The Johnson Foundation at Wingspread Briefing

Transcription

1 The Johnson Foundation at Wingspread Briefing Building Strategies That Improve Educational Outcomes for Hispanic and Latino Students Tuesday, September 20, :00 p.m. to 7:30 p.m. Presenters Arturo Martinez, Ph.D. Associate Dean, Pre-College and Bilingual Education Milwaukee Area Technical College Enrique E. Figueroa, Ph.D. Associate Professor and Director, Roberto Hernandez Center Assistant to the Provost for Latino Affairs University of Wisconsin-Milwaukee Luis Tony Baez, Ph.D. Executive Director, Council for the Spanish Speaking Milwaukee, Wisconsin Arturo Martinez Ph.D

2 Hispanic Access to Community College A Hispanic High School Dual Enrollment Pilot Project Much growth in the Hispanic college enrollment has been at community colleges according to the Pew Hispanic Center. The National Center for Education Statistics found that 42 percent or more of college students are underprepared at two-year institutions, and (about 50 percent of all firsttime community college students test as underprepared for the academic demands of college-level courses and programs and are advised to enroll in at least one developmental/remedial course While Hispanics continue to pursue a college credential at a community college, a high percent are also being required to enroll in a remedial developmental course before they enroll in a gatekeeper course that counts toward their degree program. Understanding this phenomena, the National League of United Latin American Citizens (LULAC) in collaboration with the Ford Foundation in May of 2010 asked local chapters to propose innovative models that can help Hispanic students not only graduate from high school, but to also make the transition into a post-secondary education. Arturo Martinez Ph.D

3 Building Strategies That Improve Educational Outcomes for Hispanic and Latino Students Building strategies to improve the educational outcomes for Hispanic and Latino Students requires educational institutions, state policy makers, stakeholders and the community as a whole to align its support, its resources and to take different approaches from traditional models. In my view, creating new strategies starts when we look at the data, from a qualitative perspective and begin to ask WHY those results are happening. This forces us to re-think of new strategies or new program initiatives that can produce greater results. In El Paso, Texas, the community college, the workforce board, the four year college, the community, and the local K-12 district all looked at the high number of high school students who were not transitioning into the community college, or its four year college. As a group it was decided to collaborate as a team to create change to improve the number of Hispanic students who can transition into a college setting. Arturo Martinez Ph.D

4 The LULAC, MPS, MATC-Dual Enrollment Program Strategies that can improve educational outcomes for Hispanic and Latino Students In Spring of 2011, MPS, MATC, and LULAC launched the Driving Dreams Through Education as a dual enrollment project to serve Hispanic high school students to earn 3 transferable college credits. A dual enrollment program allows high school students (juniors and seniors) to enroll in college course and earn college credits while still in high school. Dual enrollment programs are not new. California, Texas, Florida, and New York are among some of the states that have implemented dual enrollment programs providing high school students with an opportunity to enroll in courses at their local (usually community) college. In the past dual enrollment programs served typically high-achieving students seeking additional curricular opportunities during their senior year. Today dual enrollment programs can provide an opportunity for educators, researchers, and policymakers to view dual enrollment programs as educational strategies to broaden the range of students who can make the transition from high school to college. Arturo Martinez Ph.D

5 Seven Stages and Steps for implementing a dual enrollment program source: Dual Enrollment for High School Students Career Academy Support Network 1. Establishing Partnerships 2. Regulations 3. Choice of Dual Enrollment Courses 4. Course Logistics: Where, When, Who? 5. Supplemental Activities 6. Cost 7. Promoting and Sustaining Dual Enrollment Arturo Martinez Ph.D

6 Ford Motor Company Fund Driving Dreams Through Education The Partnership Structure National and local LULAC Milwaukee Public School South Division Driving Dreams Through Education Dual Enrollment Model MATC- Milwaukee Ford Foundation Arturo Martinez Ph.D

7 Regulations External Stakeholders Ford Motor Foundation National and local LULAC Local Community College High level administrative support President, Deans, Associate Deans Pre-College Division Office of Bilingual Education State FTE policy K-12 Local School District High Level Administration- Superintendent, Chief Academic Officer Local school district staff, school policies. Parents, Students Arturo Martinez Ph.D

8 The Design Choice of dual enrollment courses Spring 2010 Fall 2011 Spring 2012 Outcome 2 or 4 year college transfer courses Eng 201 Eng 202 Math Communication skills non-credit course 15 credits $1,700 Eng 151 Nongateway course Remedial Developmental no-program credit course Students started here Sociology Pyscalogy Eng 201 Eng 202 Communication skills non-credit course Sociology 9 credits $1,100 Arturo Martinez Ph.D

9 The First Semester outcomes Started with 12 students Two students dropped 10 students completed the course Grades 5 students got B+, 3 students got a B, 2 students got a C+ Students were recognized at the National LULAC Convention held June 29-July 2, Program was featured in the National LULAC magazine Two seniors who completed the program have enrolled in an institution of higher education. One at UWM, and one at MATC. Arturo Martinez Ph.D

10 Arturo Martinez Ph.D

11 Enrique E. Figueroa, Ph.D., Director, Roberto Hernandez Center and Assistant to Provost for Latino Affairs, University of Wisconsin, Milwaukee Building Strategies That Improve Educational Outcomes for Hispanic and Latino Students Presented at The Johnson Foundation at Wingspread September 20, 2011 Racine, WI

12 Source: 2009 American Community Survey US Latinos Education*, 09 --Less than 9 th grade = 6.1 Million --9 th 12 th grade = HS Graduate = Some College = College graduate = 3.3 *--Hispanics 25-yrs. or older TOTAL = 26.1

