Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

Page 1

Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth A N I N D E P E N D E N T E VA LUAT I O N O F T H E N C L R E S C A L E R A P R O G R A M

Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth A N I N D E P E N D E N T E VA LUAT I O N O F T H E N C L R E S C A L E R A P R O G R A M

This evaluation was made possible through the generous support of PepsiCo Foundation and Shell Oil Company.

Table of Contents The National Council of La Raza (NCLR)—the largest national Hispanic civil rights and

Foreword

iv

advocacy organization in the United States—works to improve opportunities for Hispanic

Acknowledgments

vi

Overview

33

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Executive Summary

1

Key Findings

33

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Key Findings

2

Participation Comparison

34

4

Graduation Rates

35

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Methodology for Research

NCLR Escalera Program Impact

33

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Overview

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College Enrollment Rates

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Sample

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College Enrollment by Institution Type

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Data Sources

4

College Persistence Rates

39

Purpose of This Report

5

Conclusion

40

The Latino Socioeconomic Landscape

6

Recommendations

42

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Barriers to Latino Academic and Career Success

8

Endnotes

44

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The NCLR Escalera Program: Taking Steps to Success 10

level to advance opportunities for individuals and families.

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Overview

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Escalera Partners

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Escalera Program Model

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Customizing the Escalera Program Model

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Academic and Career Preparation Findings

16

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Overview

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Key Findings

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All rights reserved.

Social Support

16

Career Preparation

17

Expanded Networks

21

Academic Preparation

23

Career Aspirations

29

Proximal Inspiration to Career Aspirations

31

ii | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

An Independent Evaluation of the NCLR Escalera Program | iii

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iv | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

An Independent Evaluation of the NCLR Escalera Program | v

Executive Summary

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and advancing in the workforce.

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This report is an assessment of

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to navigate the postsecondary and career landscape.

is working to meet the academic

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and career preparation needs of

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participating students throughout

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study sought to understand the

support to produce this report.

Taking Steps to Success. The purpose of the

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its student population.

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employment and development to provide academic

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students included those from the 2008 and 2009

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Escalera cohorts as well as Escalera alumni and

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students on a variety of academic and career indicators.

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vi | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

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KEY FINDINGS

continued mentorship of Escalera staff are key

‡ 86% of Escalera students from the 2008

factors in student persistence rates.

cohort graduated from high school or ‡ Escalera students have more work

(GED). Escalera students graduate from high

experience and career knowledge than

school at a much higher rate than the national

their non-Escalera peers. ,Q \HDU WZR RI

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greater career knowledge and are more likely to

a strong social support structure that the NCLR

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in closing the achievement gap for Latinos.

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‡ 95% of eligible Escalera students from the

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2009 cohort enrolled in college. Escalera

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students enroll in college at a much higher

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‡ Students who have access to college and

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career exploration activities have a greater

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knowledge of career paths and associated

roadmap for students to effectively navigate

academic requirements. Students who

the postsecondary terrain and sets up a

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generation Latino college students making

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their way through the enrollment process.

paths and associated academic requirements than those who do not. This suggests that

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college and career preparation activities are

cohort persist in college past year one.

effective in developing a roadmap to guide

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students through the postsecondary and career

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planning process.

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E S C A LE R A

obtained a General Equivalency Diploma

3

Methodology for Research

Purpose of This Report

OVERVIEW

SAMPLE

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Escalera Program model which contribute

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Research was conducted with more than 300 Latino

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to student success?

this study convened an evaluation planning session

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and advancing in the workforce. NCLR also sought

staff and leadership from the National Council of La

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Program in graduating its students from

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model and uncover whether or not Escalera

high school and enrolling them in college?

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Escalera high school and college students).

students are more prepared for college and careers

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than their peers.

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‡ How successful is the NCLR Escalera

‡ How well do NCLR Escalera Program alumni fare once they

This study sought to answer the following broad

leave the program?

questions:

research approach to measure how well Latino

There is always a compelling story

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students were prepared for college and careers.

a comparison group design that allowed the

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students prepared for college and careers

testimonials and stories are woven

researchers to understand convergence and

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in comparison to their peers?

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year period to assess college and career readiness

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of college and career readiness indicators. The

at various points in the high school and college

that Latinos face in enrolling for and

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completing college?

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outcomes of the program. Comparison groups were

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4 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

‡ How well are NCLR Escalera Program

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to illustrate essential points and ‡ :KDW DUH WKH VLJQLÀFDQW FKDOOHQJHV

to personalize the NCLR Escalera

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emerged was a dual emphasis on understanding

‡ What are the key components of the NCLR

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highest percentage of employed Hispanics age

demonstrate that high school graduates earn up to

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graduates earn per year (see Figure 1).4

1

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While more Latinos are enrolling in college than

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Some college or associate's degree $ 40,769

WR RI :KLWHV RI %ODFNV DQG RI $VLDQV High school graduate Bachelor's degree FRPSDUHG WR WKHLU :KLWH SHHUV ,Q RQO\ Advanced degree All full-time, year-round workers

Earnings

Not a high school graduate $ 24,964

$

32,862

age 16 and over in these same occupations.2

$

56,118

$

75,140

$

41,568

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Figure 1:Median Median Earnings Full-Time Year-Round Earnings for Full-Time, for Year Round Workers Aged 25 and Over byWorkers Educational Age 25 Attainment (2007) and Over by Educational Attainment $80,000

Source 8 6 &HQVXV %XUHDX American Community Survey

$75,140

$70,000

$56,118

$60,000 $50,000

$41,568

$40,769 $40,000 $30,000

$32,862 $24,964

$20,000 $10,000 $-

Not a high school graduate

High school graduate

Some college or associate's degree

Bachelor's degree

Advanced degree

All full-time, year-round workers

6 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

E S C A LE R A

The Latino Socioeconomic Landscape

7

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to achieve their aspirations.11 $V VWDWHG HDUOLHU

characterized as passive. Several studies

enrollment and completion for Latino

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have shown that parent involvement is a strong

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is critical in helping Latino students reach their

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rising cost of tuition and the sustenance costs

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academic support from their parents. Escalera

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is often needed outside of the family system. A

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parent involvement is limited to emotional

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shows that Latino students from

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support in the form of encouragement at home.

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Students cited low educational attainment of

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8

10

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supports to effectively navigate the

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to parent involvement.

postsecondary system. Findings of the

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study suggest that Latino students have high

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support in helping them to navigate the system

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a high school diploma or less. 'DWD VXJJHVW

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that low educational attainment for Latinos

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6

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E S C A LE R A

their educational attainment and overall economic

9

The NCLR Escalera Program: Taking Steps to Success OVERVIEW

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program model for serving Latino youth which

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and implement a youth workforce development

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ensure that guidance counselors and other staff are

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Latino youth. The goal was to make an impact on

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engaged in student recruitment and selection and

and educated Latino youth and

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effectively cultivate the future talent

workforce needs of Corporate America and to prepare

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partnering with NCLR assist students with the

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them to successfully compete in the 21st century.

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college and scholarship application process and help

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track alumni attending their institutions.

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need additional support to fortify

11

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their demonstrated high potential for

employment and college readiness program. The

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outcomes while serving Latino youth most in need

career opportunities. These companies and their

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and summer internships; volunteer as mentors or

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Latino youth to compete successfully in the 21

graduate from high school and make informed

coaches; connect Escalera participants with colleges

the duration of the program. They are enrolled

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participants have graduated from high school and

and provide scholarships for graduates.

of high school and continue activities through

st

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NCLR piloted the program in 2002 with support

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and new strategic partnerships to design and

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implement customized program models and to

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institutions with the resources to add value to

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the program.

additional Latino communities.

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personal development. Students also receive case

10 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

management and referral services to ensure that

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The program graduates receive continued case

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they receive the support they need to continue and

NCLR Annual Conference and LĂ­deres Summit.

management and leadership opportunities. These

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services are provided to ensure that participants

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receiving mentoring and academic tutoring and

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activities that focus on college or technical training

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NCLR and its participating Affiliates have

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various youth populations while retaining the core

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week paid summer internship in the career interest

participate in leadership development activities.

components of the program.

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CUSTOMIZING THE ESCALERA PROGRAM MODEL

RI WKH SURJUDP SDUWLFLSDQWV FROOHJH H[SORUDWLRQ

Senior Year

First Semester (Junior In-School I) t Program planning t Program marketing t Recruitment and selection

First Semester (Senior In-School I) t College applications t Mentoring t Academic tutoring t Support services t Career mapping

Second Semester (Junior In-School II) t Individual assessment and planning t Technology t Work readiness t Academic tutoring t Support services t Career exploration Summer t Internships t Group research project t College exploration

Second Semester (Senior In-School II) t Community service t Career mapping t Financial planning t Academic tutoring t Support services Summer t NCLR Youth Leadership Conference/ LĂ­deres Summit t Job/academic support t Graduation t Postsecondary enrollment

Science, Technology, Engineering, and Mathematics (STEM) Focus

implementing the traditional Escalera

Table 1: Escalera Program Sequence Junior Year

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Post Program t Follow-up through alumni engagement and tracking t Case management support t Scholarships t Referrals to other support services (e.g., employment and transportation) t Alumni activities that bring together Escalera graduates for peer support t Participation in the LĂ­deres Initiative t Postsecondary retention, including access to study resources and financial planning t Opportunity to mentor younger Escalera students Summer t NCLR Youth Leadership Conference/ LĂ­deres Summit

Source: 'DWD SURYLGHG E\ SDUWLFLSDWLQJ (VFDOHUD $IĂ€OLDWHV

12 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

Early Intervention

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E S C A LE R A

succeed in the program.

