stereotypes, flat and soulless. But isn’t this our first impression of any person we just met? We look at their clothes, hair, shoes and scent. Only with time do we begin to see beyond the superficial. Only after speaking with someone can one begin to see beyond the first impression. This is a book of metaphors and, just like the piñatas the children are making, the characters of the book, as seen through Marina’s eye, are hard to identify beyond the obvious. Halfway through the story, “the piñatas are not yet dry enough to affix the tissue paper.” Neither is the reader or the protagonist ready to see and recognize who the people around her are. “‘That’s a great pig,’ I tell the group. ... ‘Is no pig. Is the girl at the ball, la Cenicienta.’” Just like the protagonist, the reader misidentifies the characters, taking them at first blush, so that the recovered drug addict ‘vato’ can’t possibly have much to offer beyond holding it together. Just like the piñatas, with a little attention, glue and effort, the characters, which at first appear to be but shadows, stick figures and one dimensional, take on a wondrous recognizable fullness and reality as the story unfolds. Marina seeks peace and spirituality. Buddhism, yoga, Santeria, Christianity and transcendental meditation give her none of what she seeks. With every page, with every action, her life appears further from peace and happiness. Her life is cluttered with junk, people, problems, and activity. Slowly, Marina begins to clean her house, a room at a time, enlisting the help of various characters. In so doing she begins to put order and cleanliness into her life and spirit. As she cleans her house, it is as if she’s cleaning her lenses and she begins to see. Marina wakes to see a new yet familiar world around her. The reader, too, sees a familiar world – well-rounded characters who could be found in any family anywhere in the world. This quick read has many levels of complexity. From the many metaphors to references to Chicano writers, an excellent book for a class project. By Myrka A. González

HISPANICS ON THE MOVE Núñez Appointed to AAC&U Board The Association of American Colleges and Universities (AAC&U) has named Elsa Núñez, president of Eastern Connecticut State University (ECSU), to its board of directors. Núñez, who has led ECSU since 2006, said the appointment is an honor. “As the leading advocacy group for liberal education in the country, AAC&U has an important role to play in ensuring that our nation fully understands the value and importance of undergraduate, liberal arts education,” said Núñez. She has a BA from Montclair State College, MA from Fairleigh Dickinson University and doctorate in linguistics from Rutgers University.

Noguera Lecture at CSUN Explores New Approach to Education

Ferreira Named NHCSL Executive Director

During a recent presentation at California State University-Northridge, urban sociologist Pedro Noguera made the case for a new educational paradigm that focuses on getting students to take ownership of learning and to use knowledge to solve problems and address the challenges confronting the most marginalized communities. The Peter L. Agnew Professor of Education at New York University, Noguera has a bachelor’s degree in sociology and history and a teaching credential from Brown University, master’s in sociology from Brown and doctorate in sociology from the University of California-Berkeley.

The National Hispanic Caucus of State Legislators (NHCSL) has announced David Ferreira as the organization’s executive director. With more than 15 years experience in Washington, D.C., Ferreira is no stranger to government formation, political advocacy and Hispanic-based issues. Prior to NHCSL, he was a partner at Hispanic Strategy Group, a boutique government relations firm, preceding his four-year tenure as vice president of government relations for the United States Hispanic Chamber of Commerce. NHCSL is a national association of Hispanic state legislators working to design and implement policies and procedures that will improve the quality of life for Hispanics throughout the country.

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DIVORCE IMPACTS LATINO STUDENTS PREPARING FOR HIGHER EDUCATION

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

WPlenty.

hat does divorce have to do with Latinos in higher education?

