Financing Education Hispanic Outlook May /June by Hispanic Outlook on Education Magazine

VOLUME 27 â&#x20AC;¢ NUMBER 8 MAY/JUNE 2017

Latino Kaleidoscope

President Trump and the US Latinos

Arkansas College

Grant Provides 2 Years of Tuition and Fees

Cal State LA Ranked

Number One in the Nation for Upward Mobility

NY Makes Tuition Free But Students Must Stay after College

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LATINO KALEIDOSCOPE PRESIDENT TRUMP AND THE US LATINOS Written by Carlos D. Conde

nce upon a time, Mexican Americans, the largest U.S. ethnic group, liked to consider themselves as the forgotten minority. Actually, it was the 1960s when the Democrats under the reins of the John F. Kennedy and the Lyndon Johnson administrations ruled. Cubans hadn’t yet come into the forefront, and the rest of the Latino communities (the Puerto Ricans, Dominicans and the sparse South American groups) were inconsequential in the U.S. social orbit. Here we are in the early 21st century more than 50 years later, wondering if Mexicans, Puerto Ricans and the other Latino sub groups are still in a stage of evolvement although one could argue we have surpassed this based on all the socio-economic advances made since then including the educational attainments. One clarification: U.S. integrated Latinos that hailed from south of Panama, particularly the Cono Sur countries like Chile and Argentina, don’t generally consider themselves among the deprived U.S. Latino minority group largely because of an exaggerated class status. Nevertheless, one might say we are close to being (if not fully) integrated, though some are still feeling denied and discriminated in certain areas of American life, including the civil and political sectors. All this makes it the more interesting as to what role the continued ascension and involvement the U.S. Latino community will play in the Trump administration, a new era that plays like one of his TV reality shows and all his other far flung entrepreneurial enterprises. Thus far, it looks as if Latinos will not get special attention or favors from the Trumpies. In the true tradition of the

high stakes national game, which plays hardball politics, Latinos overwhelming rejected him at the polls, so why should the Donald smooch them up? Hillary Clinton got 70 percent of the Latino vote, so Trump is not beholden to the Latino community. Politics being politics, the Donald shows no signs of Latino inclusion in his administration except for some perfunctory appointments. Several months into his administration, Trump named a Cuban American, Alexander Acosta, as Secretary Of Labor but only after his original choice, Restaurateur Andrew Puzler, backed out. Helen Aguirre Ferre, Miami-born to Nicaraguan parents, and Carlos Diaz Rosillo, are senior White House advisors. Other than these, the roster of high ranking Latinos on the Trump team thus far is thin and not looking to get any better. Even Cuban Americans who seemingly would have the closest affinity to Trump because of their regional connections and a common conservative political brand seem to be not that in tune with or in favor of his administration. The largest group among U.S. Latinos, Mexicans Americans, overwhelmingly chose Hillary Clinton over Trump, so they can only hope for some political charity from him and early on; his administration has been stingy with high ranking or key political appointments for this ethnic group. In turn, President Trump has done little to endear himself to the Latino constituency, particularly Mexican Americans whom, by association, he has derogated with a group of criminals and druggies who illegally traverse the U.S.-Mexican border corrupting the communities.

Before and after his election, he promised to build a wall along the U.S.-Mexico border over 2,000 miles from Texas to California to keep out unsavory border transgressors, and he hasn’t completely backed down on this when almost everyone else considers it an unachievable political folly. A glaring question about Trump is how much he really cares about the U.S. Latino community or how conversant he is with their socio-economic and political issues, and conversely, how much the Latino community cares about Trump and his administration as long as their socio-economic mobility is not adversely affected, and hopefully advances. It may be a tit for tat matter as politics many times is. The latest Census count put the Hispanic population at 57 million and among the fastest growing groups, and 66 percent were born in the U.S. A Pew Research Center poll on Hispanics and their outlook on a Trump administration and on how they think they’ll fare (and taken before his inauguration) think it’ll be bad news for the unauthorized Latino if the Trump regime builds that wall and tightens its illegal immigration enforcement. For the certified U.S. Latino, it should be steady as she goes on the Trump ship as its upward mobility continues while the illegals will, as usual, have to fare for themselves. •

Carlos D. Conde, an award-winning journalist, former Washington and foreign correspondent, was a press aide in the Nixon White House. Write to him at CDCONDE@aol.com www.HispanicOutlook.com • 3

Be part of something inclusive . SUNY stands for the largest, most comprehensive system of colleges and universities in the state and the nation.

SUNY stands for medical breakthroughs, technological innovations, inspirational art, and ground-breaking start-ups. SUNY stands for excellence, for value, for access, for diversity, and for huge ideas. Since 1967, the Educational Opportunity Program has enabled nearly 70,000 students who would not have been enrolled in college to graduate. Initiatives like EOP ensure

SUNY stands for all New York. www.suny.edu

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THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 27 • NUMBER 8

FEATUREDARTICLE Historically, Pell Grants have enjoyed support on both sides of the aisle. Democrats favor Pell Grants because they mostly benefit the poor, while Republicans back them because they provide students with the flexibility to study at their own pace and graduate earlier.

PUBLISHER JOSÉ LÓPEZ-ISA EDITOR IN CHIEF MEREDITH COOPER WASHINGTON DC BUREAU CHIEF PEGGY SANDS ORCHOWSKI CONTRIBUTING EDITORS MICHELLE ADAM, CARLOS D. CONDE, GUSTAVO A. MELLANDER EDITORS EMERITUS MARY ANN COOPER, MARILYN GILROY CHIEF OF HUMAN RESOURCES & ADMINISTRATION TOMÁS CASTELLANOS NÚÑEZ RESEARCH & DEVELOPMENT DIRECTOR MARILYN ROCA ENRÍQUEZ ART & PRODUCTION DIRECTOR RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN SALES ASSOCIATE SERGIO LUGO ARTICLE CONTRIBUTORS MARIA DANILOVA, ANNA GRONEWOLD, DAVID KLEPPER, SARAH MORRIS, MIQUEL RIVERA, CAROLYN THOMPSON

PUBLISHED BY “HISPANIC OUTLOOK PUBLISHING” Editorial Policy The Hispanic Outlook on Education Magazine® (ISSN 1054-2337) is a national magazine. Dedicated to exploring issues related to Hispanics on education, The Hispanic Outlook on Education Magazine®is published for the members of the education community. Editorial decisions are based on the editor’s 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 on 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 on 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 on Education Magazine®. Letters to the Editor The Hispanic Outlook on Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook on Education’ and ‘Hispanic Outlook’ are registered trademarks.”

6 • May/June 2017

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THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE MAY/JUNE 2017

Table of

CONTENTS

Latino Kaleidoscope President Trump and the US Latinos by Carlos D. Conde

Let’s Discuss: Public, Private Nonprofit and Private For-profit Schools Higher Ed Comes at a High Cost Story compiled by Mary Ann Cooper

Money Matters NY Makes Tuition Free, But Students Must Stay after College by Anna Gronewold and David Klepper

Free Tuition Doesn’t Mean Free College, Students Point Out by Carolyn Thompson

For Millennial Parents, Supporting Little College Hopefuls Comes First

Parental Guidance Suggested Parental Involvement in Their Children’s Education by Miquela Rivera

Scholarships and Grants Arkansas College Grant Provides 2 Years of Tuition and Fees by Sarah Morris

UNH Offers Tuition-free Program for Pell Grant Freshmen

AP EXPLAINS: Could Pell Grants Work Year-round? by Maria Danilova

UH Wants to Offer Community College Students Free Education Through Hawaii’s Promise Scholarship Program

University of Akron Unveils Innovative New Scholarship Program

School Newspaper WVU Offers Tuition Incentives to Nursing Students

Cal State LA Ranked Number One in the Nation for Upward Mobility

Comcast NBCUniversal Awards $21,000 In Scholarships To Twelve Vermont High School Seniors

School Library This month, Hispanic Outlook is proud to feature the 2017 Pura Belpré Award winning and honors books

