Tu Futuro, which means “your future,” is encouraging Latino students in Indianapolis to aim high, reports the Indianapolis Star.
Paola Padilla didn’t think (college) … was possible for someone like her.
For one, she is an undocumented immigrant. Also, no one in her family has a college degree.
But after graduating from Southport High School earlier this year, the 19-year-old is taking community college classes and hopes to later transfer to a university. She wants to pursue a career in accounting or in the medical field.
Tu Futuro, developed by La Plaza Inc., visits more than 20 high schools to discuss career goals, scholarship opportunities and how to pursue a college education. Tabitha Truax, a program coordinator, helped Padilla apply for scholarships and tour the University of Indianapolis. Truax helped her “get motivated,” she says.
Padilla qualified for a work permit through Deferred Action, a new federal program.
Born in Mexico, Padilla moved with her family to Indiana when she was 7. Her mother and two older siblings didn’t finish high school. Her father studied briefly to become an electrician.
Now, she juggles full-time school work with a 20- to 30-hour-a-week job at McDonald’s while also going through a nursing assistant program at RESQ, a medical training organization in Indianapolis.
. . . With the help of Tu Futuro, Padilla received a couple of scholarships that helped pay for her first semester at Ivy Tech Community College. But because she is not an Indiana resident, she pays out-of-state fees. Padilla said that amounts to $4,000 a semester.
Already struggling to pay for Ivy Tech, Padilla hopes to transfer to Indiana University – Purdue University Indianapolis, which costs $12,000 semester. “I want to be someone in life.”
Colleges and universities will compete for fewer white, affluent students, according to demographic projections. That could drive some tuition-dependent private colleges out of business.
The number of black students is declining too, while the number of Latino and Asian-American students will increase significantly in the next decade. “The nation’s already seeing a sharp rise in first-generation and low-income graduates, reports the Chronicle of Higher Ed.
Some colleges and universities have stepped up recruiting of first-generation students, but most apply to low-cost community colleges.
The number of high-school graduates is projected to drop sharply in several Midwestern and Northeastern states.
Who Will Reach College Age in the Next 14 Years? shows demographic changes, interactively, down to the county level.
Nationally, the number of college-age whites will decline by 14.8 percent and blacks by 8.9 percent over the next 14 years, while college-age Latinos will rise by 13.7 percent and Asians by 14.6 percent.
The Postsecondary Success Collaborative has released its Asset Map, which helped raise college enrollment and persistence rates by more than 30 percent among African American and Latino students.
High schools in Miami, Philadelphia and San Francisco used the tool to evaluate students’ needs and the school and community resources available to help them succeed in college.
“There are too many well-meaning programs and services trying to get students into college that work in isolation and lack expertise in certain areas or require additional funding,” says Rochelle Nichols-Solomon, Director, Postsecondary Success at FHI 360. “Asset mapping identifies these programs and services, highlights where they are succeeding and exposes gaps where students need more support. Schools then work strategically with education, business, government and community sectors to help more students to access, and succeed in higher education.”
According to a report based on an independent five-year evaluation, ”the asset mapping tool not only helped raise college enrollment rates, but also helped raise college persistence rates by 32 percent for African American and Latino students in schools that had particularly strong leadership and commitment to PSC.”
Forty-six percent of Latinos who graduated from high-scoring public high schools enrolled in a community college, according to a USC study. That compares to 23 percent of their black classmates, 19 percent of Asians and 27 percent of white students. White and Asian students are much more likely to enroll at a four-year university.
Graduation rates are much lower for students who start at community colleges.
Table 1. College-Attendance Rates of California High School Graduates by Public Higher Education System and Race/Ethnicity, 2010
Community College Attendance Rate
CSU Attendance Rate
UC Attendance Rate
South Pasadena is known for excellent public schools. Of South Pasadena High’s 2010 Latino graduates, 71 percent went straight to community college, reports KPCC. Only about a third of the school’s white and Asian graduates that year attended community college.
“Perhaps certain kinds of college pathways are promoted for different types of students,” said George Washington University education researcher Lindsey Malcom-Piqueux, who authored the study. “We know that tracking is real. We know that differential expectations for academic performance based on things like race and class are real.”
Lower-income students are more likely to choose to a low-cost community college, especially if their parents don’t understand financial aid options.
From Colorado: For low-income students, getting into college is only half the battle. Graduating is a challenge.
While whites are skeptical about a college degree’s value, Latinos and blacks believe higher education is essential, writes Ronald Brownstein. The divergence shows up in a new College Board/National Journal Next America Poll.