13

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GD\ FDUH WHHQ SUHJQDQF\ UHFUHDWLRQ DQG HPSOR\PHQW DQG WUDLQLQJ ,W RSHUDWHV DQ DOWHUQDWLYH KLJK VFKRRO DQG KHOSV RSHUDWH D QHLJKERUKRRG SDURFKLDO elementary school. American YouthWorks—Austin, Texas $PHULFDQ <RXWK:RUNV $<: EHJDQ LQ DV D MDLO DUWV DQG HGXFDWLRQ SURJUDP ,Q $<: HVWDEOLVKHG $XVWLQ¡V Ă€UVW SURJUDP WR VHUYH KLJK VFKRRO GURSRXWV DQG LQ $<: EHJDQ RQH RI WKH Ă€UVW RSHQ HQUROOPHQW FKDUWHU KLJK VFKRROV LQ 7H[DV $<: KDV OHDUQHG RYHU WKH \HDUV IURP LWV FOLHQWV WKDW LQ RUGHU WR DFKLHYH VXFFHVV WKH\ ZRXOG KDYH WR GLUHFWO\ DGGUHVV WKH PXOWLSOH EDUULHUV WKDW \RXWK IDFH ,Q UHVSRQVH $<: GHYHORSHG DQ HGXFDWLRQDO PHWKRGRORJ\ WKDW FRPELQHV GLSORPD *(' HGXFDWLRQ ZLWK UHDO ZRUOG H[SHULHQFH and training focused on preparing the student for a MRE 7KH 6HUYLFH /HDUQLQJ 0RGHO WHDFKHV \RXQJ SHRSOH KRZ WR JLYH EDFN WR WKHLU FRPPXQLW\ ZKLOH WKH\ OHDUQ 1RZ ZLWK WKH UHFHQW FRPSOHWLRQ RI D QHZ EXLOGLQJ $<: RIIHUV D FRPSOHWH VSHFWUXP RI VXSSRUW VHUYLFHV HGXFDWLRQDO SURJUDPV DQG MRE WUDLQLQJ RSSRUWXQLWLHV DOO LQ D RQH VWRS HPSRZHUPHQW FHQWHU Knowledge Is Power Program—Houston, Texas .QRZOHGJH ,V 3RZHU 3URJUDP .,33 ZDV IRXQGHG LQ Houston in 1994 to help children from underserved communities develop the academic and character skills necessary to succeed at all levels of prekindergarten WKURXJK WZHOIWK JUDGH FROOHJH DQG WKH FRPSHWLWLYH ZRUOG EH\RQG .,33 KDV JURZQ LQWR D QDWLRQZLGH PRYHPHQW RI PRUH WKDQ VFKRROV ,Q +RXVWRQ .,33 VHUYHV HDUO\ FKLOGKRRG HOHPHQWDU\ PLGGOH VFKRRO DQG high school students with a growing family of schools. Success requires students to master the core academic GLVFLSOLQHV DV ZHOO DV FULWLFDO WKLQNLQJ VHOI GLVFLSOLQH DQG RUJDQL]DWLRQ VHOI DGYRFDF\ DQG FRPPXQLFDWLRQ and leadership. HELP–New Mexico, Inc.*—EspaĂąola and Las Vegas, New Mexico )RXQGHG LQ +(/3²1HZ 0H[LFR ,QF KDV SURPRWHG VHOI VXIĂ€FLHQF\ DQG SURYLGHG HFRQRPLF opportunities to strengthen families throughout New 0H[LFR +(/3²1HZ 0H[LFR ,QF IRUPHUO\ WKH +RPH (GXFDWLRQ /LYHOLKRRG 3URJUDP ,QF LV D VWDWHZLGH FRPPXQLW\ EDVHG RUJDQL]DWLRQ D FRPPXQLW\ DFWLRQ DJHQF\ DQG D IDLWK EDVHG RUJDQL]DWLRQ ZLWK PDQ\ GHFDGHV RI H[SHULHQFH SURYLGLQJ FRPPXQLW\ EDVHG VHUYLFHV +HDGTXDUWHUHG LQ $OEXTXHUTXH +(/3² 1HZ 0H[LFR KDV RIĂ€FHV DQG +HDG 6WDUW DQG SUHNLQGHUJDUWHQ FHQWHUV WKURXJKRXW 1HZ 0H[LFR ,WV VHUYLFHV LQFOXGH DGXOW HGXFDWLRQ MRE WUDLQLQJ HDUO\ FKLOGKRRG GHYHORSPHQW DQG HGXFDWLRQ \RXWK GHYHORSPHQW DQG FDUH VHOI KHOS KRXVLQJ FRQVWUXFWLRQ UXUDO KHDOWK FOLQLFV ODQG GHYHORSPHQW MRE SODFHPHQW OLWHUDF\ WUDLQLQJ DIIRUGDEOH KRXVLQJ QXWULWLRXV PHDOV and family counseling.

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Disconnected Youth

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7KH 'LVFRQQHFWHG <RXWK 3URJUDP VHUYHV \RXWK ZKR

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and are therefore more likely than others to engage

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program was customized to focus on intensive case

systems of support.

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educational attainment.

of Workforce Solutions and the Commission for &RPPXQLW\ 9ROXQWHHULVP 1&/5 ODXQFKHG D

,Q DGGLWLRQ WR LPSOHPHQWLQJ D

pilot model which is customized to serve Latino

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\RXWK ZKR DUH GLVFRQQHFWHG IURP VFKRRO DQG RU

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LWV $IĂ€OLDWH +(/3²1HZ 0H[LFR ,QF +(/3

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E S C A LE R A

Escalera Affiliate Network

15

VHFXUH HPSOR\PHQW RU JUDGXDWH IURP KLJK VFKRRO DQG $PHULFDQ <RXWK:RUNV $<: DQ 1&/5 $IĂ€OLDWH LV

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implementing a disconnected youth model serving

youth model is implemented at the East Los Angeles

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Academic and Career Preparation Findings ‡ 7KHUH DUH QR VLJQLÀFDQW GLIIHUHQFHV LQ VWXG\ KDELWV

have shown that a social support structure is the

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strongest predictor of academic retention.13 What

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‡ Students who have access to college and career

from more than 40 focus groups and key informant

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career paths and associated academic requirements.

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This section is devoted to understanding Latino

‡ Latino students have a variety of career aspirations.

The lack of access to social capital is one of many

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‡ $ GHVLUH IRU VRFLDO FKDQJH LQà XHQFHV FDUHHU

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and career preparation and whether or not the

aspirations for Latinos.

(VFDOHUD 3URJUDP SOD\V D VLJQLĂ€FDQW UROH IRU WKRVH enrolled in the program in comparison with those

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SOCIAL SUPPORT

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After interviewing hundreds of Latino students

individuals through their relationships to people or

IRU WKH /DWLQR FRPPXQLW\ DV D ZKROH DQG H[SODLQV

WKURXJKRXW WKH FRXQWU\ RQH RI WKH PDMRU HPHUJLQJ

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social support and its role in the academic and

themes was the importance of a variety of

to take advantage—or not to take advantage—of the

career preparation of Latino students. Student

relationships and their impact on academic and career

RSSRUWXQLWLHV WKDW DUH OLQNHG WR PRELOLW\ Âľ14

VWRULHV DUH LQFOXGHG WR KHOS GHVFULEH WKH LPSDFW RI

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access to networks they may not have had access

on how social support impacts Latino student

to otherwise. Through programmatic functions

academic achievement and career preparation.

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who are not. This section also outlines convergence

KEY FINDINGS ‡ 3DUWLFLSDWLRQ UDWHV LQ LQWHUQVKLSV DUH ORZ IRU KLJK VFKRRO MXQLRUV +RZHYHU MXQLRUV GR KDYH D EDVLF XQGHUVWDQGLQJ RI WKH EHQHÀW RI LQWHUQLQJ

PRELOLW\ LV ´WKH QRQ Ă€QDQFLDO UHVRXUFHV DYDLODEOH WR

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FRQFHQWUDWHG LQ ORZ ZDJH VHUYLFH MREV ZLWK ORZ

supports that guide young Latinos to and through

LQ ZRUN H[SHULHQFH DQG FDUHHU NQRZOHGJH

educational requirements. This perpetuates a trend

college and careers.

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LQ ZKLFK /DWLQRV DUH XQGHUHGXFDWHG XQGHUHPSOR\HG

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with limited access to educated professionals in

Escalera peers.

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‡ (VFDOHUD VWXGHQWV DUH FUHDWLQJ VRFLDO FDSLWDO E\ H[SDQGLQJ WKHLU QHWZRUNV ‡ (VFDOHUD VWXGHQWV DFFHVV H[WHUQDO VXSSRUWV PRUH IUHTXHQWO\ WKDQ WKHLU QRQ (VFDOHUD FRXQWHUSDUWV

that strong social support systems are essential for VPRRWK WUDQVLWLRQV ERWK LQWR DQG WKURXJK FROOHJH particularly for students from disadvantaged DFDGHPLF EDFNJURXQGV 12 )XUWKHUPRUH VWXGLHV

16 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

CAREER PREPARATION “It’s a great experience [internship], you get to see what’s really going on inside different places, you actually get to feel, well, you’re actually doing the job that you want to do and you learn, you learn whether you like it, whether you don’t like it, if it could be something that you actually really want to keep pursuing to do in the future.� —Escalera student, Kansas City 7KLV VWXG\ XVHG ZRUN H[SHULHQFH SDUWLFLSDWLRQ LQ LQWHUQVKLSV DQG FDUHHU NQRZOHGJH DV EURDG LQGLFDWRUV to measure career preparation. The rationale for choosing these indicators

E S C A LE R A

OVERVIEW

17

ZDV VXSSRUWHG E\ H[WHQVLYH UHVHDUFK RQ WKH FRUUHODWLRQ EHWZHHQ ZRUN H[SHULHQFH DQG IXWXUH career orientation. Literature shows that early employment has an impact on employment retention. ,Q D \HDU VWXG\ RI KLJK VFKRRO VWXGHQWV WKH 8 6 'HSDUWPHQW RI (GXFDWLRQ GLVFRYHUHG WKDW WKRVH JUDGXDWHV KDG DQ LQFUHDVHG OLNHOLKRRG RI EHLQJ FRQWLQXRXVO\ HPSOR\HG LQ WKHLU DGXOW \HDUV EDVHG RQ WKH QXPEHU RI KRXUV WKH\ ZRUNHG SHU ZHHN LQ WKHLU MXQLRU \HDU RI KLJK VFKRRO )XUWKHUPRUH OLWHUDWXUH RQ VHUYLFH OHDUQLQJ VXJJHVWV WKDW H[SHULHQWLDO DFWLYLWLHV WKDW DUH ZRUN EDVHG DUH DQ HIIHFWLYH ZD\ WR FRQQHFW FODVVURRP OHDUQLQJ WR UHDO OLIH OHDUQLQJ 16