13 Source: 2009 American Community Survey US Latinos Education*, 09 --Less than 9 th grade = 23.5% [3.0]** --9 th 12 th grade = 15.5% [6.6] --HS Graduate = 26.0% [29.3] --Some College = 22.2% [30.0] --College graduate = 12.7% [31.1] *--Hispanics 25-yrs, or older **--Percentages for Whites, non-hispanic

14 *--Enrolled in COLLEGES, ages 18 to 24 Source: 2009 American Community Survey US Latinos Education*, 09 --Latinos = 1.6 million [0.9 in `00] --Native-born = 1.3 [0.7] --Foreign-born = 0.3 [0.2] --Whites, non-hispanic = 8.4 [6.3 in `00] --Blacks, non-hispanic = 1.6 [1.0 in `00] --Asian, non-hispanic = 0.8 [0.6 in `00] --Other, non-hispanic = 0.4 [0.3 in `00] --TOTAL = 12.7 [9.2 in `00]

15 *--Enrolled in COLLEGES, ages 25 & OLDER Source: 2009 American Community Survey US Latinos Education*, 09 --Latinos = 1.1 million [0.9 in `00] --Native-born = 0.7 [0.5] --Foreign-born = 0.4 [0.4] --Whites, non-hispanic = 5.7 [5.2 in `00] --Blacks, non-hispanic = 1.6 [1.2 in `00] --Asian, non-hispanic = 0.7 [0.6 in `00] --Other, non-hispanic = 0.3 [0.3 in `00] --TOTAL = 9.4 [8.2 in `00]

16 US Latinos Education*, 10 --Asians = 62% --Whites = 43% --Blacks = 38% --Latinos = 32% *--Percent Enrolled in College, ages 18 to 24 Source: Pew Hispanic Center, August, 2011

17 US Latinos Education, 10 High School Completion Rate for 18 to 24 yrs. olds Latinos: = 59% = 72% Source: Pew Hispanic Center, August, 2011

18 US Latinos Education*, 10 --Asians = 78% --Whites = 73% --Blacks = 63% --Latinos = 54% *--Of All Attending College, Percent Enrolled in four-year Colleges, ages 18 to 24 Source: Pew Hispanic Center, August, 2011

19 Median Household Income, 10 --Asians = $64,308 --Whites = $54,620 --Blacks = $32,068 --Latinos = $37,379 Source: New York Times, September, 15,2011

20 US Latinos Education??? --Latinos represent 21.1% of all 5- to-17-yrs.-olds in our country, what s their future like? --What s the country s future like if current Latino college enrollment continues into the future?

21 US Latinos Education??? --For the 10.2 million adult Latinos in our country that have less than a high school education, what s their future like? --What s the country s current adult education capabilities?

22 US Latinos Education??? --About 12.7% of Latinos 25-yrs. and older have a college degree, whereas 31,1% of non-hispanic Whites do how difficult is it and how long will it take to get the Latino rate on par with non- Hispanic Whites?

23 Johnson Foundation at Wingspread Building Strategies That Improve Educational Outcomes for Hispanic and Latino Students

24 The Role of Parents and the Community to Improve Access to Higher Education by Latino Students Presenter: Luis Tony Baez, PhD

25 Why are we concerned? The evidence regarding our children in the schools of U.S. is not very good We have not reach equity with others in society, the schools, and the democracy We want our children to be an integral part of society, its economy, institutions, and policy makers We continue to be in the pursuit of the good life

26 How Parents and Families can Support Better Educational Results Advocacy: Organize organize organize in schools, in the community, on the job, and at the local, state and national level Cause learning institutions (schools, community colleges, universities and community-based centers) to respond to our concerns and expectations Cause policy-makers to respond with enlightened educational supportive policies and resources Cause government and the private sector to produce sustainable jobs

27 Cultural Character Building [In successful schools, it has been found that good academics are not enough to prepare youth to go to college, unless parents, families and schools built character and persistence] Character is as important as intellect Moral Character: integrity, fairness, and humanity Performance Character: grid; effort; perseverance; self-control; optimism; curiosity. Social Character: social intelligence, inclusion, tolerance, diversity, social justice. Build appreciation for language and bilingualism

28 Wrap Around Activities Support and involvement in during-the-day and after school programs Securing health related support activities and understanding of healthy environment Insisting in true Counseling (not only scheduling and prep for test) and psychological services Community service and internships (schools/colleges) Wrap around programs and services by parents and community Increase presentations by community agencies in schools and colleges other

29 After School Programs Group Studying during the day and after school programs Insist on both academic and character learning activities in after school programs Travel parents need to support, promote, attend after school and summer trips After school programs cannot be supplementary job programs for staff

30 Scholarships and Financial Support Parents & Community should be involved in scholarship development, especially for undocumented children Parents & Community must be watchful of financial aid policies and the outrageous costs of postsecondary public and private education Parents & Community should organize and/or participate in efforts to stop increases in the cost of education

31 Community Sustainability & Jobs Poverty is at the center of poor performance in education and poor health in our communities Government/private sector must produce jobs that support & keep families healthy Huge Disparities in wage earning and health are not acceptable Run down and poor neighborhoods: Not Acceptable

32 Organizational Infrastructure Parents/Community must belong to community-based organizations working for schooling improvements Our communities must return to the once sociedades mutualistas Develop organizations that target particular educational programs Force institutions to attain equity through formal complaints and litigation The End