Also this month, we take a look at titles that explore financing a college education

www.HispanicOutlook.com • 7

LET’S DISCUSS: PUBLIC, PRIVATE NONPROFIT AND PRIVATE FOR-PROFIT SCHOOLS

HIGHER ED COMES AT A

HIGH COST WITHOUT FINANCIAL AID, STUDENTS ARE BEING PRICED OUT OF GETTING A DEGREE

here was a time when people took great pride in saying, “I worked my way through college.” Unfortunately, that time has passed. The explosion of tuition, fees, residence costs and books has made it impossible for students to earn enough money to earn a degree without securing grants, scholarships or loans. The Department of Education’s National Center for Education Statistics updated its sources of financial aid in its report The Condition of Education 2016. They compared academic years 2008-09 with 2013-14. The startling truth is the financial situation in higher education gets worse with every passing year as students have to take on more and more debt to get a college education. First, let’s examine the various ways students finance their higher education that were included in this report. As described in The Condition of Education 2016 report, “Grants and loans are the major forms of federal financial aid for degree/certificate-seeking undergraduate students. The largest federal grant program available to undergraduate students is the Pell Grant program. 8 • May/June 2017

Story compiled by Mary Ann Cooper In order to qualify for a Pell Grant, a student must demonstrate financial need. Federal loans, on the other hand, are available to all students. In addition to federal financial aid, there are also grants from state and local governments, institutions, and private sources, as well as private loans. In this report, student loans include only loans made directly to students; they do not include Parent Loans for Undergraduate Students (PLUS) and other loans made directly to parents.” The raw numbers reveal that both in community colleges and four-year institutions more students are receiving financial aid today than in 2008-09 or any previous time. Although this would seem to be a positive thing, it is a direct result of exploding costs, not an improvement in outreach or marketing to these same students. According to the report, “The percentage of first-time, full-time degree/certificate-seeking undergraduate students at four-year degree-granting postsecondary institutions receiving any financial aid was higher in 2013–14 (85 percent) than in 2008–09 (82 percent). The percentages of students receiving

aid at the different four-year institutions were also higher in 2013–14 than in 2008–09. In 2013–14, the percentages of students receiving aid at four-year public institutions (83 percent), four-year private nonprofit institutions (89 percent), and fouryear private for-profit institutions (89 percent) were higher than they were in 2008–09 (79 percent at public institutions, 87 percent at private nonprofit institutions, and 85 percent at private for-profit institutions).” While community college was once considered a financial bargain, now financial aid is considered a necessity for anywhere from 77 percent to 92 percent of students (depending upon whether they attend a nonprofit, profit, public or private institution). According to the report, “For two-year degree-granting postsecondary institutions, the percentage of first-time, full-time degree/certificate-seeking undergraduate students receiving any financial aid increased from 71 percent in 2009 to 78 percent in 2014. During this time, the percentage of students receiving aid at two-year public institutions increased from 66 to 77 percent. For students at both two-year private nonprofit

Figure 1 Percentage of first-time, full-time undergraduate students receiving financial aid at 4-year degree-granting postsecondary institutions, by type of financial aid and control of institution: Academic year 2013–14 Percent receiving aid 100 90

60 50 40

45 38

34 26

30 20

11 10 Federal grants

SOURCE: NCES

State/local grants

Institutional grants

Student loans

Type of aid Public

and two-year private for-profit institutions, the percentage of students receiving aid was also higher in 2014 than in 2009. In 2014, the percentages of students receiving aid at twoyear private nonprofit institutions (92 percent) and two-year private for-profit institutions (86 percent) were higher than they were in 2009 (87 percent at private nonprofit institutions and 85 percent at private for-profit institutions).” In terms of federal grants and funding, students who attend public institutions are at a breathtaking disadvantage compared to private nonprofit and profit institutions. In fact, nearly three-fourths of private for-profit school students receive federal grants compared to little more than one third of public institutions. The report reveals, “In 2014, the percentage of first-time, full-time degree/ certificate-seeking undergraduate stu-

Private nonprofit

Private for-profit

dents receiving federal grants at fouryear institutions was higher at private for-profit institutions (72 percent) than at public institutions (38 percent) and private nonprofit institutions (33 percent). The percentage of students at four-year institutions receiving state or local grants was higher at public institutions (37 percent) than at private nonprofit institutions (26 percent) and private for-profit institutions (11 percent). The percentage of students receiving institutional grants was higher at four-year private nonprofit institutions (82 percent) than at four-year public institutions (45 percent) and four-year private for-profit institutions (34 percent). The percentage of students at fouryear institutions receiving student loan aid was 78 percent at private for-profit institutions, 61 percent at private nonprofit institutions, and 50 percent at public institutions.”

The raw numbers reveal that both in community colleges and fouryear institutions more students are receiving financial aid today than in 2008-09 or any previous time. Although this would seem to be a positive thing, it is a direct result of exploding costs, not an improvement in outreach or marketing to these same students.

www.HispanicOutlook.com • 9

Figure 2. Percentage of first-time, full-time undergraduate students receiving financial aid at 2-year degree-granting postsecondary institutions, by type of financial aid and control of institution: Academic year 2013–14 Percent receiving aid 100 90 80 71

70 66

50 37

12 7

Federal grants

State/local grants

Institutional grants

Student loans SOURCE: NCES

Type of aid Public

Private nonprofit

Private for-profit

Figure 3. Average amount of financial aid awarded to first-time, full-time undergraduate students receiving aid at 4-year degree-granting postsecondary institutions, by type of financial aid and control of institution: Academic year 2013–14 Average amount of aid

[In constant 2014–15 dollars]

$18,000

$17,088

16,000 14,000 12,000 10,000 $8,128

8,000 6,000

$8,648

$6,701 $4,629 $4,788 $4,661

4,000

$5,476 $3,752 $3,792

$3,045

$3,104

2,000

Federal grants

Institutional grants

State/local grants

Type of aid Public

10 • May/June 2017

Private nonprofit

Private for-profit

Student loans SOURCE : NCES

Figure 4. Average amount of financial aid awarded to first-time, full-time undergraduate students receiving aid at 2-year degree-granting postsecondary institutions, by type of financial aid and control of institution: Academic year 2013–14 Average amount of aid

[In constant 2014–15 dollars]

$18,000 16,000 14,000 12,000 10,000 $7,875 $8,228

8,000 6,000

$4,464 $4,246 $4,285

4,000

Federal grants

SOURCE: NCES

$1,991

$1,749

2,000

$4,798

$4,378

$3,644 $3,543

State/local grants

$1,614

Institutional grants

Student loans

Type of aid Public

It’s a mixed picture for two-year institutions students receiving federal, state and local grants. While the playing field is a bit more level for all three types of institutions (with private for-profit institutions still holding close to a twenty point advantage over public schools), public institution students received 30 percent more state and local grants than private for-profit institution students. According to the report, “For first-time, full-time degree/certificate-seeking undergraduate students at two-year institutions in 2013–14, the percentage of students receiving federal grants was higher at private for-profit institutions (73 percent) and private nonprofit institutions (71 percent) than at public institutions (56 percent). A higher percentage of students at two-year public institutions (37 percent) received state or local grants than students at two-year

Private nonprofit

Private for-profit

private nonprofit institutions (27 percent) and two-year private for-profit institutions (seven percent). About 49 percent of students at two-year private nonprofit institutions received institutional grants, compared with 14 percent of students at two-year private for-profit institutions and 12 percent of students at two-year public institutions. The percentage of students at two-year institutions receiving student loan aid was higher at private for-profit institutions (70 percent) and private nonprofit institutions (66 percent) than at public institutions (24 percent).” On an individual level, students attending four-year schools saw relatively similar monies in the average amounts of federal, state/local and institutional aid in 2014, but grants from individual institutions varied widely. According to the report, “The average federal grant was $4,788 for

first-time, full-time students at private nonprofit institutions, $4,661 at private for-profit institutions, and $4,629 at public institutions (reported in constant 2014–15 dollars). The average state or local grant was $3,792 at private nonprofit institutions, $3,752 at public institutions, and $3,045 at private for-profit institutions. There were larger differences by institution control in the average institutional grant awards. The average institutional grant award was higher at private nonprofit institutions ($17,088) than at public institutions ($5,476) and private for-profit institutions ($3,104). The average student loan amount was higher at private for-profit ($8,648) and private nonprofit ($8,128) institutions than at public institutions ($6,701).” •

www.HispanicOutlook.com • 11

MONEY MATTERS

NY Makes Tuition Free But Students Must Stay after College

LBANY, N.Y. (AP) — There’s a big string attached to New York’s free middle-class college tuition initiative: Students must stay in the state after graduation or else pay back the benefit. Democratic Gov. Andrew Cuomo said that the requirement was added to protect the state’s investment in a student’s education by ensuring they don’t take advantage of free tuition and then leave New York. The rule wasn’t a part of Cuomo’s free college tuition proposal when he unveiled it in January but was inserted 12 • May/June 2017