Alone, without her parents, a high school freshman

in the city, or a new Russian immigrant with home literally

arrives at a new school in a new country. The halls are

halfway around the world. It could also be about any of

crowded with students eager to take on the school year

the students who leave rural America and suddenly find

and experience all the social opportunities that come

themselves immersed in a strange new urban world. The

with it. Smiles abound as small groups of her peers get

story above, though, belongs to a young woman in Los

reacquainted and huddle to hear the stories of summer

Angeles, California. Her name is Claudia. She arrived in

vacation. “How wonderful it must be to feel at home,� she

this country without most of the social ties that many of us

thinks while wandering alone among the laughter and

take for granted—parents, close family, and a network of

excited chatter. “Will I ever be able to feel like that again?

peers who act as our support in times of need, individuals

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get paid for it, but at the same time get

Will I ever have that carefree smile that so many have today?�

who take an interest in us and our success. Fortunately

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hands-on training on certain stuff.�

for Claudia, she found rescue from a social structure that She doesn’t understand the language, but she knows by

would change her life. One day a classmate told her

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$ MXQLRU LQ &KLFDJR DGGHG

the smiles and interaction that these other students are

about a program called Escalera. “I had never thought

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“They help you develop skills; it also

happy for this first day of school to have arrived. She says

about college before,� but the people in Escalera “saw

of the Escalera model is to provide internship

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to herself, “Todo lo que tengo en mi mente es mi familia, mi

more in me than I saw in myself� and since that time

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really want to do in the future.�

familia que me dejó aquí en este país sola con mi tía.�* How

“everything has changed.�

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she envies those students who feel at home and excited to

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Neither of these two students had

E S C A LE R A

Finding Her Way: A Search for Social Support

19

be there on that day. “How can anybody be happy for school

*Translation: The only thing I could think about was my family, the

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participated in an internship program;

to have arrived?� she thinks again, searching for anyone,

family that left me alone in this country to live with my aunt.

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KRZHYHU WKH\ FOHDUO\ XQGHUVWRRG WKH EHQHĂ€W

Key Finding: Participation rates in internships were

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This story could be that of many thousands of young

low for high school juniors. However, juniors did have a

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people who arrive at new schools every day throughout

basic understanding of the benefit of internships.*

in Los Angeles who had not participated in the

anything to rescue her from this sense of loneliness.

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this country. It could be about a Navajo student who leaves the small reservation town to attend a large school

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´<RX JR LQWR WKHP IRU WKH Ă€HOG \RX ZDQW WR EH LQ DQG LW

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just gives you hands-on experience and lets you know

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whether or not you actually want to do that career.�

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$QRWKHU QRQ (VFDOHUD VWXGHQW LQ /RV $QJHOHV DGGHG

$QJHOHV VDLG

“Maybe it’s [internship] not right for you and you

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realize it’s not for you and try something else.�

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When asked how this student came to that

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differences in work experience and career knowledge

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FRJQL]DQW RI VRFLDO FDSLWDO WKH\ FDQ H[SODLQ LWV EHQHĂ€WV

between Escalera and non-Escalera students.

These two responses shed light on some of the ways WKDW WKH (VFDOHUD 3URJUDP FDQ KDYH DQ LPSDFW RQ

$Q (VFDOHUD VHQLRU LQ +RXVWRQ VDLG

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young people as they prepare themselves for the

“Well it kind of opens doors ’cause after you’re done

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world of work.

with college you can go back and give them a call and

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probably they will have something for you, a job or

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Key Finding: In year two, Escalera students had more

they can have someone else who is looking for someone

in a much more detailed way. The study generally

work experience and career knowledge than their non-

in the career that you have studied for. So that’s very

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Escalera peers.

important to network and meet other people that have

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the same career you want to pursue.�

EXPANDED NETWORKS “I was one of the few lucky to go to Washington, DC for NCLR Advocacy Day. It was like, Wow! It was funny because I was able to meet [Senator] Barbara Boxer, and the person that was sitting next to me had a friend that was part of the Berkeley Alumni Association. He told me there’s a scholarship coming up and if [I] want more information just contact [him] after. So it’s like I met people that I was able to create that connection with. At the time, I was waiting for my letter of acceptance.�

E S C A LE R A

Key Finding: In year one, there were no significant

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:KHQ ORRNLQJ DW \HDU WZR GDWD WKHUH ZDV D

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This high school senior has developed an

had participated in internships and possessed the

understanding that there is a current and future

The following quote from an Escalera senior in East

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EHQHĂ€W WR QHWZRUNLQJ DQG WKDW WKHUH LV D OLQN

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and future career orientation. To cognitively

“You may never know what you’ll need from whoever

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capture and package this as a tool for the future

you meet, so it’s like if you need someone’s help it’s

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is something that Escalera staff can promote and

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always good to keep in contact and just remember

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one and year two data is in the area of networking

the people that you work with and think about how

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they can help you when you’re starting whatever it is

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advantage of networks assumes that the student

necessary for students to have claimed networking

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contacts to tap into.

networking knowledge. The study sought to

that you want to start.� *LYLQJ VWXGHQWV WKH RSSRUWXQLW\ WR H[SHULHQFH WKH

—Escalera senior, Los Angeles

21

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future career orientation. Research shows that

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of relationships developed while participating in

average salary increases. 7KH QH[W VWHS LV JLYLQJ

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students the skills to identify the importance of

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“Primarily it’s not only about the relations but

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knowing people that are successful already, people

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that can help you get to the top because they’re

were from Escalera seniors. Escalera students

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already there.�

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20 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

discover if students could draw a correlation

interacted.19 ,I WKH H[SHFWDWLRQV RI WKHVH DOXPQL

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whether Escalera alumni will decide to take

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this study also have parents with less than a high

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DV WKH\ SURJUHVV LQ WKHLU FDUHHUV ,Q DQ\ FDVH WKH

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capital by expanding their networks.

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students involved in this study stated

The following statement from an Escalera senior at

of networking opportunities and what they may

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that parental involvement in their

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\LHOG LQ WKH IXWXUH DV VWDWHG E\ WKLV VHQLRU IURP WKH

the likelihood that students will use networking for

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how the program has provided opportunities to

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“Throughout your education you can go get help

their academic and career goals.

that parent involvement is limited to

“I think once it comes out that you obtain your

from them [contacts], or maybe they’ll have some

degree, you pretty much come down to say, okay, I

kind of job opportunity open for you and make it

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,Q VRPH FDVHV VWXGHQWV DUH DEOH WR

study, I have my degree, and now what? You got to

easier for you to get a job after you graduate.�

and how it impacts career orientation.

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is attending or had attended college. Generally

know someone that will help you get a job. Someone

providing encouragement at home.20

E S C A LE R A

Key Finding: Escalera students are creating social

23

told me once that it’s not so much what you know but

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who you know. You got to know people that are there

shared the value gained from learning certain

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access to the type of social capital through the

so they could help you out.�

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QHWZRUNLQJ H[SHULHQFH $OWKRXJK VRPH VWXGHQWV

family to assist with academic preparation in a

“The PepsiCo people came, and they were telling

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meaningful way.

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us how to do work, how to do interviews for jobs.

many stated that they did not intend to remain

many of its students to attend the NCLR Annual

They were professionals already there. They make

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This study chose to focus on the support structure

Conference where young people from all over the

money, tell you what they do, how they got there and

take their contacts and use them as social capital

surrounding students and their attitudes and

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everything, and that really helped too.�

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sustaining social capital.

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HVVHQWLDO OHDGHUVKLS VNLOOV DQG PHHW LQĂ XHQWLDO SHRSOH Some students also have the opportunity to travel

Seventy percent of Escalera students had their

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participation in these activities.

and under what conditions Latino students seek out

ACADEMIC PREPARATION

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stated that they will remain in contact over time

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with the career professionals with whom they

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22 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

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A Noble Man: A Story of Perseverance and Determination

The aftermath of this tragedy left Quinti searching for answers. “I wasn’t into academics. I actually failed second grade. The whole thing with my father really had an effect on me.� Still living in fear, the family left Mexico in search of a new life. They settled in Chicago hoping for a better academic and economic future for the children. The hope of greater opportunities was balanced by the harsh realities of living in a foreign place with a single mother supporting young children. There were many other barriers Quinti had to overcome in accessing the American Dream. “I had the language barrier and the cultural barrier even though I was among Latinos in my school. I had no choice but to advocate for myself. I felt alone in this new world.�

Over the next several years, Quinti’s perseverance and sheer determination started to pay dividends. A college education was now well within his reach. However, he did not have the slightest idea of where to start. That is where Quinti got introduced to the NCLR Escalera Program. “My friend told me about it [Escalera]. I was like, ‘I have a college program here in my high school. Why do I want to go to another college program?’ But, then I looked it up on the Internet and got excited about the opportunity.â€? Through the dedicated support of Escalera staff and coaches, Quinti was accepted into DePaul University, where he is pursuing a degree in communications. “Escalera staff helped me with my essays, rĂŠsumĂŠ, and my portfolio. They also made sure I was prepared for the ACT and other college entrance requirements. I had a support network with Escalera that I didn’t have before.â€?

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willingness to do so paints a picture of how well they

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navigate the educational environment.

