ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Latina/o Students Baccalaureate Attainment: A Focus on Retention
Author: Oseguera, Leticia
Date: 2008-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Undergraduate Students,Educational Attainment,Bachelors Degrees,Academic Persistence,School Holding Power,Educational Practices,Literature Reviews,Definitions,College Admission,Admission Criteria,Ethnicity,Identification (Psychology),Inclusion,Citizen Participation,Student Financial Aid,Student Personnel Services,Migrant Programs,Access to Education

The growth in the Latina/o population has increased their representation in postsecondary institutions. Yet, merely 10 percent of all Hispanic Americans ages 24-64 currently graduate from four-year institutions [National Center for Education Statistics (1998) quoted in President's Advisory Commission, 2003; Solórzano &amp; Yosso, 2000]. Notwithstanding years of retention efforts, graduation rates of Latinas/os remain alarmingly low and Latinas/os remain among the least likely racial/ethnic groups to complete their bachelor's degrees (Astin &amp; Oseguera, 2003; Berkner, He, &amp; Cattaldi, 2002; Fry, 2002). The purpose of this review is threefold. First, we go beyond traditional theory and highlight those scholars who shed new information on retention for Latina/o students. Second, we summarize factors that affect Latina/o students in particular. Third, promising practices for effectively retaining Latina/o students at two- and four-year higher education institutions are highlighted. [This Scholarly Paper was commissioned for the 3rd Annual Conference of the American Association of Hispanics in Higher Education, 2008.]
Los Caminos: Latino/a Youth Forging Pathways in Pursuit of Higher Education
Author: Irizarry, Jason G.
Date: 2011-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Higher Education,Disproportionate Representation,Longitudinal Studies,Ethnography,Critical Theory,Access to Education,Magnet Schools,Teacher Expectations of Students,Minority Group Teachers,Role Models,College Readiness,Student Attitudes

The underrepresentation of Latino/a students in postsecondary education has received considerable attention in the research literature as well as national policy forums. Improving access to higher education for Latinos/as is predicated on increasing the pool of Latino/a high school graduates that are prepared to meet the rigors of college. This report draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this report provides insights into the distinct pathways--or caminos--taken by students in their pursuit of college, highlighting the support structures that Latino/a youth identify as necessary for increasing Latino/a participation in higher education [This Scholarly Paper was commissioned for the 6th Annual Conference of the American Association of Hispanics in Higher Education, 2011.]
Latino Males: Improving College Access and Degree Completion--A New National Imperative. PERSPECTIVAS: Issues in Higher Education Policy and Practice. Issue No. 1, Spring 2012
Author: Sáenz, Victor B.
Date: 2012-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Postsecondary Education,College Students,High School Graduates,Access to Education,Disproportionate Representation,Males,Higher Education,Barriers,Graduation Rate,Educational Attainment,Gender Differences,College Graduates,Case Studies,Peer Influence,Family Influence,Masculinity,Cultural Influences,Success,Outreach Programs,Partnerships in Education

The educational future for Latino male students is in a state of crisis, a trend that has been especially evident at the secondary and postsecondary levels in recent years. The question of why Latino males are struggling to succeed in America's colleges is complex, and this brief explores some key factors that may be perpetuating this trend at two- and four-year institutions. Specifically, it highlights key findings from the authors' most recent research to inform how institutions can reshape their campus and academic life programming, as well as retool their efforts in outreach and education. A review of promising institutional practices is also provided.
Closing the Latino/a Transfer Gap: Creating Pathways to the Baccalaureate. PERSPECTIVAS: Issues in Higher Education Policy and Practice. Issue No. 2, Spring 2013
Author: Núñez, Anne-Marie
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Postsecondary Education,College Students,Access to Education,Disproportionate Representation,Higher Education,Barriers,Peer Influence,Family Influence,Cultural Influences,Success,Outreach Programs,Partnerships in Education,College Transfer Students,Community Colleges,Ethnic Groups,Racial Differences,College Role,White Students,African American Students,Asian American Students,Transitional Programs,Communities of Practice,Student Research,Developmental Studies Programs,School Culture,Educational Finance,Financial Support,Federal Government,Government Role,Student Financial Aid

Latinos are far more likely to begin postsecondary education in community colleges, and in fact roughly 51% are concentrated in this sector. Yet it is well documented that few manage to successfully complete the transition from a two- to a four-year college or university, making transfer the key leakage point in the pathway to the baccalaureate. In fact, Latino and Black students transfer at lower rates than White students. Consequently, closing the transfer gap has become one of the most important policy issues in higher education. This policy brief addresses how to build the capacity of community colleges to foster Latino student transfer to four-year colleges and universities. [For Issue No. 1, see ED571015.]
Mexican Americans' Educational Barriers and Progress: Is the Magic Key within Reach? PERSPECTIVAS: Issues in Higher Education Policy and Practice. Issue No. 5, Spring 2016
Author: Zambrana, Ruth Enid
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Mexican Americans,Hispanic American Students,Barriers,Equal Education,Social Bias,Ethnic Stereotypes,Educational Attainment,Educational History,Cultural Capital,Family Role,Socioeconomic Status,Social Capital,Educational Quality,High Schools,School Role,Elementary Secondary Education,Disproportionate Representation,Paying for College,Males,Gender Differences,Educational Policy,Postsecondary Education,Higher Education