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Written by Anna Gronewold and David Klepper, Associated Press

during final negotiations with lawmakers over the state budget. The tuition initiative, which Cuomo said is a national model, covers state college or university tuition for in-state students from families earning $125,000 or less. Students must remain in New York for as many years as they received the benefit. They must repay the money as a loan if they take a job in another state. “Why should New Yorkers pay for your college education and then you pick up and you move to Cal-

ifornia?” Cuomo said during a call with state editorial writers. “The concept of investing in you and your education is that you’re going to stay here and be an asset to the state. If you don’t want to stay here, then go to California now, let them pay for your college education.” Students at University at Albany, part of the state university system, aren’t so sure. “I don’t know how much I like feeling confined, even to staying in the state for four more years,” said Bobby Rickard, an 18-year-old fresh-

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“Why should New Yorkers pay for your college education and then you pick up and you move to California? The concept of investing in you and your education is that you’re going to stay here and be an asset to the state. If you don’t want to stay here, then go to California now, let them pay for your college education.” — Gov. Andrew Cuomo

man from Brewster who has not yet decided his major. “I don’t know what life will have for me.” Cumorah Reed, a 19-year-old English major, said certain technology jobs are concentrated on the West Coast and many of her classmates will be surprised to learn they will not be able to apply for those positions immediately after graduation. “I think it’s going to be harder than people think,” Reed said. Ashley Mendez, 18, a journalism and communications major, said the proposal is a fair compromise because many residents will stay anyway. “I’m a New Yorker. I wouldn’t leave the state for anything,” Mendez said. Sara Goldrick-Rab, a Temple University professor who studies

college affordability, said the requirement undercuts the promise of free tuition and could deliver a nasty shock to students who fail to read the fine print, or who take the money believing they will stay in New York, only to find better job opportunities elsewhere. “It’s absolutely bait and switch,” she said. “You entice people with something they really, really need and then you penalize them if they can’t find a decent job and have to leave.” Republican lawmakers pushed for the requirement during closeddoor state budget negotiations. “We took the governor’s original plan and made it better, by requiring students to maintain a certain GPA and to live and work in New York after they graduate,” said Scott Reif,

a spokesman for the Senate’s Republican leadership. Students who receive free tuition and then leave the state for an advanced degree won’t have to pay the money back assuming they return to New York once they complete their graduate studies. State officials also plan to make accommodations for graduates who leave the state for military service. As part of the budget, lawmakers also approved a new tuition assistance program for students at private colleges and universities that offers up to $3,000 in tuition grants. That assistance also comes with a requirement that a student remain in New York after graduation for the same number of years they received the benefit. •

www.HispanicOutlook.com • 13

MONEY MATTERS

FREE TUITION DOESN’T MEAN FREE COLLEGE Students Point Out

UFFALO, N.Y. (AP) — They don’t mean to sound ungrateful, but...New York public college students who would stand to gain from the nation’s most ambitious free-tuition proposal are quick to point out a sobering reality from their own meager finances: Free tuition doesn’t mean free college. Take Brooklyn College senior Florencia Salinas, who despite having her tuition nearly covered in full

The New York program also comes with a push to get students to tap into existing state and federal financial aid programs that could lower their costs even more. SUNY Chancellor Nancy Zimpher estimated New Yorkers leave $174 million of federal aid untouched each year. 14 • May/June 2017

Written by Carolyn Thompson, Associated Press through scholarships and grants, still expects to graduate with a daunting $50,000 in debt. Or Buffalo State College junior Avery Edwards, who despite similar financial aid expects to owe $20,000 after collecting his degree next year. That’s because tuition, at around $6,500 a year, is just about a third of the typical four-year student’s total public college bill in New York. Room and board are the bigger-ticket items at nearly $13,000 a year, and student fees and books tack on another $3,000. Those extra expenses would not be covered under Democratic Gov. Andrew Cuomo’s Excelsior Scholarship proposal, which would pay only the difference between financial aid and tuition at State University of New York or City University of New York campuses for full-time students from families earning $125,000 or less. Students interviewed by The Associated Press said that any tuition help is welcome, but they could also use help paying for the many other costs of a college education. “It’s less that my parents would have to pay. It’s less that I would have

to pay,” said Nigel Peters, a sophomore at Buffalo State College, part of the state’s sprawling public college system, which includes 64 State University of New York and 24 City University of New York institutions. But “enough?” he said. “No, not at all.” The 19-year-old’s parents in Queens work overtime to keep the financial burden off of him and his twin sister, who attends college in Delaware. His mother, who already juggles positions in accounting and retail, recently picked up a third job, at an arena box office. They make too much to get aid now, he said, but “we don’t make enough so that my parents don’t have to work their behinds off to put me and my sister through school.” He would welcome tuition help, he said, especially with plans to pay his own way his senior year. But even if it’s covered by then, Peters said, he still will likely work at his minimum-wage job over breaks and need loans to pay for everything else. Most of Salinas’ debt comes from housing costs, so the Cuomo plan probably wouldn’t have helped her graduate in better financial shape. The

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“…tuition, at around $6,500 a year, is just about a third of the typical four-year student’s total public college bill in New York. Room and board are the bigger-ticket items at nearly $13,000 a year, and student fees and books tack on another $3,000.” 22-year-old computer science major said she would rather see the state put the money into the faculty and facilities at CUNY. Cuomo’s proposal, which still faces approval by lawmakers, is one of an increasing number of plans across the country that seek to address the nation’s suffocating $1.2 trillion in student debt. Democratic Rhode Island Gov. Gina Raimondo has proposed making two years of community college or the final two years of a four-year degree free at a public college in that state. A plan from Democratic Colorado gubernatorial candidate Mike Johnston would require volunteer service as a condition of two free years of college or job training. All differ from independent Vermont Sen. Bernie Sanders’ no-tuition plan, which became a major issue during the presidential campaign. Sanders’ plan would have eliminated tuition at public universities and col-

leges, while Cuomo’s “last-dollar” approach pays the tuition after awards from the state and federal sources of aid are applied. It’s a distinction that troubles advocates for lower-income students, who say the program, while expanding aid to the middle class, won’t improve anything for them because their tuition is already covered. They warn it might hurt needy students if it takes away some of the flexibility they now have to use federal Pell awards for expenses other than tuition. “Our goal is to provide the most students with the greatest opportunity,” Cuomo spokeswoman Dani Lever said, “and that goal is met by the Excelsior Scholarship program.” The New York program also comes with a push to get students to tap into existing state and federal financial aid programs that could lower their costs even more. SUNY Chancellor Nancy Zimpher estimat-

ed New Yorkers leave $174 million of federal aid untouched each year. Lawmakers at a budget hearing earlier this year also worried that the $163 million estimated cost of the New York proposal is too low. Cuomo budget officials said they based the estimate in part on free community college programs in other states. The program would also draw on the state’s existing $1 billion Tuition Assistance Program. SUNY enrolls 403,000 undergraduate students and CUNY 245,000 students. Based on 2014-15 enrollment, about 40,000 students who meet the criteria would begin to have their tuition paid. Said state Sen. Kenneth LaValle, a Long Island Republican: “All the bean counters say there’s no way.” Associated Press writers Karen Matthews in New York City and Nicholas Riccardi in Denver contributed to this report. •

www.HispanicOutlook.com • 15

MONEY MATTERS

For Millennial Parents Supporting Little College Hopefuls Comes First

MAHA, Neb. — High school and college graduation season is just around the corner. It’s a season of joy and pride for graduates and their families – but more often than not, the achievement comes with a hefty price tag. College affordability is a challenge that weighs on the minds of students and parents alike. And, for millennial parents (who are more likely to be carrying student debt than their parents were) it’s a particular pain point – one they do not intend to pass down a generation. Although the vast majority of their children are years away from graduation, most (90 percent) of these newer parents already plan to pay at least some of their kid’s college

fees. That’s according to the 2,018 millennial parents and their parents who took part in TD Ameritrade’s Parents and Grandparents College Savings Survey. For this next generation of parents, paying part of Junior’s college bill is not just something they plan to do – it’s one of their top priorities. After all, one-third expect that they will still be paying down their own student loans when their children reach college. This helps explain why roughly one in five millennial parents (19 percent) say education for their children is their top financial priority, equal to the number that identified emergency savings as tops. Retirement savings came in third at 15 percent of parents.