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is to assist students with the development of an ,QGLYLGXDO 6HUYLFH 3ODQ WR DSSURDFK WKHLU JRDOV

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for postsecondary education and careers. This is

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program clearly helps to create the

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necessary social capital to assist

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and making connections with postsecondary

students who did not have similar

institutions. Additional academic support is provided

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through tutoring with the intended outcome of

school years conveyed a sense of

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disappointment in this as they

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E S C A LE R A

Young men dream of being noble men like their fathers. As a very young boy, Quinti was moved by the genuine concern his father had for the people in the community. “My father’s noble cause was to help his community,� Quinti explains. “He was a policeman, but he was more of a helper than an enforcer.� With his father by his side, Quinti felt safe and secure. However, those feelings of safety and security quickly changed one fateful day in front of the family home. “My father was robbed and didn’t have any money on him, so he was shot and killed right in front of my mother. Ironically, he was a victim of the very thing he was trying to fight—crime.�

understanding how students access support and their

25

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In addition to the academic support, Quinti gained work experience through a media internship at a local bilingual radio station. “I started as an intern at Radio Arte, and I’m still working there.� The internship opportunity also shaped Quinti’s choice of a major and eventual career. “I see myself working in an organization or creating my own organization where Latinos have a say in the media. We need a diversity of perspectives.�

Key Finding: Escalera students accessed external

Quinti’s hope is to obtain a PhD to honor the legacy of his father and to fulfill the dreams of his mother. I guess you can safely say that Quinti—much like his father—has become a noble man.

career resource centers.

supports more frequently than their non-Escalera counterparts.

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This study found that Latino students have high

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support in helping them navigate the system to

an education plan know precisely the degree they

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will need to enter their career of choice and the

caring adults is critical in helping Latino students

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support is often needed outside of the family system.

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$ NH\ ÀQGLQJ IURP WKLV VWXG\ LV WKDW /DWLQR VWXGHQWV

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7ZR EDVLF TXHVWLRQV ZHUH DVNHG WR KHOS GHWHUPLQH WKLV ‡ What type of work do you see yourself doing in

and discovering the level of education required to reach their career goals.

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‡ Somewhat Understood

was interested in either architecture or medicine.

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was consistent across study sites and

‡ Well Understood

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age groups. College students generally

“If I want to be an architect, [I need to study] design

educational requirements for their career. For

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or drafting. If I want to be a doctor [I need] science

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or biology.�

“For sure you need six years of college and maybe [to]

rigors of college coursework. When

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have to get a PhD in it.�

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This student understands that there are academic

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categories.

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requirement.

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27

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The following Escalera student has aspirations

this student will have to complete steps and choose

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an impact on college readiness. Teaching these

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“I’m not sure but I think it’s science, biology, and

“I want to be a lawyer, and to go to law school you

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math, reading, mostly oral.�

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Key Finding: There were no significant differences in

ensuring that Latino students have access to rigorous

study habits between Escalera and non-Escalera students.

college preparation coursework and quality instruction

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$JDLQ WKLV VWXGHQW NQRZV WKDW ODZ VFKRRO LV LQ

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“To be a nurse of course you need your high school

understanding that completing an undergraduate

readiness of Latino students. What this study

degree and I don’t know.�

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school application process were steps for reaching

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her goal.

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26 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

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the treatment and comparison groups who gave

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actual study hours per week.

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“Eight to ten years for a doctor.�

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high school students study alone. Avoiding

knowledge of academic requirements as they

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distractions was the primary reason students gave

pertain to their career choices.

“When we went to‌ [college visit] they give you

of reaching her goal.

the curriculum and they tell you the pathways for

CAREER ASPIRATIONS

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different careers and how long it takes for being a

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(VFDOHUD VWXGHQW UHSOLHG

dentist, for being a doctor, for being a surgeon, for

more frequency than their high school counterparts.

“We went to a college visit at UMKC (University of

being a psychotherapist. They tell you and they

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Missouri–Kansas City), and the program coordinator

specify how many years you have to study.�

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for the architectural program said they had a joint

21st century working environments are dynamic

program‌ take two years and then three years at Kansas

:KHQ DVNHG ZKDW GHJUHH VKH¡OO QHHG VKH VDLG

VHWWLQJV WKDW RIWHQ FDOO IRU WHDP EDVHG VPDOO JURXS

6WDWH 8QLYHUVLW\ IRU D Ă€YH \HDU PDVWHU¡V SURJUDP Âľ

“Well I’ll be getting a bachelor’s degree, and if

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possible after medical school maybe I’ll go back and get a master’s, then hopefully a PhD some day.�

“Before I was in Escalera, I guess for the most part I saw myself as probably getting an education and getting a good job, but I never really thought about where I would be. I usually thought about having an office somewhere by Cook County, by the prison or something. Then I joined Escalera. They helped me with this internship and I saw this whole new world for me, somewhere that I hope I will be. I don’t know‌ it’s motivation. Through Escalera they helped me get a part-time job at a law firm as an intern and they sent me all around downtown. I was like—Wow!—I wish I could be here one day.

E S C A LE R A

IRU QRW VWXG\LQJ LQ VPDOO JURXSV 2Q WKH RWKHU

29

KDYH DPSOH RSSRUWXQLWLHV WR ZRUN LQ WHDPV WKHLU

7R SUHSDUH IRU QXUVLQJ WKH IROORZLQJ (VFDOHUD

Ă€UVW H[SRVXUH WR WKLV W\SH RI H[SHFWDWLRQ PD\ EH

VWXGHQW VKDUHG KHU NQRZOHGJH E\ VD\LQJ

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“Just to be an RN it would be two years, but if

This student demonstrates an understanding of

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you want to go farther you can go four years or six

ZKDW GHJUHHV VKH¡OO QHHG NQRZLQJ WKDW D EDFKHORU¡V

DFWLYLWLHV WKDW SURPRWH WHDPZRUN FRPPXQLFDWLRQ

years. I learned that at UMKC nursing week in the

degree and medical school are part of her future.

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summer. I went and they had all the different kinds

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which are leadership skills that easily transfer to the

of nurses you could be and how long it would take.�

commitment to achieve her goal—eight to ten years.

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These students not only demonstrated knowledge

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preparedness for the workplace.

of how long it would take them to prepare for their

United Nations and has pretty good insight as to

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ZKDW VKH¡OO QHHG WR SUHSDUH KHUVHOI

Key Finding: Students who have access to college and

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“It would be like six years because I want to get a

career exploration activities have a greater knowledge of

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master’s. You can’t just go in there [UN] with a

7KH (VFDOHUD 3URJUDP FUHDWHV RSSRUWXQLWLHV IRU

bachelor’s. You have to have experience. I have to

young Latinos to connect their career aspirations

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ensure that my college has study abroad [opportunities]

WR DSSOLHG ZRUN H[SHULHQFH ,Q VRPH FDVHV WKH

,Q \HDU WZR IRFXV JURXSV VWXGHQWV ZHUH DEOH

senior in year two; she demonstrates a comprehensive

or something so I can go abroad and obtain a lot of

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to articulate a more detailed educational plan.

knowledge of academic requirements. This student

internships relating to the UN or something relating to

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$OWKRXJK WKHUH ZHUH VWLOO VWXGHQWV IURP ERWK

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that. I’ll have to get a degree in international studies.�

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workplace. Raising these group activities as a critical

career paths and associated academic requirements.

28 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

—Escalera alum, Chicago

WR D VWXGHQW¡V LQWHUHVW FDQ RSHQ XS D ZKROH QHZ

MRXUQDOLVP DQG IRRG VHUYLFH DPRQJ RWKHUV

ZRUOG RI SRVVLELOLWLHV IRU \RXQJ /DWLQRV ,Q WKLV

'HWDLOHG GDWD DQDO\VLV LQGLFDWHV WKDW VWXGHQWV ZKR

section are the types of careers that young Latinos

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aspire to enter and some of the motivating factors

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EHKLQG WKHLU GHFLVLRQ PDNLQJ

ZRUNHUV LQ HVWDEOLVKHG FRPSDQLHV ,Q RWKHU ZRUGV ZKHQ WKLV SDUWLFXODU FDWHJRU\ LV XQSDFNHG WKH PDMRULW\ RI VWXGHQWV H[SUHVVHG LQWHUHVW LQ UXQQLQJ

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WKHLU RZQ EXVLQHVVHV DV RSSRVHG WR ZRUNLQJ IRU DQ

FDUHHUV LQ KHDOWK FDUH *LYHQ RXU QDWLRQ¡V VKRUWDJH

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RI KHDOWK FDUH SUDFWLWLRQHUV WKHVH GDWD DUH

WKH FORVHU LQ SUR[LPLW\ D VWXGHQW LV

Key Finding: Latino students have a variety of career

there is a desire among some corporations to

UHDVVXULQJ LQ WKDW \RXQJ /DWLQRV PD\ EH UHVSRQGLQJ

WR VRPHRQHÂłERWK SK\VLFDOO\ DQG

aspirations.

create a pipeline of Latino talent toward corporate

WR WKLV QHHG 0RUHRYHU \RXQJ /DWLQRV FDQ DOVR KHOS

emotionally—the more likely he is to

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WR ÀOO D YRLG RI ELOLQJXDO KHDOWK FDUH SUDFWLWLRQHUV

EH LQĂ XHQFHG WRZDUG D VSHFLĂ€F FDUHHU

who serve in areas where there is the highest need.

orientation. Several testimonials within

Escalera Career $V HYLGHQFHG LQ )LJXUH /DWLQR VWXGHQWV PRVW %Total Students/Alu Non-Escalera Total Category Students Responses Responses mni Nonprofit/ RIWHQ FLWHG Ă€YH VHFWRUVÂłKHDOWK FDUH SULYDWH VHFWRU 23 10 33 12% Social Work Health Care 44 6 50 17% VPDOO EXVLQHVV JRYHUQPHQW QRQSURĂ€W VRFLDO ZRUN Government 29 10 39 14% Private and education—as their career aspirations. The Sector/Small 41 4 45 16% Business ´2WKHUÂľ FDWHJRU\ FRQVLVWHG RI UHVSRQVHV VXFK DV Education 29 4 33 12% Law 12 2 14 5% DUFKLWHFWXUH HQJLQHHULQJ WHFKQRORJ\ FUHDWLYH DUWV Undecided 13 8 21 7% Other 28 23 51 18%

%Total Responses

PD\ EH LQVSLULQJ \RXQJ /DWLQR HQWUHSUHQHXUV Career Category Nonprofit/ Social Work Health Care Government