This policy brief is based on the edited book &quot;The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond&quot; (Zambrana &amp; Hurtado, 2015a), which focuses on the experiences of Mexican Americans in education. Drawing from an interdisciplinary corpus of work, the authors move beyond the rhetoric of progress and engage intersectional analytic frameworks. They explore how historical events and consequent practices and policies depleted the accumulation of human capital and contributed to disinvestments in Mexican American communities. New findings are introduced that create more dynamic views of--and new thinking about--Mexican American educational trajectories. The authors also proffer strategies of resistance that Mexican Americans employ to overcome pernicious stereotypes and prejudicial barriers to educational achievement. Overall this brief seeks to improve the understanding of structural inequality in educational pathways for Mexican Americans; challenge the deficit model approach as an explanatory research paradigm; and call for ways to institutionalize effective educational policies and practices. [For Issue No. 4, see ED571018.]
Design Principles for Equity and Excellence at Hispanic-Serving Institutions. PERSPECTIVAS: Issues in Higher Education Policy and Practice. Issue No. 4, Spring 2015
Author: Malcom-Piqueux, Lindsey E.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Equal Education,Educational Quality,Educational Practices,Higher Education,School Culture,Design,Institutional Mission,Administrator Role,Teacher Role,Evaluation,Leadership Responsibility

Hispanic-Serving Institutions (HSIs) shoulder unique responsibilities, including the education of post-traditional student populations, while facing distinct resource-related challenges. Any efforts to assess the performance of HSIs must be done with these facts in mind. This brief offers design principles for equity and excellence at HSIs that can be used to assess the extent to which these institutions are truly serving Latino/a students. These design principles, along with the tools offered to enact them, draw upon the work of the Center for Urban Education (CUE), particularly the Equity Scorecard[TM] and the STEM Toolkit. The aim of this brief is to help make the &quot;Hispanic-Serving&quot; designation more meaningful to students and their families, higher education practitioners, institutional leaders, and policymakers, and to inform ongoing dialogue on what it means to be authentically Hispanic-Serving. [For Issue No. 3, see ED571020.]
Examining a Rupture in the Latina/o College Pipeline: Developmental Education in California Community Colleges. PERSPECTIVAS: Issues in Higher Education Policy and Practice. Issue No. 3, Spring 2014
Author: Acevedo-Gil, Nancy
Date: 2014-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Community Colleges,Two Year College Students,Developmental Studies Programs,Barriers,Elementary Secondary Education,Educational Policy,Student Placement,Statistical Analysis

This policy brief highlights the trajectories of Latina/o students who test into developmental coursework at California community colleges and brings attention to the obstacles created by these courses. The authors use quantitative data from the Basic Skills Progress Cohort Tracking Tool (Progress Tracker) from the California Community Colleges Chancellor's Office. Placement, course attempts, and course success numbers for Latinas/os are examined. Based on the findings, the authors offer suggestions for improving Latinas/os' developmental education completion rates. The brief is divided into the following sections: (1) Status of Latinas/os in the K-16 Educational Pipeline; (2) Status of Latinas/os in Community Colleges; (3) Status of Developmental Education in Community Colleges Nationwide; (4) Limitations of Developmental Education: Obstacles Created by Assessment Procedures and Coursework; (5) Student Trajectories: Status of Latinas/os in Developmental Course Sequences; (6) Promising Practices; (7) Ongoing State-Level Developmental Education Policies; and (8) Recommendations for Future Practice, Policy, and Research. [For Issue No. 2, see ED571016. Note: Reference count reflects the number of selected citations provided on the attached policy brief. A complete list of references may be accessed online at: http://education.utsa.edu/crpe/perspectivas.]
A Better Start: Why Classroom Diversity Matters in Early Education
Author: Reid, Jeanne L.
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Education,Student Diversity,Racial Composition,Ethnic Groups,Racial Differences,Socioeconomic Influences,Enrollment Trends,Educational Quality,Equal Education,Demography,Access to Education,Educational Research,Peer Influence,Diversity (Faculty)