Research Method

WHO

PHOTO LICENS ED BY CREDIT TD A MERITRADE

2,018 American adults (half Millennial Parents, half Grandparents with Millennial Children)

Average time to complete survey: 18 minutes

WHAT Online Survey

49% Male 51% Female

WHEN October 20-26, 2016

CONDUCTED BY Head Solutions Group on behalf of TD Ameritrade Holding Corporation1

this report, arrows indicate a significant difference between Millennial Parents and Grandparents.

Additionally: Latino/Hispanic and Asian millennial parents are twice as likely as Caucasian millennial parents to expect to pay all education fees (43, 42 and 23 percent, respectively). Although nearly six in 10 (57 percent) millennial parents do not expect their parents to help with college fees, one in five (19 percent) grandparents contributed to a grandchild’s college savings in the past year. Millennial parents who are saving for their children’s education are saving an average of $310 per month, with grandparents chipping in an additional $205. Saddled with an average of $9,100 in student debt themselves, millennial parents know all too well the high cost of a college diploma.

Latino/Hispanic and Asian millennial parents are twice as likely as Caucasian millennial parents to expect to pay all education fees (43, 42 and 23 percent, respectively).

16 Throughout • May/June 2017

Callouts show significant differences between subgroups noted

West 20%

Sout

PHOTO LICENS ED BY CREDIT TD A MERITRADE

Parents and Grandparents College Savings Survey

West

Southwest

South

20%

11%

26%

Mid-Atlantic

New England

Midwest

16%

22%

“Nearly one-third of millennial parents say they would work longer to make up the difference, but as we age, that’s not always possible,” said Dara Luber, retirement and longterm investing expert at TD Ameritrade. “Their children, on the other hand, have more options to help cover the cost of college. If you’re able to swing it, parents can, of course, sock away money in a college fund or ask grandparents to contribute to future education needs rather than the toy box. Just be steadfast in your own goals. Parents are much closer to cracking open that nest egg, and you want it to be as full as possible.” The 2016 Parents and Grandparents College Savings Survey was an 18-minute online survey that was conducted with 2,018 American adults (half millennial parents age 19-37, half grandparents age 50-70 with adult children) by Head Solutions Group, between Oct. 20 and Oct. 26, 2016, on behalf of TD Ameritrade Holding Corporation. The statistical margin of error for the total sample of N=2,018 American adults within the target group is +/2.1 percent. This means that in 19 out of 20 cases, survey results will differ by no more than 2.1 percentage points in either direction from what would have been obtained by the opinions of all target group members in the United States. Sample was drawn from major regions in proportion to the U.S. Census. • Source: TD Ameritrade Holding Corporation Copyright Business Wire 2017.

ding Corporation.1

he target group is +/- 2.1 %.2 This means that in 19 out of 20 cases, survey results will differ by tained by the opinions of all target group members in the U.S. Sample was drawn from major

arate, unaffiliated companies and are not responsible for each other’s products and services.

www.HispanicOutlook.com • 17

PARENTAL GUIDANCE SUGGESTED

PARENTAL INVOLVEMENT IN THEIR CHILDREN’S EDUCATION Written by Miquela Rivera, Ph.D.

TEACHING KIDS ABOUT MONEY IS NEVER JUST ABOUT MONEY – DAVE RAMSEY

n a society with continuous advertising, digital apps to find the best stuff for the best price, plentiful credit card offers and equally plentiful title loan companies, what are we teaching Latino children about money? In low-income Hispanic families, the talk about money is often about scarcity – not having enough. If only there were more, things would be better (and in many cases that is true but only partially). Money is often the goal itself. In middle-income Latino families, money talk is often about acquisition – which digital device, clothing or vehicle one owns. For many in that niche, possessions are a way of telling others how well one has done (it is often more a measure of spending than of wealth and is often inversely proportionate to self-esteem – the unhappier you are, the more you spend since there are never enough possessions if you are miserable). And for those with slightly more money (and usually more education), the talk might be about the return on investment and diversification. Money is viewed as a means, a way to enjoy other things of value. It is not prized for its own sake but for the access it gives to a life of options. Travel, art, 18 • May/June 2017

education and possessions that rise in value are measures of doing well. So is doing what you want to do. Regardless of parental income, Latino children need to learn about money through intentional teaching. Parents talking rationally about money as a part of life, explaining financial processes and teaching by example are the most powerful ways to help children to develop healthy fiscal attitudes. The Jump Start Coalition for Personal Financial Literacy emphasizes that teaching must be age-appropriate: taught when the child is ready to understand and use the concepts. Latino kindergarteners learn that money buys what things they desire and begin to figure out ways to earn, and school age children can learn the difference between a wage and a salary; middle school Latinos can learn about earned versus unearned income and the role of government support; high school students can understand compensation and benefits and determine what it will take to support the lifestyle they want. Understanding credit, planning and saving, and recognizing the responsibilities associated with having money are the other concepts children should be explicitly taught.

The primary lessons, however, are conveyance of assumptions, which will underlie a Latino child’s lifelong relationship with money. First, money – like time and energy – is a resource. Since resource management is mathematically based, teach the Latino child math first in developmentally appropriate ways and relate it later to money. Young children, for example, learn concepts of quantity early through counting. Adding, subtracting, multiplying and dividing are taught as basic mathematical functions by using hands-on manipulation of objects. A child may not realize they are learning math, but the adult is teaching it – intentionally and with a long-range goal in mind. Math becomes less intimidating to people when it is useful and when they are familiar with it. Teach children the basics and application of math in daily living and understanding and managing money follows. Next, teach Hispanic children the difference between needs and wants. A family needs to eat; they want fast food or carryout. People need transportation; they may want oversized pick-ups and expensive, new status cars. By teaching math first, the Lati-

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no parent can then teach children how sticking to needs primarily can help conserve the resource – money – to fulfill their wants later. How many carryout pizzas, for example, pay for a day at Disneyland? If parents help the children do the math, they are also helping them set goals and develop a plan to reach them. Latino parents are wise to teach their children the difference between cost and value. Something high priced is not necessarily more valuable. I bought a comfortable, durable pair of shoes on my tight budget in graduate school; they cost $5. Years later when I had my first salaried professional position, I bought shoes for $120 (seemed like a fortune then); they fell apart within a month. Children can learn that having a designer’s name on their back pocket isn’t necessarily worth the extra money required to wear those clothes, especially when they have a larger financial goal in mind. It is the difference between cost and value. Latino children need to learn to invest, not just spend, money. They need to learn the importance of purchasing things that appreciate, not decrease, in value. While you’re thinking about an expensive, new car, consider how it depreciates once you drive it off the sales lot compared to what you save buying a recent preowned model that serves the purpose and saves bucks. Millennials are more apt to consider purchasing used goods and renting, not purchasing, housing. If goods are disposable, it’s an expense; if the expenditure increases in value, it’s an investment. Spending and saving is the strongest way to demonstrate the importance of looking ahead and planning for

the future. If you spend the money now, you won’t have it later. Education is one of the best investments there is. Latino families of modest means often view education primarily in terms of what it costs, not in terms of how it appreciates in the child’s future quality of life. While money is a realistic concern, Hispanic parents need help in understanding the ins-and-outs of college financing, the options that make the most sense for their children now and later, and the many ways they can access education for their children. Work-study, internships, government-backed loans and loan forgiveness are options that Latino parents and students need to know, understand and access to pay for higher education as they go through college and pay off educa-

tional debt. Too many college-able Latino students get hijacked by the idea that they must earn money first to afford college but then are lured by the purchases (and trapped by debt) once they see a paycheck. To prepare to pay for college they get a job. Then they buy a car and purchase clothing for work and spend on going to socialize and cope with their jobs. Their earnings go to supporting their jobs; many never make it to college. If money and finance are understood, options are greater and choices made are smarter. Bottom line for Latino parents teaching their children about money: View yourself and money as a resource. Manage and invest, don’t simply spend. •

www.HispanicOutlook.com • 19

SCHOLARSHIPS AND GRANTS

Arkansas College Grant Provides 2 Years of Tuition and Fees Written by Sarah Morris, The Jonesboro Sun