14%

Latino students are developing career aspirations

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Private Sector/Small Business Education Law Undecided Other

16% 12% 5% 7% 18%

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life and future career aspirations.

interested in creating their12% own career path as 17% RSSRVHG WR IROORZLQJ D SDWK SDYHG E\ RWKHUV

60

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students and alumni interested in pursuing

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7KH IROORZLQJ H[DPSOH IURP DQ (VFDOHUD

DV (VFDOHUD D GHVLUH IRU VRFLDO FKDQJH DQG PHQWRUV

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ZKR GHYHORS LQ GHSWK UHODWLRQVKLSV ZLWK \RXWK 7KH

´0\ LQà XHQFH ZDV P\ PRP œFX] JURZLQJ XS VKH KDG

following section delves into the role of relationships

a lot of health problems and every time she would

DQG KRZ WKH\ LQĂ XHQFH WKH FDUHHU DVSLUDWLRQV RI

get sick I would want to help her. But there [was]

young Latino students.

nothing I could do because I didn’t have any remedy

Non-Escalera Students

% Total Responses

51

50 45

50 6

39

Other 18%

4

Students

40

33

33

23

Nonprofit/ Social Work 12%

10 30

4 10

20

41 29

10

23

14 29

0

Law 5%

8 28

2

12

Health Care 17%

Undecided 7%

21 44

13

31

$OVR QRWHZRUWK\ LV WKH KLJK QXPEHU RI (VFDOHUD

Figure 2: Career Aspirations of Escalera and Non-Escalera Students Escalera Students/Alumni

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E S C A LE R A

)LJXUH LOOXVWUDWHV WKH GLVWULEXWLRQ RI FDUHHU

Government 14%

Education 12% Private Sector/ Small Business 16%

Source 'DWD SURYLGHG E\ IRFXV JURXSV DQG 1&/5 (VFDOHUD $OXPQL 6XUYH\ 1 3HUFHQWDJHV ZHUH URXQGHG WR WKH QHDUHVW ZKROH QXPEHU ZKLFK H[SODLQV ZK\ WKH DJJUHJDWH SHUFHQWDJH H[FHHGV

30 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

PROXIMAL INSPIRATION TO CAREER ASPIRATIONS

or solution for whatever was making her ill. And then going to the hospital with her and noticing that the doctors know what to do, and they give her some type of prescription and that doesn’t do the

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job. It frustrates me. I want to become a doctor

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DQG WKHQ ZRUN WRZDUGV ÀQGLQJ DQ DFWXDO VROXWLRQ

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towards these illnesses and ways to prevent them

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and hopefully give back to my community, and try to

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LQĂ XHQFH PRUH Âľ

it may have something to do with what they are

NCLR Escalera Program Impact Key Finding: A desire for social change influences

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career aspirations for Latinos.

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OVERVIEW 7KLV VHFWLRQ H[SORUHV WKH OHYHO RI LPSDFW WKDW WKH

KEY FINDINGS ‡ ,Q WKH (VFDOHUD 3URJUDP VHUYHG D WRWDO RI

$QRWKHU YDULDEOH IRXQG WR FOHDUO\ LQĂ XHQFH FDUHHU

1&/5 (VFDOHUD 3URJUDP LV KDYLQJ RQ SURJUDP

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FKRLFH ZDV D GHVLUH IRU VRFLDO FKDQJH ,Q RWKHU ZRUGV

SDUWLFLSDWLRQ KLJK VFKRRO JUDGXDWLRQ UDWHV DQG

shows how an emotional connection with former

VWXGHQWV FRPPRQO\ FKRRVH WKHLU FDUHHU EHFDXVH RI D

college enrollment and retention rates. This section

teachers has inspired a decision to pursue a career

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DOVR SURYLGHV DQDO\VLV DW WKH VLWH OHYHO ZKLFK

LQ HGXFDWLRQ

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“I guess because teachers have done so much for me

of Escalera alumni stated that helping others was

RI WKH SURJUDP¡V VXFFHVVHV DQG FKDOOHQJHV 'DWD LQ

and it has been a large part of my life, I want to

the primary reason for their career choice.

this section focus on the 2008 and 2009 cohorts who

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make a change in other kids. So I want to wake up

in volunteerism and civic participation in the U.S.

participated in this study and are derived from two

in college.

in the morning thinking that it’s not just going to

suggests that young people are making career

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work but going to work to make a difference.�

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(VFDOHUD 3URJUDP $OXPQL 6XUYH\

21

Growth

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‡ 2I (VFDOHUD JUDGXDWHV IURP WKH FRKRUW SHUVLVW LQ FROOHJH past year one.

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actions suggest that they are interested in creating

young man to pursue a career in social services.

social change.

2QFH DJDLQ WKH IDFW WKDW WKH PHQWRU³D \RXWK development practitioner—had regular contact and

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DQ LQ GHSWK FRQQHFWLRQ ZLWK WKH VWXGHQW LQĂ XHQFHG

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WKH VWXGHQW¡V IXWXUH FDUHHU SDWK

WKURXJK VWDII VXSSRUW DQG E\ FRQQHFWLQJ VWXGHQWV to mentors who develop strong relationships with

“I want to give back‌to change the things that are going on.â€?

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—High school senior, Kansas City

3URJUDP FDQ FRQWLQXH WR SURYLGH RSSRUWXQLWLHV IRU \RXQJ SHRSOH WR H[SORUH DQG SUHSDUH IRU D ZLGH range of future leadership positions.

32 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

E S C A LE R A

&OHDUO\ LQ WKLV H[DPSOH SHUVRQDO H[SHULHQFH DQG D

33

2009 Cohort: Participation Rates

PARTICIPATION COMPARISON 2008 Cohort: Participation Rates

Figure 4: 2009 Cohort Participation Promesa 30

Promesa 15

KIPP 22

IPL

IPL 35

IPL 52

GRADUATION87% RATES 89%

AltaMed

2009 Cohort Graduation Rate: 84%

AltaMed Non-Traditional

GCI AltaMed Non-Traditional 22

GCI

Graduation Rates by Site and Cohort

7RWDO 6WXGHQWV 6HUYHG LQ DQG &RKRUWV 1 2008 Cohort

AltaMed Customized

20

the 2008 cohort and 20 participants in the 2009 FRKRUW E\ LPSOHPHQWLQJ D FXVWRPL]HG PRGHO 7KH FXVWRPL]HG PRGHO LV D PD[LPXP RI PRQWKV DQG DGGUHVVHV WKH QHHGV RI \RXWK ZLWK JUHDWHU EDUULHUV â€

2009 Cohort

100%

Promesa Systems, Inc.

AltaMed 80

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120%

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AYW 21

90%

73%Graduation Rates by Figure 5: High School 68% Site and Cohort* 76%

2008 Cohort Graduation Rate: 86%

AYW

Source 'DWD SURYLGHG E\ SDUWLFLSDWLQJ (VFDOHUD $IÀOLDWHV

Graduation Rates 100% 84% 60%

IPL

AltaMed

Promesa Systems, Inc.

AltaMed 82

Site IPL AltaMed Promesa KIPP GCI AYW

2009 Cohort: Participation Rates

Figure 3: 2008 Cohort Participation

AltaMed Customized 15

52 80 20 21 22 22 30

80% 60% 40%

for success and are at a higher risk of not earning a KLJK VFKRRO FUHGHQWLDO 2QH KXQGUHG percent of the 2008 cohort earned WKHLU *(' DQG VXFFHVVIXOO\ FRPSOHWHG WKH (VFDOHUD 3URJUDP ,Q WKH FRKRUW RI WKH SDUWLFLSDQWV

20%

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0%

completed the program. The decline

Summary

Summary

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Figure 4 illustrates the growth of the NCLR Escalera

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RI WKUHH VLWHV $OWD0HG +HDOWK 6HUYLFHV &RUSRUDWLRQ

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change in case managers assigned to

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LQ 1HZ <RUN &LW\ 7KH FRKRUW VHUYHG D WRWDO RI

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participants at the three sites (see Figure 3).

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Source 'DWD SURYLGHG E\ SDUWLFLSDWLQJ (VFDOHUD $IÀOLDWHV DQG FDOFXODWLRQV SHUIRUPHG E\ 1&/5 *UDGXDWLRQ UDWHV DUH FDOFXODWHG E\ FRQVLGHULQJ WKH WRWDO QXPEHU RI VWXGHQWV VHUYHG LQ WKH WUDGLWLRQDO (VFDOHUD 3URJUDP 2008 Cohort Graduation Rate 84% DQG WKH QXPEHU RI SDUWLFLSDQWV ZKR ERWK VXFFHVVIXOO\ JUDGXDWHG 2009 Cohort Graduation Rate 83% IURP WKH (VFDOHUD 3URJUDP DQG KLJK VFKRRO RU HDUQHG D *(' Graduation rates do not include the participants who may KDYH JUDGXDWHG IURP KLJK VFKRRO RU HDUQHG D *(' EXW GLG QRW VXFFHVVIXOO\ FRPSOHWH WKH (VFDOHUD 3URJUDP ‚ 7RWDO QXPEHU H[FOXGHV VWXGHQWV VHUYHG LQ WKH FXVWRPL]HG SURJUDP E\ $OWD0HG

WKH VWXGHQWV GXULQJ WKLV \HDU <HW

E S C A LE R A

IPL AltaMed AltaMed Non-Traditional AYW GCI KIPP Promesa Systems, Inc.

Percentage

Site # of students served IPL 35 AltaMed 82 AltaMed Non-Traditional 15 Promesa Systems, Inc. 15

35

HYHQ ZLWK WKLV GHFOLQH WKH UDWH LV FORVH WR WKH national graduation rate of their Hispanic peers. 3URPHVD H[SHULHQFHG D VLJQLÀFDQW LQFUHDVH LQ KLJK

3URPHVD VHUYHG D VPDOOHU FRKRUW VL]H GXH WR WKLV

These three new sites launched the program with

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,3/ ZHUH DOUHDG\ FRQVLGHUHG ´YHWHUDQ VLWHVµ DW WKLV

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Summary

E\ VWDII WXUQRYHU GXULQJ WKH VWDUWXS SKDVH DQG

WLPH ZKLFK H[SODLQV WKH YDULDQFH LQ WKH QXPEHU RI

IURP WKH SUHYLRXV \HDU ZKLOH 3URPHVD DOVR GRXEOHG

(VFDOHUD VWXGHQWV WDNH D SURIRXQG ÀUVW VWHS WRZDUG

some early challenges with student recruitment.