Jason Parkinson, a 29-year-old electrician from Cleveland, doesn’t consider it much of a handicap that he never obtained a four-year college degree after high school. “It doesn’t do any good anymore,” he says. “You get a four-year degree, you work at a fast-food restaurant. You can go to trades and manufacturing…. I’m not big on going to college for a career that might not even be there in 10 years.”
Jose Stathas, a 47-year-old assistant to the owner at a pottery company in Buena Park, Calif., didn’t finish college either, but he believes he would be better off if he had. “I don’t have a four-year degree, and I’ve learned the hard way that it can affect how much you make,” he says. “It gives you opportunities to get jobs in the competitive marketplace we have now.”
Parkinson is white. Stathas is Hispanic.
“While minorities worry more than whites about affording the cost of higher education, they are more likely to see a payoff from the investment,” writes Brownstein.
Most Latinos, blacks and Asian-Americans said “young people today need a four-year college degree in order to be successful.” Slightly fewer than half of whites agreed.
Minorities were also far more likely than whites to say the economy would benefit if the United States meets President Obama’s goal of increasing by half the share of Americans with postsecondary degrees through 2020. “The higher the education mark, the more competitive we’re going to be in the world economy,” Stathas said. “There’s a lot of talk of the rise and fall of the U.S. Unless we step it up a notch, there are going to be parts of the world that eat our lunch.”
Minorities are more likely than whites to support spending more to improve the availability and affordability of higher education. ”Whites and Asians were far more likely than Hispanics and African-Americans to argue that the best way to control mounting student-loan debt is for colleges to hold down costs, rather than for government to provide greater financial assistance,” Brownstein reports.
California Latinos are completing high school and enrolling in college in record numbers, but college graduation rates remain low, according to a new report, The State of Latinos in Higher Education in California.
Expectations are high: 83 percent of Latino parents want their children to earn at least a bachelor’s degree. But only 11 percent of Latino adults have earned a bachelor’s degree or higher compared to 39 percent of whites.
Latinos are expected to reach majority status in California by 2050, notes the Campaign for College Opportunity, which produced the report. “The math is clear,” said Michele Siqueiros, executive director of the Campaign. “If the California economy is to have the college-educated workforce it needs, we must find ways to significantly improve college completion rates among Latinos.”
“The good news is that this report confirms the incredible willingness and desire among Latino youth to go to college,” said Siqueiros. “Enrollment is high and growing. But too few Latino college students are completing a certificate or college degree. We are falling into a pattern of improved college access, without success.”
Compared to their white and Asian-American classmates, Latinos are less likely to enroll in a selective college or four-year university. They’re also less likely to enroll full-time and much less likely to earn a credential.
Seventy percent of first-time Latino college-goers in the state enrolled at a community college in 2012. Of degree-seeking Latinos who complete six units and attempt an English or math course, 40 percent earn a certificate or associate degree or transfer within six years, estimates a scorecard created by the California Community Colleges. That includes nearly 65 percent of “prepared” Latinos and 35 percent of “unprepared” Latinos. However, only 20 percent Latinos earned a credential or transferred, according to the Campaign’s 2010 study. Researchers looked at students who’d earned six units, regardless of math or English attempts.
To close the college gap, the Campaign for College Opportunity recommends creating a statewide higher education plan with benchmarks for increasing Latino enrollment and completion rates, and for decreasing time spent in remedial education. “We’ve looked at Texas, which is very aggressive at articulating goals, college by college,” said Siqueiros in an online press conference.
Fund colleges for both enrollment and success — Establish a new funding mechanism that creates incentives for increasing graduation and completion rates.
Get everyone on the same page — Improve coordination between high schools and colleges on college preparation and assessment.
Invest in services students need to succeed — Prioritize resources that support student success and completion, including orientation, counseling and services to close information gaps for low-income, first-generation Latino students.
Strengthen financial support options for students — Ensure that all eligible students apply and receive federal and California student aid for which they qualify.
“Access is not enough,” said Siqueiros.
Leticia Sanchez hopes to qualify for a high-tech job so her farmworker mother can retire, reports NPR in Out Of The Fields And Into Computer Science Classes. Sanchez grew up in California’s Salinas Valley, the “Salad Bowl of the World.”
She signed up for CSIT-In-3, a three-year bachelor’s degree program in computer science and information technology. California State University, Monterey Bay, and Hartnell Community College created the for young adults in the Salinas Valley who don’t fit the traditional profile of a programmer.
Most of the students are Latino and about one-third are women. To boost the success rate, CSIT-In-3 designs each student’s schedule, says co-director Sathya Narayanan. ”In the beginning of the semester, they will be told what classes they are going to be in. You focus on your academics. You focus on studying.”
Splitting classes between the community college and a four-year school — and finishing in three years — keeps the cost of the degree under $12,000. Most students receive full scholarships.