ONESBORO, Ark. (AP) — Kyler Daniels has not yet graduated from Walnut Ridge High School, but the 19-year-old is already working as a certified nursing assistant. He has also earned needed certifications to work in heating, ventilation and air conditioning (HVAC). For the past two years, Daniels has taken advantage of electives offered at his school’s partner, the Northeast Arkansas Career and Technical School. He said it has allowed him to earn more than minimum wage, which allows him to better support himself and prepare to support his unborn child. “There is a higher demand for hands-on jobs, and I’m a hands-on person,” said Daniels, who, upon graduating, hopes to get a job on a boat on the Mississippi River. “It’s given me something I can fall back on.” Daniels is for any opportunity that helps students make something of themselves. That’s why he believes the Arkansas Future Grant (ArFuture) is a “great idea.” Gov. Asa Hutchinson signed ArFuture into law on March 2. It took effect immediately, and will provide up to two years of tuition and fees at an Arkansas public community or technical college for students enrolling 20 • May/June 2017

in a high-demand field of study or a science, technology, engineering or mathematics (STEM) field. Examples are computer science or welding. The first grants will be available for the upcoming school year, the Jonesboro Sun (http://bit.ly/2lIpjup) reported. “I think it is good way to get people to come into those fields because if school is free, why not?” he said. “It’s a good opportunity for anyone; especially anyone seeking good employment in a field they can make a decent living and not struggle.” However, Daniels said if an individual takes advantage of the free tuition and fees, then there needs to be requirements in place to ensure they actually go to work afterward. If not, the state needs to be repaid. ArFuture is set up to require all grant recipients to participate in a mentor program and a community service program. Also, upon graduation, the student must work full-time in Arkansas for a minimum of three years. The grant would be converted into a loan for repayment to the state if a student does not fulfill those requirements.

The state-funded grant will be available on a first-come, first-serve basis. It will be funded by redirecting $8.2 million in general funds from the Workforce Improvement Grant (WIG) and the Arkansas Higher Education Opportunities Grant, or Go! Grant. WIG is a need-based grant that helped non-traditional students, age 24 or older who might not be eligible for assistance from traditional state and federal programs, to return to school. The Go! Grant is awarded based on financial need to help low-income students complete their college degree. Brookland senior Dylan Johnson believes “it is a good thing they are going to provide free schooling,” although he is not completely sold on the grant idea. “I’m not for it being free, but I guess if they really need people in those areas...,” he said. “If they need people in that area they should encourage them and maybe cut the price in half.” Johnston, 18, has already been accepted into Black River Technical College to study criminal justice. He said Black River is a good location for him, and he has gotten great reviews from family members who have attended the technical college. He said it is better for people to work hard to earn an award. “Like in life, if you get a D on a test, you deserve that grade. You should have studied,” he said. “Everything in life should not be free, but earned.” • Information from: The Jonesboro Sun, http://www.jonesborosun.com

SCHOLARSHIPS AND GRANTS

UNH Offers Tuition-free Program for Pell Grant Freshmen to continuing the scholarship for a student’s full four years as long as the students continue to be enrolled full-time, remain eligible for the Pell grants and make progress toward their degree. UNH says the success of Celebrate 150, its largest-ever fundraising campaign, made it possible to launch the first year of the program. Student support and scholarships are a top priority of the overall $275 million campaign, scheduled to end in 2018. •

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URHAM, N.H. (AP) — The University of New Hampshire has a new scholarship program called Granite Guarantee, which will allow full-time, first-year students in the state receiving federal Pell grants to attend the school tuition-free. Granite Guarantee will start in the fall and is estimated to assist 285 first-year students studying at the Durham and Manchester campuses. The university will commit

www.HispanicOutlook.com • 21

SCHOLARSHIPS AND GRANTS

AP EXPLAINS Could Pell Grants Work Year-round? Written by Maria Danilova, Associated Press

ASHINGTON (AP) — Pell Grants have been a fixture of federal financial aid since the 1970s, helping about 8 million low-income students attend college each year. Education Secretary Betsy DeVos is now considering allowing students to use the grants year-round, rather than just for two semesters in any given year. She raised the possibility during a visit to a community college in Florida. A look at the program, its past and its future. What Are Pell Grants? Pell Grants are a federal aid program aimed at helping low income students fund post-secondary education, including four-year college programs, community colleges, associate degree and certificate programs. Currently, Pell Grants benefit some 8 million students across the country and the maximum annual grant is about $5,800. Funded at around $29 billion a year, Pell Grants are a key tool for the federal government to fund college education for the disadvantaged. The program gets its name from former Democratic Sen. Claiborne Pell of Rhode Island, one of its key champions. 22 • May/June 2017

Year-Round Pell Grants Pell Grants have traditionally been used to fund a student’s fall and spring semester studies. When the spring semester was over, the student had to reapply for the next academic year, which started in the fall. But as more and more students now opt for taking classes over the summer in order to graduate and get a job more quickly, there is demand for year-round Pell Grants, also known as summer Pells. “If someone who is eligible for a Pell Grant is going full time and wants to continue to pursue their education for the third semester, there is no good reason the program should not allow them to access another grant,” said Jason Delisle, resident fellow at the American Enterprise Institute. Pell Expansion The Obama administration sought to expend Pell Grants even further. Last year, the Department of Education piloted a program that allowed some 10,000 young people who are attending high schools, but are also taking college-credit classes, to access $20 million in grants. The department also piloted the $30 million Second Chance Pell pilot program that lets 12,000 prison

Year-round Pells existed briefly in 2009-2011, but were eliminated mostly due to funding shortages. inmates enroll in post-secondary education courses at the correction facilities. The future of those programs is uncertain as the full budget proposal for next year has not yet been released. Bipartisan Support Historically, Pell Grants have enjoyed support on both sides of the aisle. Democrats favor Pell Grants because they mostly benefit the poor, while Republicans back them because they provide students with the flexibility to study at their own pace and graduate earlier. Yearround Pells existed briefly in 20092011, but were eliminated mostly due to funding shortages. Last year, Democrats and Republicans joined forces to introduce a bipartisan Senate bill on year-round Pell Grants, but the House blocked it. With DeVos now considering the measure, experts are cautiously optimistic that Summer Pells may be reintroduced. In a statement to the AP, Sen. Lamar Alexander, chairman of the Senate Health, Education, Labor and Pensions committee, called year-round Pell Grants “one of the most important things” that can be done for college students and vowed to make extending the program his

priority. “We are more hopeful now about the possibility of reinstating year-round Pell Grants than we have been in five years,” said Terry Hartle, senior vice president at the American Council on Education.

Historically, Pell Grants have enjoyed support on both sides of the aisle. Democrats favor Pell Grants because they mostly benefit the poor, while Republicans back them because they provide students with the flexibility to study at their own pace and graduate earlier.