Divorce can decimate the emotional and financial reserves of families – the same reserves needed by Latinos preparing their children for college. In a reasonable situation where the parents have settled their differences amicably, the child can describe the experience of living a dual life: two parents, two houses, two sets of rules, two or more schedules, and typically two very different ways of doing things. When the divorce has been contentious, add bickering, resentment, criticism, negativity and tension to the mix. Throw in the extended Latino family that sometimes helps but other times inserts opinions, and you have geometrically increased the drama and complicated the dynamics between people. Then imagine that you have been dealing with the situation since you were 7 years old, but now you are 17 and expected to get it together and go to college. Suddenly, it becomes obvious how divorce has much to do with Latinos in higher education. It is not that divorce is always bad for children. Parents in volatile, abusive situations do more harm to their children by staying in a relationship than by leaving. In fact, parents in unrelenting, abusive situations that show no genuine hope for change should leave. But parents who embroil themselves in extended battles with an ex-spouse on behalf of the children paradoxically end up hurting unduly the children they are aiming to protect. Any child of divorce can tell you that the middle is no place to be, and children stuck in contentious divorce situations often occupy that position – defender of both or either parent, comfort to one or another, and occasional messenger between warring parties. (“Tell that father of yours ...” or “You’re mother won’t talk to me, so let her know that ...” are common messages children are burdened with. Delivering those messages is a no-win situation for the child. Neither parent is ever satisfied, despite the child’s obedience and desire for them to get along.) Given that Latino children who will be well prepared for higher education need structure, emotional support, encouragement, and occasional parental advocacy throughout their school years, divorce deals the child a more complicated hand. While parents may be well-inten-

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tioned and do their utmost for their child, divorce can weaken the child’s routine or structure. Living in one or more households (children often list mom’s house, Dad’s house, and the homes of grandparents on both sides) creates a nomadic life. Children have to remember what day it is to know where they will be spending the night. For each different household, add a different set of rules. Who is on first? Who is on second? Ongoing divorce tumult typically affects the emotional well-being of both parents, too. What mother or father can be fully present and upbeat for their child if upset or distracted by the latest divorce-related battle? And with Latinos whose extended families spread mitote [cacophony of voices in your head], the drama intensifies, often to the embarrassment and shame of the children. Unfortunately, Latino children of divorce typically know too well that their parents’ split results in untold financial burdens and stress, often with each parent working twice as hard to provide less than half as much as before to their children. And it is hard on parents who know that they cannot pay for music lessons or athletics because they are paying an attorney instead. Finally, there is time, the real premium for all children. Divorce takes that away from parents and children, too. Since divorce in Latino families happens, parents can minimize the impact on their children by doing what it takes to resolve disputes maturely. If nothing else, children of divorce should be able to learn from their parents how to get along with others even when they don’t agree. Teachers and coaches are wise to withhold judgment and provide extra support for children in divorce situations. Patience, encouragement and understanding can go a long way in keeping a child in school when they are worn out with the stuff at home. School can become the safe place where children can learn, make friends and belong. And, hopefully, at school the student, not some unending battle between grown-ups, is the focus. It can be the haven where the divorce-weary youngster of any age can achieve mastery and relax doing what they love. And if they find that in school, chances are they will be far more prepared for higher education.

This article appeared online only in the 05/07/12 Issue

TARGETING HIGHER EDUCATION

For

Quality of Education

by Gustavo A. Mellander a number of years, the U.S. Department of Education has conducted a High School Transcript Study (HSTS) that collects and analyzes transcripts from a representative sample of America’s public and private high school graduates. The study explores the types of courses taken during high school, how many credits are earned, and grade point averages (GPAs). The latest compilation, 2009, also reports relationships between high school course taking and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) report. Transcripts from 610 public schools and 130 private schools constituted a nationally representative sample of 37,700 high school graduates, representing approximately three million 2009 high school graduates. These results are compared to the results of earlier transcript studies dating back to 1990, and differences among graduates by race/ethnicity, gender and parent education. (Because the study is limited to high school graduates, it contains no information about dropouts, a significant cohort among Hispanics.) Graduates Earn More Credits and Complete Higher Curriculum Levels In 2009, graduates earned more than 420 additional hours of instruction during their high school careers than their 1990 counterparts. A greater percentage of 2009 graduates also completed more challenging curriculum levels than 1990 or 2005 graduates. Comparisons by Gender Since 2005, male graduates have narrowed the gap with female graduates in credits earned in mathematics and science, but they still linger behind. A larger percentage of female graduates completed a mid-level or rigorous curriculum in 2009 compared to males. On the other hand, male graduates generally had higher mathematics and science scores than female graduates completing the same curriculum level. Comparisons by Race/Ethnicity Since 1990, more graduates from each racial/ethnic group completed a rigorous curriculum. The percentage of Asian/Pacific Islander graduates completing a rigorous curriculum in 2009, 29 percent, was greater than that of Caucasian, Black or Hispanic graduates (14 percent, 6 percent and 8 percent, respectively). But all four racial/ethnic groups on average earned more credits and higher grade point averages in 2009 than they did in 1990. In short, there is reason to be optimistic. More students from all ethnic classes are pursuing more rigorous high school courses than ever before.