The field of early childhood education is experiencing unprecedented public investment accompanied by increasing expectations for enhanced child outcomes. To achieve such outcomes, policymakers must consider the socioeconomic and racial/ethnic composition of children's classrooms as an important component of preschool quality. This report presents the results of a review and analysis of demographic data, current research, and position statements of national early childhood organizations, emphasizing the following findings. The demographic data reveal troubling racial/ethnic and economic disparities in preschool enrollment and in the quality of preschool that children experience, which beckon policy changes to provide all families with access to affordable, high-quality preschool options. Among families who do enroll, most children attend classrooms that are homogeneous in family income, and often in race/ethnicity as well. The authors argue that quality and equity are inextricably linked, that programs that are segregated by race/ethnicity and income are rarely of equal quality, and that efforts to make early childhood investments sustainable must take this into account. The following recommendations are offered: (1) Build Public and Professional Knowledge; (2) Increase Funding; (3) Consider Location and Subsidize Transportation; (4) Strengthen Professional Development; and (5) Support Enrollment and Engagement. [Additional support in the writing of the report was provided by Michael Hilton and Halley Potter.]
Authorizer Shopping: Lessons from Experience and Ideas for the Future
Author: Boast, Lyria
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Quality,Accountability,Guidelines,School Closing,Low Achievement,Power Structure,School Turnaround,Virtual Classrooms,Networks,Cooperation,Reputation,State Legislation

As charter school authorizers and states have increased performance expectations and grown less hesitant to close failing schools, &quot;authorizer shopping&quot; has emerged as a growing threat to overall charter school quality. Authorizer shopping happens when a charter school chooses or changes its authorizer specifically to avoid accountability. A low-performing school may shop for a new authorizer to avoid closure, or reopen under a new authorizer after closure. This report considers five examples of authorizer shopping in action and provides specific guidance to authorizers, policymakers, and advocates to address authorizer shopping. The following are appended: (1) Example 1: &quot;Recycling--When Is a New School Really New?&quot;; (2) Example 2: &quot;Shopping or Finding the Best Fit?&quot;; (3) Example 3: &quot;Authorizer Shopping in a Virtual World&quot;; (4) Example 4: &quot;Unintended Consequences of Increased Accountability&quot;; (5) Example 5: &quot;Many Authorizers, Little Consistency&quot;; and (6) Appendix Endnotes.
Authorizers Are Not Monolithic on School Discipline: How Charter School Authorizers Differ in School Discipline Engagement
Author: Rausch, M. K.
Date: 2016-08-00
Type: Reports - Research
Subjects: Charter Schools,Discipline,School Administration,Surveys,Multivariate Analysis,Differences,Methods

In theory, authorizers play an important role in decisions regarding charter schools and student discipline, as they are the bodies responsible for protecting the public interest, while balancing school autonomy and accountability. Within public education, a rigorous debate is occurring about student discipline practices, particularly suspensions and expulsions. The practices of charter schools are part of this debate, yet little is known about what is currently happening on the ground. Are they too heavy handed, or are they currently not doing enough? As the nation's only organization that collects data on authorizers' practices and perspectives the National Association of Charter School Authorizers (NACSA) is tracking this debate and authorizers' practices closely. This year, for the first time, NACSA's annual survey of charter school authorizers included questions related to how authorizers view their role when it comes to student discipline, and what, if anything, they are doing in their day-to-day work. This report further examines NACSA's recently released data on authorizer perspectives and practices on school discipline. While the big picture information demonstrated a range of approaches and perspectives, inspection of the data within each authorizer's individual responses appeared to reveal some patterns. The analysis found that all authorizers do not approach school discipline in the same way. There appears to be two distinct groups of authorizers: one group--termed the Monitor &amp; Report group--uses a range of monitoring, collecting, and discipline reporting practices more frequently compared to the other group--termed the Hands Off group--comprised of authorizers that are much less likely to use those same practices. Analysis of the two groups found: (1) When it comes to school discipline, the vast majority of authorizers are using transparency-based practices; (2) A smaller group of authorizers are not actively monitoring and overseeing the school discipline practices of their schools; (3) Currently, most authorizers are not heavy-handed in their approach to student discipline; and (4) There is no clear link between the size, type or number of schools an authorizer manages and its student discipline practices. Appended are: (1) Study Method Description; and (2) School Discipline Survey Questions.
Affirming Equal Opportunity and Access in the University of California so California Prospers. Higher Education Policy Brief
Author: Valliani, Nadia
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Educational Policy,State Universities,College Admission,Admission Criteria,Data Analysis,School Statistics,Affirmative Action,Program Termination,Policy Analysis,Enrollment Rate,Disproportionate Representation,Eligibility,Racial Distribution,African American Students,Hispanic American Students,Declining Enrollment,Change Strategies,State Legislation