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Funding Hartle estimated that offering students the summer grant would cost an additional $2 billion per year and it is unclear where the money would come from, given that the Trump administration has proposed to slash overall Pell Grant funding by $3.9 billion in the next year’s budget and an additional $1.3 billion this year. “It is at a very basic

level a no-brainer,” Hartle said. “The challenge is that there is a financial cost associated with it.” Experts said that the necessary funding could come from either making fewer students eligible for the grants, or making the grants smaller or at the expense of some other program at the Education Department or some other agency. Patty Murry, the top Democrat on the Senate committee, said she is glad that DeVos will consider expanding Pell Grants, but she is unsure how that idea squares with the budget cuts proposed by the Trump administration. •

www.HispanicOutlook.com • 23

SCHOLARSHIPS AND GRANTS

UH Wants to Offer Community College Students Free Education Through Hawaii’s Promise Scholarship Program

“The best way to lift people out of poverty is to address educational inequality and provide access to higher education; Hawaii’s Promise does exactly that,” John Morton, UH vice president for community colleges, told The Garden Island (http://bit.ly/2k7kVAU). While some students receive financial assistance from the federal government, it is often not enough

Information from: The Garden Island, http://thegardenisland.com/

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IHUE, Hawaii (AP) — The University of Hawaii is working with state leaders to secure $2.5 million to implement a scholarship program for community college students in need. The program, called Hawaii’s Promise, is aimed at removing cost as a barrier to higher education. It would cover students’ tuition, fees, books and transportation expenses.

to cover all the costs associated with pursuing higher education. The UH program “will completely close that gap,” Morton said. Rhief Callahan, a student at Kauai Community College, takes online courses to save money by living at home. He said he is interested in what Hawaii’s Promise has to offer. “It costs an arm and a leg to go to school,” Callahan said. “I’m on financial aid and have a couple scholarships, so this program would be awesome. It would definitely make things easier for me.” To be eligible for a scholarship, students would have to qualify for resident tuition and be enrolled in a degree or certificate program at a UH community college for a minimum of six credits per semester. •

24 • May/June 2017

SCHOLARSHIPS AND GRANTS

University of Akron Unveils Innovative New Scholarship Program News provided by University of Akron

IMAGE COURT ESY OF UNIVERSI TY OF A KRON

KRON, Ohio — The University of Akron announced an innovative scholarship option available to qualifying freshmen who begin classes at UA this fall semester. The Akron Guarantee Scholarship renews each year for students who maintain good academic standing, while automatically increasing in value beyond their traditional award. The enhanced financial support might be the most eye-catching feature of the Akron Guarantee Scholarship. But the new program aims to improve student retention and graduation rates as well by helping students maintain their scholarship, increasing the likelihood they will remain at the university and earn their degree more quickly.

The main features of the new scholarship option are as follows: • Guaranteed annual scholarship renewal for full-time students who maintain good academic standing (minimum 2.0 GPA) • Automatic scholarship upgrades as students earn 30, 60 and 90 credits • Larger total eight-semester scholarship than the traditional option “I’ve enjoyed visiting with students, parents, school counselors and administrators at more than 70 area high schools during the past eight months,” said UA president Matthew J. Wilson. “When I have talked about this unique and innovative program during those visits, the reaction has been overwhelmingly positive.”

Ohio Department of Higher Education Chancellor John Carey had a similar reaction, stating “I applaud the University of Akron for developing a program that focuses on completion and reducing student debt, which complements the efforts of Governor Kasich over the past six years.” Wilson instituted a similar scholarship program when he served as dean of the university’s law school. “At Akron Law, the protection the guaranteed scholarship offers students who might otherwise face losing their award, along with the additional financial assistance, have made it very popular,” he said. The new scholarship program is guaranteed for up to eight semesters and rewards students as they progress toward a degree by automatically increasing the amount of the award once they earn 30 credits (a $1,500 increase), 60 credits (an additional $1,000) and 90 credits (another $1,000). Students who receive the Akron Guarantee Scholarship also remain eligible for other endowed and private scholarships. Wilson emphasized that the choice is optional, and if students elect to keep their original scholarship award, they are free to do so. Eligible incoming freshmen will soon receive an individualized information packet and other communications notifying them of their option to select the Akron Guarantee Scholarship instead of their original scholarship offer. Students have until July 1 to make a decision. Additional information is available at uakron.edu/guarantee • Source: University of Akron

www.HispanicOutlook.com • 25

SCHOOL NEWSPAPER

WVU OFFERS TUITION INCENTIVES to Nursing Students

Special Offer Exclusively for HERC Members

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ORGANTOWN, W.Va. (AP) — West Virginia University is offering tuition incentives in hopes of increasing the number of highly trained nurses in the state and beyond. The WVU School of Nursing says it will offer in-state tuition for all students — regardless of residency — to enhance opportunities for nurses through the online Registered Nurse to Bachelor of Science in Nursing degree program. The program is done completely online. The in-state tuition offer for all students will begin this fall. The university says the program offers educational opportunities that enhance students’ qualifications for promotions and professional opportunities. Tara Hulsey, dean of WVU’s School of Nursing, says health-care organizations want nurses who have both a strong educational foundation and experience to deal with complex issues facing patients.•

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SCHOOL NEWSPAPER

CAL STATE LA RANKED NUMBER ONE in the Nation for Upward Mobility

alifornia State University, Los Angeles is ranked number one in the U.S. based on the upward mobility of its students, according to a study published in The New York Times. The study by The Equality of Opportunity Project examines the role of colleges and universities in helping individuals climb the income ladder. Cal State LA has propelled a higher percentage of students from the bottom fifth of income into the top fifth of U.S. earners, the study found. Records from more than 2,000 colleges and universities were studied. Cal State LA has long viewed itself as an engine of social mobility because of its success in educating its diverse students, many of whom are the first in their families to attend college. Cal State LA is a federally designated Hispanic-Serving Institution with 58.4 percent of the university’s students identifying themselves as Latino. “This research confirms that Cal State LA provides a transformative educational experience,” said Cal State LA president William A. Covino. “We’re pleased that

Cal State LA is a federally designated Hispanic-Serving Institution with 58.4 percent of the university’s students identifying themselves as Latino.

The New York Times has recognized our contributions to the lives of our students.” Cal State LA’s mobility rate is 9.9 percent. Pace University-New York ranked second on the list with a rate of 8.4 percent. “This study…really lays the groundwork for future study on how places like Cal State LA can be emulated,” said Robert Fluegge of Stanford University, one of several researchers involved in the study. “We want to understand exactly what is going on at places that look really good by our metrics.” Cal State LA’s mobility rate is higher than Ivy League universities and others that admit a scant number of students from low income families. “Education has the power to change the lives of all students, regardless of where they begin in life,” said Cal State LA provost and vice president for academic affairs Lynn Mahoney. “Our outstanding faculty and staff understand well the transformative role of public universities. They know what is needed to take students from where they are to where they need to be.” The study’s authors included researchers from UC Berkeley, Stanford and Brown University. The research is based on anonymous tax filings and tuition records from the federal government following 30 million college students from 1999 to 2013. The study specifically defines a college or university’s mobility rate as “the fraction of its students who come from a family in the bottom fifth of the income distribution and end up in the top fifth,” researchers wrote. “Each college’s mobility rate is the product of access, the fraction of students

Cal State LA’s mobility rate is 9.9 percent. Pace University-New York ranked second on the list with a rate of 8.4 percent. who come from families in the bottom fifth, and its success rate, the fraction of such students who reach the top fifth.” Researchers compared the incomes of college graduates in their 30s from low income families with that of their parents. The research focused on universities and colleges in the U.S. with more than 900 students born between 1980 and 1982 who attended school at some point between the ages of 19 and 22. The New York Times website allows users to see the data crunched in various ways. Of 161 colleges and universities in California, Cal State LA ranks No.1 in the Overall Mobility Index, which examines access and outcomes. This index rates the likelihood that a Cal State LA student will move up two or more quintiles. Cal State LA also scored well when examining the upward mobility of students from the bottom 40 percent of the income distribution to the top 40 percent. The university ranks sixth on that list with a mobility rate of 35.7 percent according to The New York Times. While highlighting the success of institutions like Cal State LA, the study also underscores the need to study the means by which high mobility rates are achieved. “At Cal State LA we focus on what matters most—our students,” said Vice President Jose A. Gomez. “Our support not only elevates students but also their families and the communities we serve.” • Source: Cal State LA

www.HispanicOutlook.com • 27

SCHOOL NEWSPAPER

COMCAST NBCUNIVERSAL AWARDS $21,000 In Scholarships To Twelve Vermont High School Seniors

ademic excellence and community service,” said Dan Glanville, Vice President of Government Affairs and Community Investment for Comcast’s Western New England Region, which includes Vermont. “We are honored to recognize their achievements and excited to support them as they continue their educational journeys.” Comcast, joined by Governor Phil Scott, House Speaker Mitzi Johnson and a number of local officials, recognized the students at a special event held at the Vermont State House earlier this year. The