Without that financial help, 18-year-old Mateo Sixtos would have to continue working in the fields while going to school, and that would make finishing in three years unlikely.
“Agriculture is a hard thing,” Sixtos says. “It’s 10 hours every day under the sun, and it’s very difficult because your back is hurting all day.”
Students must maintain a B average. ”It’s not enough that the students graduate,” co-director Joe Welch says. “It’s a success if they graduate, and Google is standing at the doors.”
The youngest and fastest growing population group in the U.S., Latinos now account for more than 20 percent of K-12 students. However, in 2012, 21.3 percent of Latino adults had earned an associate degree or higher compared to 40.1 percent of all adults. Excelencia in Education‘s national initiative, Ensuring America’s Future by Increasing Latino College Completion, is focusing on community colleges, because that’s where most Latinos start — and end — their pursuit of higher education.
In a new report, “Supporting Latino Community College Students: An Investment in Our Economic Future, Excelencia and Single Stop USA describe how innovative community colleges are changing financial aid and studentservices to help low-income students — including many Latinos — stay in college.
. . . many Latino students are the first in their family to attend college and make choices to contain costs by enrolling at community colleges, attending part-time, and working more than 20 hours per week while enrolled. Unfortunately, data show all these practical choices by students hinder their college completion.
Too few Latino students know there are resources available to assist with college costs. They are also less likely to access financial resources like tax credits, food assistance, and public health insurance that can enable them to maintain a stable family budget while enrolled. Single Stop USA and its community college partners connect thousands of students to millions of dollars in existing benefits and services that immediately reduce the financial strain faced by Latino students.
Single Stop sites at 17 community colleges help students file their taxes, apply for government benefits, and receive financial and legal counseling. Thirty-eight percent of students served in 2012 were Latino.
The report recommends:
Federal policy makers can utilize Higher Education Act reauthorization to incentivize colleges to implement student services that are well aligned with retention, completion and employment outcomes, such as the models being developed by Single Stop.
Complement investments in financial aid by providing student support services that address multiple barriers that can thwart Latino student completion.
Improve targeting of information regarding financial aid by intentionally developing dissemination strategies that will more effectively reach Latino, low-income and other post-traditional students.
Address antiquated eligibility rules that disqualify needy students from receiving aid that can help them complete college and attain self-sufficiency.
“America’s future economic success is deeply connected to Latino college completion,” says Eduardo J. Padrón, president of Miami Dade College, which is working with Single Stop.
California community colleges could add courses in short summer and winter sessions — if students pay more, reports the San Francisco Chronicle. A bill that passed the Assembly this week would let colleges charge non-resident rates — $200 per unit — for new classes instead of the usual fee of $46 per unit.
Students who pay more for a high-demand class would free up spaces for other students during the regular semester, Assemblyman Das Williams, D-Santa Barbara, said. ”We must recognize the reality that the existing system is not meeting students’ needs,” he said.
The Faculty Association of California Community Colleges and several community college districts opposed the bill, saying it’s unfair to low-income students.
“If you fear a two-tiered system, I’ve got to wake you up: It’s already here,” Williams said. “There’s one tier that can get in and one tier that is locked out.”
After years of cutbacks, two-thirds of community colleges are offering more courses this summer, according to the chancellor’s office. Last summer, enrollment and course offerings hit the lowest level in 15 years, but the passage of a state sales tax increase provided an extra $210 million to community colleges.
In recent years, the state’s community colleges have been hit by $1.5 billion in funding cuts and turned away 600,000 students, according to a report published in March.
The shortage of community college seats “could keep 2.5 million Californians out of the system over the next 10 years,” reports KPBS. Latinos, who are the most likely to attend community colleges, will be hit hard, said Deborah Santiago, who heads research for Excelencia in Education. “Community colleges are, from a sticker price perspective, more affordable and, because they are in the communities where these students live, therefore accessible,” she said.
The study measured students’ performance on the California Standards Test as high school juniors against their first year community college performance in four areas: the portion of the classes they took that transferable to the California State University system; the portion of remedial classes taken; and their grades in both types. In dramatically unsurprising findings. . . the authors found that students with the best scores on the CST had higher grades their first year in community college and were enrolled in fewer remedial classes.
One finding was surprising: “Regardless of their academic achievements in high school, Asian and white students consistently enroll in more transferable courses than their Latino and black counterparts do,” the study found. Whites and Asians in the bottom 25% of CST performance enroll in more transferable courses that blacks and Hispanics in the top 25%.
Latinos and blacks may have attended high schools with lower academic standards, start with less “college knowledge” and be sidelined by placement tests with cultural biases, Michal Kurlaender, an associate professor at the University of California at Davis’s School of Education, told Inside Higher Ed.