In 1996, California voters approved Proposition 209--a ban on the consideration of race in the college admissions process at public universities. This policy brief examines the effects of Proposition 209 at the University of California system by analyzing twenty years' of application, admission, and enrollment data. The brief concludes that in addition to insufficient state funding, the ban on affirmative action has significantly contributed to lower admissions and enrollment rates for underrepresented minority students at selective UC campuses and calls for modification of Prop 209 to improve access to UC. [Contributions to this report were provided by Michele Siqueiros.]
Keeping the Promise: Going the Distance on Transfer Reform
Author: Shorette, Rob
Date: 2016-03-00
Type: Reports - Research
Subjects: College Transfer Students,Transfer Policy,Transfer Programs,Transfer Rates (College),State Legislation,State Policy,State Universities,Community Colleges,Associate Degrees,Educational Change,Educational Improvement,Access to Education,Program Implementation,Racial Distribution,Program Evaluation,Evaluation Problems,Academic Degrees

Our new report, &quot;Keeping the Promise: Going the Distance on Transfer Reform,&quot; has found significant improvements in the creation of a seamless transfer pathway between California Community Colleges and the California State Universities (CSU) since the passage of historic transfer reform legislation, SB1440, six years ago. This report highlights the improvements seen so far and the progress needed to ensure every students who wants to transfer is directed to the pathway and reaches their goal of a Bachelor's degree. Only 4% of California community college students transfer annually and that's bad news for California given the state is predicted to be short 1.1 million bachelor degrees short of economic demand by 2030. When 70% of all college students in the state attend community college, a successful transfer path is key to producing the bachelor degrees the state needs and that the majority of students in community college hope to gain. An appendix provides &quot;Informal Scan of Websites for CSU Campuses Impacted for Upper-Division Transfer Students.&quot; [Contributions to this report were provided by Michele Siqueiros, Audrey Dow, and Hector Cuevas]
The State of Higher Education in California: Latinos
Author: Valliani, Nadia
Date: 2015-04-00
Type: Reports - Research
Subjects: Hispanic American Students,Higher Education,Educational Attainment,College Readiness,Enrollment,College Freshmen,College Transfer Students,Undergraduate Students,Educational Finance,Student Costs,Graduation,Community Colleges,State Universities,Undocumented Immigrants,Barriers,Access to Education,Success,State Legislation

California is home to more than 15 million Latinos, the largest racial/ethnic group in the state. When one in two children under the age of 18 in California is Latino, one conclusion is clear: the future of the economy and the state will rise or fall on the educational success of Latinos. To secure the economic future of California, the state needs to significantly increase the number of Latino students who are prepared for, enroll in, and graduate from college. The good news is more Latinos are graduating from high school and completing the necessary coursework to be eligible applicants to four-year public universities. Latinos are also enrolling in college, particularly four-year universities, in larger numbers than they have before. Compared with other racial/ethnic groups however, Latinos are still less likely to have a college degree and lag far behind in overall college readiness, enrollment and degree completion rates. The following recommended reforms are detailed in this report and will help all students regardless of race, ethnicity, or income to succeed. They include: (1) Create a statewide plan for higher education; (2) Ensure colleges successfully move students through pre-college level courses, quickly and with improved retention rates; (3) Provide students with clear transfer pathways to four-year degrees; (4) Expand college knowledge in middle and high school and invest in support services students need to succeed; (5) Fund colleges for both enrollment growth and successful outcomes; (6) Strengthen financial support options for low- to moderate-income college students; and (7) Allow California's public universities to use race/ethnicity as one of many factors in weighing an applicant's qualifications for admission. [Michele Siqueiros, Jessie Ryan, and Audrey Dow contributed to this report. Additional funding was provided by the Sand Hill Foundation.]
Boosting College Success among Men of Color: Promising Approaches and Next Steps. Research Brief
Author: Gardenhire, Alissa
Date: 2016-12-00
Type: Reports - Research
Subjects: Males,African American Students,Hispanic American Students,American Indian Students,College Programs,Educational Attainment,Higher Education,Educational Strategies,Mentors,Educational Research,Academic Advising,Study Skills,Leadership Training,Workshops,Academic Support Services,College Students

This brief catalogues strategies commonly used in interventions at postsecondary educational institutions aimed at improving outcomes for male students of color and charts the way forward for future evaluative work. While young men of color have college and career aspirations similar to those of their white counterparts, a significant gap persists between the two groups' postsecondary educational attainment. In response, colleges around the country have implemented targeted programs offering male students of color a variety of support services, yet few of these initiatives have been evaluated. MDRC has conducted a scan of 82 such programs and will apply lessons from it and other research to a large-scale evaluation of program efficacy that it is currently developing in collaboration with the University System of Georgia. The need for evidence-based approaches that support men of color throughout the educational pipeline is evident, especially at the postsecondary level, where so many of male students of color are close to reaching their goals and fulfilling their potential as college graduates. [This brief was written with the assistance of Anna Marie Ivery.]