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LQ FRKRUW VL]H DV H[SHFWHG $OWD0HG DOVR FRQWLQXHG

JUHDWHU HFRQRPLF PRELOLW\ E\ JUDGXDWLQJ IURP

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DQ DGGLWLRQDO VXEJURXS RI SDUWLFLSDQWV LQ D

WR VHUYH D VXEJURXS RI QHZ SDUWLFLSDQWV LQ D

KLJK VFKRRO )RU WKH DQG FRKRUWV

DWWULEXWHG WR PRUH VWDELOLW\ LQ SURJUDP PDQDJHPHQW

FXVWRPL]HG YHUVLRQ RI WKH (VFDOHUD 3URJUDP

FXVWRPL]HG (VFDOHUD 3URJUDP

DQG RI (VFDOHUD SDUWLFLSDQWV UHVSHFWLYHO\

and a greater emphasis on student recruitment after

JUDGXDWHG IURP KLJK VFKRRO RU FRPSOHWHG D *('

WKH ÀUVW \HDU·V H[SHULHQFH ZLWK LPSOHPHQWDWLRQ

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34 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

IXUWKHU DQDO\VLV RI WKHVH JUDGXDWLRQ UDWHV WKLV

&DOOLQJ VSHFLDO DWWHQWLRQ WR $<:·V JUDGXDWLRQ UDWH

study took a closer look at student recruitment.

it is important to note that this site implemented

IPL

Immediate College Enrollment Rates by Escalera Site and Cohort

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Promesa

KIPP

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COLLEGE ENROLLMENT RATES

Figure 6: Immediate College Enrollment 83% 87% 89% Rates by96% Escalera Site and 100% 100%Cohort* 100% 100%

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2008 Cohort

56%

HYLGHQFHG LQ )LJXUH $<:·V FROOHJH HQUROOPHQW

2009 Cohort

2008 Cohort College Enrollment: 86%

UDWH RI LV DQ RXWOLHU LQ FRPSDULVRQ WR WKH RWKHU

Immediate Enrollment Rates by Escalera Site and Cohort 2009 Cohort College College Enrollment: 95% 2008 Cohort

VL[ (VFDOHUD VLWHV 7KLV FDQ EH H[SODLQHG E\ LWV

2009 Cohort

emphasis on serving students with the highest

100%

academic and social needs. Students

80%

VHUYHG E\ $<: RIWHQWLPHV DUH WZR

60%

WR WKUHH DFDGHPLF \HDUV EHKLQG WKHLU SHHUV VLJQLI\LQJ WKDW WKHLU

20%

WKH QHWZRUN RI .,33 VFKRROV ZKLFK EDVLFDOO\

VHUYHG SDUWLFLSDQWV ZLWK PXOWLSOH EDUULHUV WR

conveys that they recruit students with the highest

DFDGHPLF VXFFHVV 0DQ\ RI WKH VWXGHQWV LQ LWV

DFDGHPLF DQG VRFLDO QHHGV )XUWKHUPRUH .,33

remediation needs are much greater

0%

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than the general Escalera student SRSXODWLRQ )XUWKHUPRUH LQWHQVLYH

Source 'DWD SURYLGHG E\ SDUWLFLSDWLQJ (VFDOHUD $IÀOLDWHV DQG FDOFXODWLRQV SHUIRUPHG E\ 1&/5

37

program had previously dropped out of traditional

WDUJHWV VWXGHQWV ZLWK YHU\ OLWWOH VFKRRO FRQQHFWLRQ

KLJK VFKRRO EHHQ LQFDUFHUDWHG DV WHHQV H[SHULHQFHG

DV HYLGHQFHG E\ ORZ SDUWLFLSDWLRQ UDWHV LQ VFKRRO

KRPHOHVVQHVV DQG GLVFRQQHFWLRQ IURP WKHLU IDPLOLHV

DQG DIWHU VFKRRO DFWLYLWLHV 7KXV FRQVLGHULQJ WKH

RU EHFDPH WHHQ SDUHQWV )URP WKLV OHQV JUDGXDWLQJ

UHFUXLWPHQW EDVH D JUDGXDWLRQ UDWH UHSUHVHQWV

SHUFHQWDJH RI WKH $<: SDUWLFLSDQWV KDYH SUHYLRXVO\

RI LWV (VFDOHUD SDUWLFLSDQWV LV D KXJH VXFFHVV DQG

a success.

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)RU UHSRUWLQJ SXUSRVHV LPPHGLDWH FROOHJH HQUROOPHQW LV GHÀQHG DV VWXGHQWV ZKR HQUROO LQ FROOHJH LQ WKHLU ÀUVW HOLJLEOH VHPHVWHU )RU PRVW WKLV ZRXOG EH WKH IDOO VHPHVWHU

Summary

IDU H[FHHGV WKH QDWLRQDO JUDGXDWLRQ UDWH IRU /DWLQRV

case management is needed to

E S C A LE R A

120%

40%

WKH WUDGLWLRQDO SURJUDP PRGHO EXW UHFUXLWHG DQG

students for the 2009 cohort into college. As

reintegrate Escalera students into a FODVVURRP VHWWLQJ JLYHQ WKDW D KLJK

H[SHULHQFHG RWKHU DFDGHPLF DQG VRFLDO VHWEDFNV

7KH JUDGXDWLRQ VXFFHVVHV DW ERWK $<: DQG .,33

)RU WKH WZR \HDU UHSRUWLQJ SHULRG WKH 1&/5

7KH FRQWH[W EHKLQG WKH (VFDOHUD 3URJUDP·V

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(VFDOHUD 3URJUDP HQUROOHG D WRWDO RI HOLJLEOH

2I WKH (VFDOHUD DOXPQL ZKR GR QRW LPPHGLDWHO\

JUDGXDWLRQ UDWH DW .,33 LV DOVR QRWHZRUWK\

through tutoring. Given the remediation needs

VWXGHQWV LQWR FROOHJH )RU WKH FRKRUW

HQUROO LQ FROOHJH GDWD FROOHFWHG E\ SURJUDP VLWHV

1DWLRQDOO\ .,33 KLJK VFKRROV DUH YHU\ VXFFHVVIXO

RI (VFDOHUD VWXGHQWV DW WKHVH VLWHV WXWRULQJ LV

RI HOLJLEOH (VFDOHUD VWXGHQWV HQUROOHG LQ FROOHJH

reveal that some of them enroll at a later time.

at graduating students and preparing them for

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FRPSDUHG WR IRU WKH FRKRUW 7KH SURJUDP

WKH FKDOOHQJHV RI SRVWVHFRQGDU\ HGXFDWLRQ $W ÀUVW

,QWHUHVWLQJO\ VWXGHQWV DW $<: VSRNH PRUH RI WKH

IDU H[FHHGV WKH QDWLRQDO DYHUDJH RI IRU FROOHJH

JODQFH JUDGXDWLQJ RI LWV (VFDOHUD SDUWLFLSDQWV

ERQG WKH\ FUHDWHG ZLWK WKHLU WXWRUV WKDQ WKH DFWXDO

enrollment rates of Latinos.

PD\ QRW VHHP DOO WKDW LPSUHVVLYH +RZHYHU

DFDGHPLF EHQHÀW RI WKH VXSSRUW ZKLFK UHLQIRUFHV

(VFDOHUD 3URJUDP SDUWLFLSDQWV DUH UHFUXLWHG IURP

the argument for social support.

WKH ERWWRP RI WKH VWXGHQW SRSXODWLRQ DPRQJ

(OLJLEOH VWXGHQWV DUH GHÀQHG DV VWXGHQWV ZKR KDYH REWDLQHG D PLQLPXP RI D KLJK VFKRRO GLSORPD RU *('

36 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

NCLR Escalera Program Post-Secondary Enrollment by Institution Type

51.40% 36.20% NCLR Escalera Program Post-Secondary Enrollment by Institution Type

2.90% 1.90% 7.60%

2008 Cohort: College Persistence Rates AltaMed IPL Promesa

Summary

COLLEGE ENROLLMENT BY INSTITUTION TYPE

COLLEGE PERSISTENCE RATES

Summary alumni in the 2008 cohort who originally enrolled

RQH SHUFHQW RI WKH (VFDOHUD 3URJUDP JUDGXDWHV DUH

Figure 8: 2008 Cohort College Persistence Rates by Site

HQUROOHG LQ D IRXU \HDU FROOHJH (QUROOPHQW UDWHV

2008 Cohort: College Persistence Rates 2008 Cohort Aggregate College Persistence Rate: 99%

$V SUHYLRXVO\ QRWHG LQ )LJXUH ZRUNHUV ZLWK DW

6WDWLVWLFV LQ )LJXUH UHSUHVHQW URXJKO\ RQH WKLUG

NCLR Escalera Program Post-Secondary Enrollment by Figure 7: NCLRInstitution EscaleraType Program

Postsecondary Enrollment by Institution Type

RI WKH HQWLUH (VFDOHUD DOXPQL SRSXODWLRQ )LIW\

graduates have started their college education close

51%

100%

to home. From focus groups conducted with alumni

40%

IRU WKLV VWXG\ WKH WZR PRVW FRPPRQ UHDVRQV JLYHQ

36%

for their preference for local community colleges

30%

ZHUH WKH UHVSRQVLELOLWLHV RI EDODQFLQJ ERWK VFKRRO

20%

DQG UDLVLQJ FKLOGUHQ HLWKHU WKHLU RZQ RU WKHLU 8%

10%

3%

2%

Vocational/ Technical

Other

\RXQJHU VLEOLQJV DQG WKH IHHOLQJ WKDW LW ZDV D EHWWHU ZD\ WR ´WHVW WKH ZDWHUVµ IRU FROOHJH ,Q RWKHU

0% College/University (4-Year)

Community College (2-Year)

Currently not Attending College

ZRUGV DWWHQGLQJ FRPPXQLW\ FROOHJH DOORZHG WKHP

OHDVW VRPH FROOHJH HDUQ RQ DYHUDJH PRUH SHU 100%

100%

JUHDWHU HFRQRPLF PRELOLW\ IRU (VFDOHUD participants down the road.