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What About Low-Income Students? I studied another report on the quality of education afforded lowincome students. I know not all Hispanics are low-income, but since many are, it is relative to us. We all accept the vital role good teachers play in the education of children. They are crucial. Many exceptional teachers overcome what would normally be considered insurmountable hurdles such as large class sizes, illprepared and undermotivated students, burnt-out and discouraged colleagues, and inadequate facilities. Given all that, it can be bravely suggested that low-income students, with all their difficult realities, should be taught by the very best, highestperforming teachers. So a logical question emerges: Do low-income students, invariably populated by many Hispanics, have equal access to the highest-performing teachers? I am sure many readers already know the answer. Steven Glazerman and Jeffrey Max studied the prevalence and distribution of highest-performing teachers in 10 districts across seven states for the National Center for Education Evaluation. It is not surprising to read that they found that “low-income students have unequal access, on average, to the highest-performing teachers.” They also reported there was variation in the distribution of highestperforming teachers within and among the 10 districts studied. “Some have an under-representation of the highest-performing teachers in highpoverty elementary and middle schools. Others have such underrepresentation only at the middle school level.” On the other hand, “One district had a disproportionate share of the district’s highest-performing teachers in its high-poverty elementary schools. Obviously, that was not an accident, it was invariably planned. The conglomerate facts highlight how very complex it would be to make significant across-the-board change. Once again, the one-size, cookie-cutter solution just won’t work. Since the influence of good teachers on a child’s education is para-

mount, undeniable and well-documented, there is continuing concern of the consequences that students from low-income and minority backgrounds will have less access to teacher quality. Teachers Another finding that will not surprise Hispanic Outlook readers is that schools with more disadvantaged students tend to have teachers with weaker qualifications. It is in evidence in such areas as teacher test scores, years of experience, postbaccalaureate coursework and certification. Other studies have indicated that the strongest predictor of a teacher’s on-the-job performance in a given year is that teacher’s past performance in the classroom. Those who want to assure that economically disadvantaged students have access to teachers who are at least as good as those available to students in more advantaged circumstances need to focus on teacher effectiveness, measured in terms of classroom performance, rather than the earning of teacher credentials. That goes against the grain of those states and individuals who have tried to address our problems by instituting further certification requirements. They meant well, and their goal is laudable, but the painful process of making it work is strewn with unanticipated realities. Recent studies indicate that teacher effectiveness is not strongly correlated with teacher credentials. Yet, the steps that would result in more effective teachers, those who teach well, being encouraged and rewarded are not clear. It seems we know what doesn’t work, not what does. Another Issue There is little information available on how the distribution of teacher effectiveness across schools is associated with the demographics of the students served by those schools. Is it due to bureaucratic timidity or merely a wise acceptance that to pursue that avenue would lead to a dead end after many a battle? It is well to note there are structural reasons to expect teachers to be unevenly distributed across schools based on credentials. As Hispanic Outlook readers know, teachers with more seniority receive preference in teaching assignments. In most districts, teachers with experience and favored credentials have significant advantages when competing for openings. Thus, since teachers are human and work under difficult conditions, many become disillusioned. Consequently, they tend to migrate from more to less challenging schools as they accumulate seniority and earn advanced course credits. Their personal problem might be solved, but those of lowincome students left behind aren’t. We are in the midst of yet another reconfiguration of the nation’s education policy landscape. It is being recreated from a focus of assuring equitable access to teacher quality measured by credentials to equitable access to teacher quality measured by performance. Which will surge forth? Policymakers might respond differently if they knew that the most effective teachers were disproportionately missing in lower-poverty schools. How to Identify “Highest-Performing” Teachers? The study identified the highest-performing teachers within each district by using “valued-added” analysis, value-added being the contribution of the teacher to student achievement growth. Clearly, there is an active debate about the interpretation and use of value-added measures of teacher performance for high-stakes decisions. Although the jury is still