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OUTH BURLINGTON, Vt. — Comcast NBCUniversal announced that it has awarded approximately $20,000 in scholarships for the 2017-18 school year to 12 Vermont students as part of its annual Leaders and Achievers® Scholarship Program. The program, funded by the Comcast Foundation, recognizes the best and brightest high school seniors for their community service, academic performance and leadership skills. “Our Leaders and Achievers Scholarship winners exemplify leadership and are committed to ac-

twelve recipients each received $1,000 scholarships. One student, Jason Drebber, a resident of Woodstock and student at Woodstock Senior High School, was selected to receive an additional $9,000 Comcast Founders Scholarship - instituted in honor of Ralph J. Roberts, Founder and Chairman Emeritus of Comcast Corporation. In total, Comcast awarded $21,000 worth of scholarships in Vermont this year. “It’s so important to support and encourage Vermont students and provide them with the tools and experiences needed, so they can go on to secure good jobs,” Governor Phil Scott said. ”I’m committed to prioritizing investments in areas that will grow our economy and give Vermonters greater opportunity, including a Cradle-to-Career education system, and appreciate that Comcast shares a commitment to developing our future leaders and

28 • May/June 2017

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helping them achieve their dreams of higher education.” The Comcast Leaders and Achievers Scholarship Program provides scholarships to students who strive to achieve their full potential, who are catalysts for positive change in their communities, who are involved in their schools and who serve as models for their fellow students. The philosophy behind the program is to give young people every opportunity to prepare for the future and to engage them in their communities. The program also demonstrates the importance of civic involvement and the value placed on civic involvement by the business community. Since 2007, Comcast has awarded nearly $200,000 in Leaders & Achievers Scholarships to 145 students in Vermont. This year, the program will award more than $2 million in scholarships to more than

2,000 students across the country to help them pursue higher education. Visit http://corporate.comcast. com/news-information/news-feed/ recognizing-the-best-and-brightest-nationwide to learn more. The 12 Vermont students receiving scholarships include: • Reia Ashikawa, a resident of Arlington and student at Arlington Memorial High School • Brieonna Bassette, a resident of Williamstown and student at Randolph Technical Career Center in Randolph • Jason Drebber, a resident of Woodstock and student at Woodstock Senior High School • Reilly Duggan, a resident of Proctor and student at Proctor Senior High School • Jillian Flanders, a resident of Chittenden and student at Otter Val-

ley Union High School in Brandon • Rachel Gervais, a resident of Colchester and student at Colchester High School • Danielle Marasa, a resident of Springfield and student at Springfield High School • McKenna Montminy, a resident of Morrisville and student at Peoples Academy in Morrisville • Lauren Morse, a resident of East Montpelier and student at U-32 High School in Montpelier • Brooke Raiche, a resident of West Rutland and student at West Rutland High School • Haeli Warren, a resident of South Hero and student at South Burlington High School • Meagan Wetherby, a resident of Richford and student at Richford Senior High School • Source: Comcast Cable www.HispanicOutlook.com • 29

SCHOOL LIBRARY Established in 1996, the Pura Belpré Award is named after a pioneer in Latino librarianship. Pura Belpré revolutionized the role of Latinos and people of color in the library field and empowered the Puerto Rican community through her work. Pura Belpré Award-winning titles are highly recommended for use by librarians, educators and parents, and so it is our pleasure to feature this year’s winning and honor books. A teaching guide and an online video about Pura Belpré are available through Hunter College’s Center for Puerto Rican Studies at https://centropr.hunter.cuny.edu/research-education/education/pura-belpr%C3%A9-documentary-teaching-guide

K-12 2017 Author Award Winner

2017 Illustrator Award Winner

“JUANA & LUCAS” by Juana Medina illustrated by Juana Medina Publisher: Candlewick Press ISBN-13: 978-0763672089

“LOWRIDERS TO THE CENTER OF THE EARTH” by Cathy Camper illustrated by Raúl Gonzalez Publisher: Chronicle Books LLC ISBN-13: 978-1452138367

Juana loves many things—drawing; eating Brussels sprouts; living in Bogotá, Colombia; and especially her dog, Lucas, the best amigo ever. She does not love wearing her itchy school uniform, solving math problems or going to dance class. And she especially does not love learning the English. Why is it so important to learn a language that makes so little sense? But when Juana’s abuelos tell her about a special trip they are planning—one that Juana will need to speak English to go on—Juana begins to wonder whether learning English might be a good use of her time after all.

Lupe Impala, El Chavo Flapjack and Elirio Malaria are living the dream—they are the proud owners of their very own garage. Lupe is a master mechanic, Flappy is a dynamo of a car washer and Elirio is a skilled detailer. But when their beloved cat, Genie, goes missing, they must embark on a wild road trip through a mysterious corn maze, into the center of the earth and down to the realm of Mictlantecuhtli. Mic is the Aztec god of the Underworld, but even worse: he’s the catnapper who took Genie! Now it’s three clever compadres against one angry, all-powerful god.

2017 Author Honor Book

2017 Illustrator Honor Books

“THE ONLY ROAD” by Alexandra Diaz Publisher: Simon & Schuster/Paula Wiseman Books ISBN-13: 978-1481457507

“ESQUIVEL! SPACE-AGE SOUND ARTIST” by Susan Wood illustrated by Duncan Tonatiuh Publisher: Charlesbridge ISBN-13: 978-1580896733

“THE PRINCESS AND THE WARRIOR: A TALE OF TWO VOLCANOES” by Duncan Tonatiuh illustrated by Duncan Tonatiuh Publisher: Abrams Books for Young Readers ISBN-13: 978-1419721304

This biographical picture book tells the story of Juan García Esquivel. As a child growing up in Tampico, Mexico, Juan was surrounded with music and loved playing the piano. When his family moved to Mexico City, Juan got his first job in the music industry at age 15, playing for 15 minutes a day at a radio station for two pesos a show. Determined to develop his skills but with no music teachers, classes or schools to help him, Juan focused on sounds rather than notes and became a self-taught musician who would go on to become a pioneer in the industry.

Izta was the most beautiful princess in the land; suitors traveled from far and wide to woo her. Even though she was the emperor’s daughter, Izta had no desire to marry a man of wealth and power. Instead, she fell in love with Popoca, a brave warrior who did not offer her riches but a promise to stay by her side forever. The emperor did not want his daughter to marry a mere warrior, but he recognized Popoca’s bravery. He offered Popoca a deal: if the warrior could defeat their enemy, Jaguar Claw, then he would permit Popoca and Izta to wed.

The train heading to Cuidad Juárez came later that afternoon. Jaime shifted his weight from one foot to the other as he crouched near the tracks. He’d never gotten on a moving train before or any moving vehicle. Scenarios filled his head. The worse: he could trip and get swallowed by the train. He could trip and have the train bite off his arms or legs. He could trip and get left behind. They weren’t just horror stories. They were events that happened to real people. But he and his cousin, Ángela, had no choice—not after a gang threatened their family.

30 • May/June 2017

SCHOOL LIBRARY

HIGHER EDUCATION

“THE FINANCIAL AID HANDBOOK: GETTING THE EDUCATION YOU WANT FOR THE PRICE YOU CAN AFFORD” by Carol Stack and Ruth Vedvik Publisher: Career Press ISBN-13: 978-1601631664 In today’s tough economy, a college degree is more important—and more expensive—than ever before. “The Financial Aid Handbook” is a one-stop guide to the college selection and payment process, covering everything from basic timelines and tuition costs to predicting your scholarship award and taking ownership of student debt after graduation. Families and students will appreciate the hundreds of tips to maximize the financial aid, including a guide to federal, state and private student loans. It also goes into the seven biggest myths about paying for college, as well as information on how to find real, four-year scholarships and land them.

“THE COLLEGE SOLUTION: A GUIDE FOR EVERYONE LOOKING FOR THE RIGHT SCHOOL AT THE RIGHT PRICE (2ND EDITION)” by Lynn O’Shaughnessy Publisher: FT Press ISBN-13: 978-0132944670 Billions of dollars are available to pay for college, but not everybody gets their share. The second edition of this bestseller, which contains approximately 90 percent new material, is aimed at helping parents and teenagers become empowered consumers as they navigate through the college process. It provides advice on topics including financial aid, merit scholarships, athletic scholarships, admission hooks, the important differences between colleges and universities, college rankings, the best student loans and the latest online tools to evaluate the generosity of schools. O’Shaughnessy presents an easy-to-use, proven road map for getting past the ratings and finding the right schools at the right price.