98% 97% 96% 95% AltaMed

IPL

Promesa

to get acclimated to college in a less threatening ZD\ EHFDXVH RI WKH VPDOOHU VWXGHQW SRSXODWLRQV DQG Source 'DWD GHULYHG IURP WKH 1&/5 (VFDOHUD 3URJUDP $OXPQL Survey (N=109).

Source 'DWD SURYLGHG E\ SDUWLFLSDWLQJ (VFDOHUD $IÀOLDWHV DQG FDOFXODWLRQV SHUIRUPHG E\ 1&/5

more individualized attention from faculty. 7KH WZR UHVSRQVHV LQ WKH ´2WKHUµ FDWHJRU\ ZHUH GHÀQHG DV ´EHDXW\ VFKRRO µ ZKLFK FRXOG EH FRQVLGHUHG YRFDWLRQDO WHFKQLFDO VFKRRO

38 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

\HDU WKDQ WKRVH ZLWK RQO\ D KLJK VFKRRO GLSORPD 7KXV FROOHJH H[SHULHQFH LV D UHOLDEOH SUHGLFWRU RI

99%

99% Percentage

50%

$V HYLGHQFHG LQ )LJXUH QHDUO\ DOO RI WKH (VFDOHUD LQ FROOHJH FRQWLQXH WR EH HQUROOHG SDVW \HDU RQH

101%

LQ FRPPXQLW\ FROOHJH GHPRQVWUDWH WKDW RI WKH 60%

100% 99% 100%

$XWKRUV· FDOFXODWLRQV RI (GXFDWLRQDO $WWDLQPHQW GDWD LQ )LJXUH

E S C A LE R A

College/University (4-Year) Community College (2-Year) Vocational/ Technical Other Currently not Attending College

39

Conclusion This study found that Latino students have high

on graduating Latinos from college and ensuring

FRQQHFWLQJ WR FDUHHU SURIHVVLRQDOV $OVR WKH\

achieve greater parity for Latinos in professional

academic and career aspirations. They often need

employment at higher or advanced levels. The

DUH OHDUQLQJ PRUH DERXW ZRUN HQYLURQPHQWV DQG

RFFXSDWLRQV RQH PXVW XQGHUVWDQG ZKDW GULYHV WKH

VRFLDO VXSSRUW RXWVLGH RI WKH IDPLO\ V\VWHP VLQFH

H[SHFWDWLRQ WR WKLV SRLQW KDV EHHQ WR LQFUHDVH

DFTXLULQJ YDOXDEOH WUDQVIHUDEOH VNLOOV WKDW ZLOO

SRSXODWLRQ¡V GHFLVLRQ PDNLQJ 7KXV LI EXLOGLQJ

/DWLQR SDUHQW LQYROYHPHQW ZDV IRXQG WR EH SDVVLYH

high school graduation and college enrollment

follow them into the workforce.

D SLSHOLQH RI /DWLQR OHDGHUV LV DQ REMHFWLYH PRUH

7KH 1&/5 (VFDOHUD 3URJUDP KDV KHOSHG WR ÀOO WKLV

UDWHV IRU /DWLQRV 'DWD ZLWKLQ WKLV UHSRUW FOHDUO\

YRLG E\ SURYLGLQJ VXSSRUWV WR JXLGH \RXQJ /DWLQRV

demonstrate success in meeting these two

)LQDOO\ SUR[LPDO LQĂ XHQFHV SHUVRQDO H[SHULHQFHV

LQVSLUDWLRQDO ÀJXUHV LQ WKH FRUSRUDWH VHFWRU ZLWK

through high school and into college. This study

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DQG D GHVLUH IRU VRFLDO FKDQJH DUH NH\ YDULDEOHV WKDW

JUHDWHU IUHTXHQF\ DQG GHSWK $OVR FRPSDQLHV PD\

IRXQG WKDW WKH (VFDOHUD 3URJUDP JUDGXDWHV /DWLQRV

will only happen if enrollment in college leads to

GULYH /DWLQR FDUHHU DVSLUDWLRQV 7KHVH YDULDEOHV

ZDQW WR KLJKOLJKW WKHLU VRFLDO UHVSRQVLELOLW\ HIIRUWV

and enrolls them in postsecondary institutions

more Latino college graduates. The NCLR Escalera

VKRXOG EH WDNHQ LQWR DFFRXQW ZKHQ GHYHORSLQJ

WR DOLJQ ZLWK /DWLQRV¡ GHVLUH WR FUHDWH

at a much higher rate than the national average.

3URJUDP KDV RQO\ D OLPLWHG QXPEHU RI HOLJLEOH FROOHJH

DQG SXUVXLQJ FHUWDLQ ZRUNIRUFH REMHFWLYHV 7R

social change.

7KLV FDQ EH DWWULEXWHG LQ ODUJH SDUW WR LQWHQVLYH

graduates at this point given its relatively short

academic planning and preparation that helps

H[LVWHQFH $FFRUGLQJO\ SURYLGLQJ WKH QHFHVVDU\

to guide students through uncharted territory.

IROORZ XS DQG VXSSRUW WR (VFDOHUD DOXPQL LV FULWLFDO

This type of academic support has also set up

to achieving higher college graduation rates.

DQ DFFRXQWDELOLW\ VWUXFWXUH IRU PHHWLQJ KLJKHU DFDGHPLF DQG FDUHHU JRDOV WKDW PLJKW QRW H[LVW

)XUWKHUPRUH WKLV VWXG\ IRXQG WKDW (VFDOHUD

ZLWKLQ /DWLQR VWXGHQWV¡ OLPLWHG QHWZRUNV ,W LV

VWXGHQWV KDYH PRUH ZRUN H[SHULHQFH DQG FDUHHU

important to note that academic planning alone will

NQRZOHGJH WKDQ WKHLU QRQ (VFDOHUD FRXQWHUSDUWV

QRW HQVXUH WKDW VWXGHQWV DUH FROOHJH UHDG\ 5LJRURXV

:RUN H[SHULHQFH VSHFLĂ€FDOO\ LQ SURIHVVLRQDO

coursework and access to quality instruction also

RFFXSDWLRQV KHOSV \RXQJ SHRSOH LQFUHDVH WKHLU

SOD\ D VLJQLĂ€FDQW UROH LQ HQVXULQJ WKDW VWXGHQWV DUH

FDUHHU OLWHUDF\ ZKLFK LQ WXUQ OHDGV WR LQIRUPHG

SUHSDUHG IRU WKH H[SHFWDWLRQV RI FROOHJH

GHFLVLRQ PDNLQJ GRZQ WKH URDG 2QFH DJDLQ ZLWK OLPLWHG VRFLDO DQG SURIHVVLRQDO QHWZRUNV /DWLQR

We know that Escalera students enroll in

VWXGHQWV QHHG LQFUHDVHG H[SRVXUH WR FDUHHUV

postsecondary education at a high rate. We also

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know that Escalera students persist in college

is limited to the immediate family. Through

SDVW \HDU RQH DW D KLJK UDWH :KDW LV OHVV NQRZQ

LQWHUQVKLSV (VFDOHUD VWXGHQWV DUH DEOH WR LQFUHDVH

KRZHYHU LV LI WKH SURJUDP LV KDYLQJ DQ LPSDFW

WKHLU VRFLDO FDSLWDO DQG H[SDQG WKHLU QHWZRUNV E\

40 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

E S C A LE R A

QHHGV WR EH GRQH WR FRQQHFW \RXQJ /DWLQRV ZLWK

41

Recommendations 'HYHORSLQJ DQG LPSOHPHQWLQJ D TXDOLW\ DVVHVVPHQW

FLWHG VRFLRHFRQRPLF UHDVRQV VXFK DV SDUHQWLQJ

Students spoke of seeing corporate partners

rigorous college preparation coursework and

tool that assesses process outcomes across sites and

UHVSRQVLELOLWLHV DQG LQFUHDVHG ÀQDQFLDO EXUGHQV IRU

´RFFDVLRQDOO\µ DW PRFN LQWHUYLHZV FRPPXQLW\

quality instruction.

SURYLGHV VLWH OHYHO EHQFKPDUNV IRU SURJUDP GHOLYHU\

dropping out of college. An improved tracking system

HYHQWV DQG RWKHU (VFDOHUD HYHQWV (YHQ VR

Social support is critical in providing the roadmap

will help to improve consistency across sites. Quality

RI DOXPQL·V FXUUHQW VWDWXV DQG LQFUHDVHG VWDII FDSDFLW\

DFFRUGLQJ WR (VFDOHUD VWXGHQWV WKLV OLPLWHG

for Latino students to graduate from high school

DVVHVVPHQW WRROV VXFK DV WKH <RXWK 3URJUDP 4XDOLW\

WR FRQWLQXH PXFK QHHGHG FDVH PDQDJHPHQW DUH

engagement still had an impact on making

DQG HQUROO LQ FROOHJH +RZHYHU WR HQVXUH WKDW

$VVHVVPHQW <34$ WKH $IWHUVFKRRO 3URJUDP

QHFHVVDU\ DFURVV DOO VLWHV IRU EHWWHU XQGHUVWDQGLQJ WKH

WKHLU FDUHHU DVSLUDWLRQV UHOHYDQW 7R PD[LPL]H

WKH\ DUH FROOHJH UHDG\ FRQWLQXHG ZRUN KDV WR EH

$VVHVVPHQW 6\VWHP $3$6 DQG WKH 4XDOLW\

EDUULHUV WR FROOHJH VXFFHVV DQG LPSURYLQJ WKH FROOHJH

WKH H[SHULHQFH 1&/5 VKRXOG HQFRXUDJH

done to ensure that students are taking rigorous

$VVXUDQFH 6\VWHP 4$6 DUH DOO UHVHDUFK EDVHG

graduation rates for Escalera participants.