out, they are increasingly used as a policymaking tool. Valued-added was estimated as the average growth in test scores for each teacher in the study relative to the average for the district in which the teacher taught. By using several years of data for each teacher – up to three years – a more precise estimate of their performance was obtained rather than relying on one year of data. The top 20 percent of teachers within each subject and grade span labeled as highest performing were studied. This was arbitrary, but it identified a limited proportion of teachers who could serve as a workable cohort. The students in these teachers’ classes averaged greater gains on achievement tests from one year to the next across multiple years than similar students taking similar courses in the district from other teachers. The assumption is that exceptional teachers are successful with students across the board. Depending on the district, subject, and grade level, the average highestperforming teacher moved their students up by an average of four to 14 percentile points in a school year compared to the average teacher in the district. The contrast between these highest-performing teachers and below-average teachers is even greater. Data and Methods Data used in this study were based on 11,115 teachers in 723 schools in 10 school districts. All these districts are large – at least 40 elementary schools in each district. They were also economically diverse, with schools ranging from less than 40 percent to 100 percent of students eligible for free or reduced price lunch. That was taken as an indicator of poverty. The analysis examined the distribution of highest-performing teachers across high- and low-poverty schools in each district. Schools were ranked within grade span (elementary separate from middle school) within each district by the percentage of their students eligible for the free or reduced lunch program. Where Are the Highest-Performing Teachers? Taking together all the districts, the highest-performing teachers were underrepresented in the most disadvantaged middle schools. Distributions of Highest-Performing Teachers Across Higher- and Lower-Poverty Schools The relationships for all districts combined shows the percentage of teachers in each school who are highest performing in the whole district for elementary, middle school math, and middle school English-language arts teachers, respectively. Highest-performing teachers were defined as the top 20 percent in terms of valued-added, then for students to have “equal access” to these teachers, schools within each quintile would be expected to have 20 percent of teachers in this top 20 percent category. In the elementary grades, the distribution of highest-performing teachers does not statistically differ from an equitable distribution. However, in the middle grades, the distribution difference is statistically significant – schools serving disadvantaged students tend to get less than their fair share of highest-performing teachers compared to schools serving more advantaged students. As we study individual school districts, a variety of patterns surface. Some are surprising. For instance, some districts have highest-performing teachers disproportionately in the lowest-poverty schools, districts with access disproportionately in the higher-poverty schools, and districts with

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no statistically significant relationship between the poverty and the prevalence of highest-performing teachers. No obvious or easy solution springs forth. Bottom Line What does all this mean? Well, for one, low-income students have unequal access, on average, to the highest-performing teachers at the middle school level. That is not true at the elementary level. There one finds an abundance of high-level teachers. Why is that? No explanation was offered. There was variation in the distribution of highest-performing teachers within and among the 10 districts studied. For instance, high-poverty schools in some districts at both the elementary and middle school levels had fewer highest-performing teachers, other districts had an uneven distribution favoring lower-poverty schools only at the middle school level. One district favored high-poverty schools at the elementary school level in its distribution of highest-performing teachers.

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It is well to note the authors emphasized that these findings pertain to this purposefully selected set of 10 large districts and are not necessarily applicable to other districts nationwide. But maybe they are. They really donâ&#x20AC;&#x2122;t suggest otherwise. To the extent that policymakers at the federal, state, and local levels shift away from credential-based measures of teacher quality towards measures based on classroom performance, information on the distribution of high-performing teachers is useful information. It could lead the way to assure ourselves that the best teachers are deployed where they are most needed. Unfortunately, the study did not enumerate or suggest the rewards or perks good teachers might need to stay connected. I suggest that path to success has to be explored.

Dr. Mellander served on the New Jersey State Board of Education and was a college president for 20 years.