“RIGHT COLLEGE, RIGHT PRICE: THE NEW SYSTEM FOR DISCOVERING THE BEST COLLEGE FIT AT THE BEST PRICE PAPERBACK” by Frank Palmasani Publisher: Sourcebooks ISBN-13: 978-1402273797

“PAY FOR COLLEGE WITHOUT SACRIFICING YOUR RETIREMENT: A GUIDE TO YOUR FINANCIAL FUTURE” by Tim Higgins Publisher: Bay Tree Publishing ISBN-13: 978-0972002189

Going to a great college shouldn’t mean a lifetime of debt, but for many families today, it does. “Right College, Right Price” offers readers and their families a method of how to find out what a college will really cost (not the tuition sticker price), how to factor cost into searching for college, how to maximize their benefits and everything else needed to get accepted at an affordable price. This method called Financial Fit helps readers understand the financial aid process and also analyze their financial circumstances, so they can choose the right college for their individual needs while avoiding excessive debt.

For most families, paying for college is one of the largest expenses they will ever have and can greatly impact retirement planning. This book looks at how to meet those costs within the context of an entire financial plan that considers income level, age, investments, retirement accounts and business holdings, as well as the student’s level of achievement, skills and expectations. It explores: financial aid and how to figure expected family contributions; academic, athletic and need-based scholarships; tax sheltered savings plans; the use of business assets; loans; home equity; retirement savings; potential help from grandparents; and how to choose the best college.

www.HispanicOutlook.com • 31

HUNTER COLLEGE

DISTINGUISHED LECTURER - JOURNALISM (Film and Media Studies)

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 16458

LECTURER The Department of Computer Science at the University of Chicago invites applications for the position of Lecturer. Subject to the availability of funding, this would be a two year position with the possibility of renewal. This position involves teaching in the fall, winter and spring quarters. The successful candidate will have competence in teaching and superior academic credentials, and will carry responsibility for teaching computer science courses and laboratories. Completion of all requirements for a Ph.D. in Computer Science or a related field is required at the time of appointment and candidates must have experience teaching Computer Science at the College level. The Chicago metropolitan area provides a diverse and exciting environment. The local economy is vigorous, with international stature in banking, trade, commerce, manufacturing, and transportation, while the cultural scene includes diverse cultures, vibrant theater, worldrenowned symphony, opera, jazz and blues. The University is located in Hyde Park, a Chicago neighborhood on the Lake Michigan shore just a few minutes from downtown.

FACULTY VACANCY ANNOUNCEMENT: The Film and Media Studies Department at Hunter College of the City University of New York invites applications for a Distinguished Lecturer in Journalism beginning in Fall 2017. The department has over 600 full-time students majoring in two programs of study at the undergraduate level: one in Film and the other in Media Studies. Students who wish to study journalism major in Media Studies with a concentration in Journalism. This 36-credit major is composed of analytical and production courses that offer a liberal arts approach to reporting and writing multimedia news. Responsibilities: The Distinguished Lecturer will teach multiplatform journalism to undergraduates. Teaching opportunities could include introductory to advanced multimedia news writing and reporting courses, Online Journalism, Mobile Journalism, and Data Visualization Journalism. Additional duties include student mentoring and advising, curriculum development, collegial participation in departmental and college service activities and an ability to maintain subject proficiency. Distinguished Lecturers are experienced practitioners or teachers who hold full-time, non-tenure Track position with a maximum appointment period of seven years, subject to annual reappointment. QUALIFICATIONS: Bachelor's degree and a record of achievement in a profession or field of expertise related to teaching assignments. Also required is the ability to cooperate with others for the good of the institution. Preferred Qualifications: Master’s degree or Ph.D. in Journalism or equivalent, a demonstrated ability to teach multi-platform journalism at the university level; professional journalism experience; and a demonstrated willingness to work with students with diverse academic, socioeconomic, cultural and ethnic backgrounds. The preferred candidate will have professional experience in multimedia journalism with an emphasis on cross-platform and emerging media storytelling, data visualization and mobile journalism as well as a successful record of teaching effectiveness at the university level. COMPENSATION: CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development. HOW TO APPLY: Applications must be submitted online by accessing the CUNY Portal on City University of New York job website ( http://www.cuny.edu/employment.html or www2.cuny.edu/employment ) and following the CUNYfirst Job System Instructions. Current users of the site should access their established accounts; new users should follow the instructions to set up an account. To search for this vacancy, click on Search Job Postings, under Employment Opportunities, select More Options To Search For CUNY Jobs and enter the Job Opening ID then click Search. The required material, as stated on the CUNYfirst vacancy notice, for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applications will not be considered. CLOSING DATE: The search will remain open until the position is filled. CUNY is an EEO/AA/Vet/Disability Employer.

45% OFF

HO’S REGULAR 12-MONTH SUBSCRIPTION

Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/kps37nl. To be considered an applicant, the following materials are required: • Curriculum vitae with a list of publications • One page teaching statement • Three reference letters, one of which must address the candidate’s teaching ability Reference letter submission information will be provided during the application process. Review of complete applications, including reference letters, will begin June 9, 2017, and continue until the position is filled. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination at http://www.uchicago. edu/about/non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-0287 or email ACOppAdministrator@ uchicago.edu with their request.

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Marketing Faculty Position The Marketing Unit at Harvard Business School invites applications for a faculty position to start in July 2018. Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Marketing encompasses understanding consumer behavior, international marketing, business-to-business marketing, product management, new product development and marketing organization and systems. Applicants for tenure track positions should have a doctorate or terminal degree in a field specified above, or related discipline, by the time the appointment begins, and strong demonstrated potential and interest to conduct research at the forefront of their fields. Candidates should submit CV, copies of publications and working papers, and letters of recommendation at: http://www.hbs.edu/faculty/positions. Closing date for applications is June 30, 2017. Material that can only be sent in hard copy can be mailed to: Harvard Business School, Faculty Administration, Attn: Marketing Application, Morgan Hall T25, Soldiers Field Road, Boston, MA 02163. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

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Provost and Executive Vice Chancellor for Academic Affairs The University of Mississippi is conducting a national search for its next Provost and Executive Vice Chancellor for Academic Affairs. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting The University of Mississippi. 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 July 11, 2017. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/um-provost. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 The University of Mississippi provides equal opportunity in any employment practice, education program, or education activity to all qualified persons. The University complies with all applicable laws regarding equal opportunity and affirmative action and does not unlawfully discriminate against any employee or applicant for employment based upon race, color, gender, sex, sexual orientation, gender identity or expression, religion, national origin, age, disability, veteran status, or genetic information.

Chief Information Officer The University of Mississippi is conducting a national search for its next Chief Information Officer. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting The University of Mississippi. 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 May 19, 2017. For a complete position description, please visit: www.parkersearch.com/um-cio Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 The University of Mississippi provides equal opportunity in any employment practice, education program, or education activity to all qualified persons. The University complies with all applicable laws regarding equal opportunity and affirmative action and does not unlawfully discriminate against any employee or applicant for employment based upon race, color, gender, sex, sexual orientation, gender identity or expression, religion, national origin, age, disability, veteran status, or genetic information.

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Hispanic Outlook 1/4 page Issue 5-22-17 Deadline 5-15-17 $1,090 includes web and color

Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Hispanic Outlook 1/4 page Issue 5-22-17 The Booth School of Business at the University of Chicago is seeking candidates for a clinical faculty position in operations management and entrepreneurship for the 2017-18 academic year. Clinical faculty members are expected to be exceptional teachers and to participate in and contribute to the school’s academic environment. Successful candidates will have demonstrated excellence in teaching application development and managing the software development process at the MBA level at a research institution. A master’s degree is preferred or substantial related experience as a successful business entrepreneur in technology related areas in addition to related specific teaching experience. Applications will be accepted online at http://www.chicagobooth.edu/faculty/ openings. The deadline for applications is June 30, 2017. Each candidate will be required to submit a curriculum vitae, teaching statement, writing samples and a course outline. We will consider appointments at any level – Clinical Assistant Professor, Clinical Associate Professor, or Clinical Professor. The University of Chicago is an Affirmative Action/Equal Opportunity/ Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination at http://www.uchicago.edu/about/non_discrimination_ statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth. edu with their request.

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