FRUSRUDWH SDUWQHUV WR EH PRUH DFWLYHO\ LQYROYHG

coursework and have access to quality instruction

DVVHVVPHQW WRROV WKDW FRXOG EH XVHG LQ DQDO\]LQJ WKH

in their schools. This may require that the Escalera

TXDOLW\ RI WKH 1&/5 (VFDOHUD 3URJUDP

3URJUDP UHFUXLW VWXGHQWV HDUOLHU LQ WKHLU KLJK

in implementing the Escalera $GGLWLRQDOO\ LQFUHDVHG VRFLDO VXSSRUW WKURXJK WKHLU

FXUULFXOXP 3HUKDSV WKH EHVW ZD\ WR

FROOHJH H[SHULHQFH PD\ EH QHFHVVDU\ WR LPSURYH

approach this is to pair up students

E S C A LE R A

Ensure that Latino students have access to

school careers and advise them earlier to ensure

Enhance the Escalera Replication Guide by

college persistence rates for Escalera alumni.

interested in corporate careers with a

that they are taking courses that will adequately

connecting curriculum to intended student

Colleges and universities have a range of support

mentor who can guide them through

prepare them for college coursework. This can also

outcomes.

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the process. This will assist the

EH DFFRPSOLVKHG WKURXJK SDUWQHUVKLS ZLWK WKH IHHGHU

NCLR should consider adding a curriculum to its

programs such as Student Support Services provide

(VFDOHUD VWXGHQW LQ EXLOGLQJ VRFLDO

schools from which the program recruits its students.

Escalera Replication Guide which connects lesson

RQH RQ RQH DFDGHPLF DGYLVHPHQW WXWRULQJ DQG

capital in the corporate world

plans to intended student outcomes. This will

VRFLDO VXSSRUW 2WKHU SURJUDPV VXFK DV WKH 0F1DLU

Provide more opportunities for students to develop

enhance communication from the national level

6FKRODUV 3URJUDP SURYLGH LQWHUQVKLSV DQG IXQGLQJ

Track Escalera alumni as they enter

leadership skills through team-based activities.

DERXW ZKDW DQ ´(VFDOHUD H[SHULHQFHµ VKRXOG EH DQG

WR SURPRWH UHVHDUFK RSSRUWXQLWLHV 0DQ\ VWXGHQWV

the workforce.

,I /DWLQR VWXGHQWV GR QRW KDYH DPSOH RSSRUWXQLWLHV

what tools an Escalera graduate will possess once

entering postsecondary education are unaware of

7R WUXO\ XQGHUVWDQG /DWLQR HFRQRPLF PRELOLW\ LW LV

WR ZRUN LQ JURXSV LQ WKHLU VFKRROV SURJUDPV OLNH

H[LWLQJ WKH SURJUDP ,W ZLOO DOVR SURYLGH FULWHULD DQG

WKHVH SURJUDPV .QRZOHGJH RI VXFK RSSRUWXQLWLHV

necessary to document the matriculation patterns

(VFDOHUD PD\ KDYH WR VWHS XS WR ÀOO WKLV YRLG

EHQFKPDUNV IRU VWXGHQWV WR FRPSOHWH DQ (GXFDWLRQ

SULRU WR HQWHULQJ FROOHJH DQG D QHZIRXQG DELOLW\

of Escalera alumni as they enter the workforce. As

7HDPZRUN DQG FROODERUDWLRQ DUH KDOOPDUNV RI WKH

'HYHORSPHQW 3ODQ RU ,QGLYLGXDO 6HUYLFH 3ODQ 7KLV

to navigate the system could greatly enhance a

WKH SURJUDP PDWXUHV OHDUQLQJ IURP (VFDOHUD DOXPQL

21 FHQWXU\ ZRUNSODFH &RQYHUVHO\ HDUO\ H[SRVXUH

curriculum could provide a model that will demonstrate

VWXGHQW·V OLNHOLKRRG RI VXFFHVV (VFDOHUD VWDII VKRXOG

DERXW WKH FDUHHUV WKH\ DUH FKRRVLQJ WKH HQWU\ OHYHO

WR WHDP EDVHG DFWLYLWLHV LV FULWLFDO WR HQVXULQJ WKDW

WKH YDOXH RI IRUPDOO\ PDNLQJ ZRUN H[SHULHQFH DFWLYLWLHV

increase efforts to teach students how to seek out

ZDJHV WKH\ DUH JDUQHULQJ DQG FRQQHFWLQJ WKHLU

/DWLQRV DUH FDUHHU UHDG\ )XUWKHUPRUH OHDGHUVKLS

VXFK DV LQWHUQVKLSV DQG QHWZRUNLQJ RSSRUWXQLWLHV SDUW

these support services at the college or university

FDUHHU DVSLUDWLRQV ZLWK FDUHHU FKRLFH ZLOO EH KHOSIXO

VNLOOV VXFK DV FULWLFDO WKLQNLQJ SUREOHP VROYLQJ

of formal academic preparation.

RI WKHLU FKRLFH 7KLV FRXOG DOVR EH SDUW RI WKH PDQ\

LQ JXLGLQJ IXWXUH SURJUDP GHFLVLRQV ,W ZLOO DOVR KHOS

FDPSXV YLVLWV WKDW WKH (VFDOHUD 3URJUDP SURYLGHV

WR EHWWHU DVVHVV LI WKH 1&/5 (VFDOHUD 3URJUDP LV

st

WHDPZRUN DQG FROODERUDWLRQ DUH DOO YDOXDEOH VNLOOV WKDW FDQ EH GHYHORSHG WKRXJK WHDP EDVHG DFWLYLWLHV

Provide ongoing support for Escalera alumni

FRQWULEXWLQJ WR JUHDWHU HFRQRPLF PRELOLW\ IRU /DWLQRV

through college.

Encourage consistent engagement from

Assess program quality in an intentional way.

3URJUDP OHYHO GDWD FROOHFWHG E\ $OWD0HG DQG ,3/

corporate partners.

The program is now at the level of maturity where

demonstrate a decline in college retention for the

Focus group data suggest that corporate

it is assessing quality in an intentional way.

cohorts preceding 2008. Students in the study

involvement in Escalera programming is episodic.

42 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

43

Endnotes 1DWLRQDO &RXQFLO RI /D 5D]D Labor Day 2008: A Snapshot of the Latino Workforce :DVKLQJWRQ '& 1&/5 8 6 %XUHDX RI /DERU 6WDWLVWLFV Charting the U.S. Labor Market in 2006 8 6 'HSDUWPHQW RI /DERU :DVKLQJWRQ '& KWWS ZZZ EOV JRY FSV ODERU DFFHVVHG 6HSWHPEHU 2009). 3 Labor Day 2008: A Snapshot of the Latino Workforce. 8 6 'HSDUWPHQW RI &RPPHUFH (FRQRPLFV DQG 6WDWLVWLFV $GPLQLVWUDWLRQ Educational Attainment in the United States: 2007 :DVKLQJWRQ '& 8 6 &HQVXV %XUHDX -DQXDU\ KWWS ZZZ FHQVXV JRY SURG SXEV S SGI DFFHVVHG 6HSWHPEHU $&7 ,QF $&7 3URÀOH 5HSRUW³1DWLRQDO *UDGXDWLQJ &ODVV 2009 ,RZD &LW\ ,RZD $&7 ,QF KWWS ZZZ DFW RUJ QHZV GDWD SGI 1DWLRQDO SGI DFFHVVHG 6HSWHPEHU &RQWLJR 5HVHDUFK 3ROLF\ 6WUDWHJ\ ´(VFDOHUD 3URJUDP $OXPQL 6XUYH\µ IRU 1&/5 XQSXEOLVKHG GDWD -R\FH / (SVWHLQ HW DO School, Family, and Community Partnerships: Your Handbook for Action 2nd edition (Thousand 2DNV &$ &RUZLQ 3UHVV 6HH DOVR ;LWDR )DQ DQG 0LFKDHO &KHQ ´3DUHQWDO ,QYROYHPHQW DQG 6WXGHQWV· $FDGHPLF $FKLHYHPHQW $ 0HWD $QDO\VLV Educational Psychology Review QR ² 1DWLRQDO 0LGGOH 6FKRRO $VVRFLDWLRQ This We Believe: Successful Schools for Young Adolescents :HVWHUYLOOH 2+ 106$ -R\FH / (SVWHLQ DQG 6WHYHQ % 6KHOGRQ ´3UHVHQW DQG $FFRXQWHG )RU ,PSURYLQJ 6WXGHQW $WWHQGDQFH WKURXJK )DPLO\ DQG &RPPXQLW\ ,QYROYHPHQW µ Journal of Educational Research QR ² 6WHYHQ % 6KHOGRQ ´3DUHQWDO ,QYROYHPHQW LQ (GXFDWLRQ µ LQ Encyclopedia of Education QG HGLWLRQ HG -DPHV : *XWKULH 1HZ <RUN 0F0LOODQ ² DQG )UDQFHV / 9DQ 9RRUKLV ´,QWHUDFWLYH +RPHZRUN LQ 0LGGOH 6FKRRO (IIHFWV RQ )DPLO\ ,QYROYHPHQW DQG 6FLHQFH $FKLHYHPHQW µ Journal of Educational Research QR ² (VFDOHUD 3URJUDP $OXPQL 6XUYH\ &RQWLJR 5HVHDUFK 3ROLF\ 6WUDWHJ\ IRFXV JURXS GDWD JDWKHUHG IRU WKH 1&/5 (VFDOHUD 3URJUDP ² (VFDOHUD 3URJUDP $OXPQL 6XUYH\

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11 Focus group data.

44 | Beyond the Classroom: Creating Pathways to College and Careers for Latino Youth

Raul Yzaguirre Building 1126 16th Street, NW Washington, DC 20036 www.nclr.org

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