1 Lisa De Jesus, ED.D. and Joel AlvaradoNational Community College Hispanic Council 21st Century Leadership Symposium Latino Higher Education Infrastructures, a viable pathway towards completion 2020-a southern perspective Lisa De Jesus, ED.D. and Joel Alvarado

2 College Completion ChallengeA bold initiative to strengthen our national economy by expanding career opportunities and improving the professional skill sets of American workers. Increase the number of community college students completing a degree or other credential by 50% - to 5 million by the year 2020. According to Excelencia in Education, “For U.S. to regain the top ranking in the world for college degree attainment, Latinos will need to earn 5.5 million more degrees by 2020.” Nationally, 20% of Latino adults (25 and older) had earned an associates degree or higher, compared to 36% of all adults. Sources: American Association of Community Colleges, The College Completion Challenge Fact Sheet. Deborah A. Santiago and Emily Calderón Galdeano. (2014) Latino College Completion: United States. Excelencia in Education. Latinos are critical to any success we hope to achieve, especially in the Southeast region of the United States.

3 America’s changing demographicsBy 2043 the United States will become a majority- minority country. By 2060 minorities will account for 57 percent of the population totaling over million. The Hispanic population would more than double, from 53.3 million in 2012 to million by 2060. Source: United States Census. (2012).

4 Southeast United statesThe changing demographics is evident in the Southeast where the Latino population is growing at an exponentially high rate, 2-4 times more than the national average. According to the Pew Hispanic Center, of the top 10 fastest growing Hispanic states from , eight were in the South. Alabama (1) 158% South Carolina (2) 154% Tennessee (3) 154% Kentucky (4) 132% Arkansas (6) 123% North Carolina (7) 120% Mississippi (8) 117% Georgia (10) 103% Source: Anna Brown and Mark Hugo Lopez. (2013). “Mapping the Latino Population, By State, County and City.” Pew Research Center. Key Points Nationally, the Latino population grew by 47.5% from South Dakota (5) at 129% and Maryland (9) at 112% Largest overall growth were from Georgia at 879,858 and North Carolina at 828,210 States with a majority of Low Income Students in Public Schools Alabama (55%), South Carolina (55%), Tennessee (55%), Kentucky (57%), Arkansas (60%), North Carolina (50%), Mississippi (71%), Georgia (57%) (Southern Education Foundation 2013) Additional Information Since 2000, the primary source of Latino population growth has swung from immigration to native births. Between 2000 and 2010, there were 9.6 million Latino births in the U.S., while the number of newly arrived immigrants was 6.5 million. Undocumented Immigrant Population Decrease ( ) Pew Research Center Alabama (-10K) South Carolina (NC) Tennessee (NC) Kentucky (-15K) Arkansas (NC) North Carolina (NC) Mississippi (NC) Georgia (-35K)

5 Georgia The prospective Georgia college student will probably be nonwhite and more than likely Latino. From , Latino K-12 student population nearly doubled, from 7% to 13% Latino High School Graduation Rate—64% Georgia High School Graduation Rate—72.5% National High School Graduation Rate—81% Sources: The Governor’s Office of Student Achievement. (2014). Mapping Trends in Georgia’s Student Population over the Past Ten Years. Eric Stirgus. (2015). “Students and groups work to bridge Hispanic grad rate gap.” Atlanta Journal Constitution. Key Points The number of Hispanic students more than doubled over the past ten years, from approximately 104,000 in to 215,000 in , an increase of 6 percentage points.  Only in 1 district—Randolph County—did the percentage of Hispanic students decrease.  Seven districts saw an increase of more than 10 percentage points.  In , Hispanic students comprised a majority of students in two districts: Dalton City and Gainesville City. (The Governor’s Office of Student Achievement, 2014)

6 Latino College Completion-SoutheastLatino students in the Southeast are completing college at a lower percentage than the state average. Alabama (1) 16%/29% South Carolina (2) 17%/33% Tennessee (3) 16%/29% Kentucky (4) 17%/28% Arkansas (6) 12%/26% North Carolina (7) 16%/35% Mississippi (8) 17%/28% Georgia (10) 18%/34% Source: Deborah A. Santiago and Emily Calderón Galdeano. (2014) Latino College Completion: United States. Excelencia in Education. The population is growing, but we are not capitalizing on the growth by increasing high school and college graduation rates. How will this affect our economy and the Latino workforce? Key Points Percentage on the left represents Latino degree attainment (25 and older). Percentage on the right represents total degree attainment. Additional Information Georgia Completions Per 100 FTE, Latinos are at 17% while whites are at 23%

7 Implications—Workforce demandSouthern states with growing Latino populations and low college completion rates are also falling short in meeting workforce demand. By 2020, 13 Southern States Would Not Have Achieved 2010 National Postsecondary Average of 66%. Alabama 53% South Carolina 56% Tennessee 55% Kentucky 56% Arkansas 51% North Carolina 61% Mississippi 51% Georgia 58% Source: Anthony P. Carnevale and Nicole Smith. (2012). “A Decade Behind: Breaking Out of the Low-Skill Trap in the Southern Economy.” Georgetown University Center on Education and the Workforce. Key Points Only Washington D.C., Virginia and Maryland meet or exceed 66% Example: Atlanta Regional Commission regional snapshot of Latinos notes that 25.2% are working in natural resources, construction, and maintenance occupations % are working in service occupations. Only 18.4% are working in management, business, science and arts occupations. (ARC 2015) Additional Information The fastest-growing fields in the U.S are: Healthcare, STEM (Science, Technology, Engineering, and Mathematics), Consulting, Marketing, and Finance. (Georgetown University Center on Education and Workforce 2015) Even though Hispanics represent 17 percent of the total population, they have low concentrations of degree holders in the those growing fields. For instance in the Healthcare field (or major grouping), 6.5 percent are Hispanic. In STEM, Hispanics are represented as follows: General Engineering (11%), Computer and Information Systems (9%), and Mathematics (6%). In the Business field Hispanics are represented at 7 percent percent in Finance and 6 percent in Marketing. (Georgetown University 2015)

8 Lumina Latino Student successLumina’s Accelerating Latino Student Success effort was grounded in two concepts: a commitment to Latino student success for reasons of equity, economic stability and national competitiveness, and the power of local partnerships as framed by the Collective Impact Model. The Southern sites included: Savannah, Georgia Lexington, Kentucky Durham, North Carolina Memphis, Tennessee Sources: Lumina Foundation Excelencia in Education. Accelerating Latino Student Success. Message Lumina Foundation's Latino Student Success effort focused on increasing Latinos' educational attainment by supporting 13 site-based efforts across 11 states. Focus on collaboration, community engagement and building a infrastructure to support Latino students. Collective impact Key Points Lumina Foundation’s Latino Student Success effort is focused on increasing Latinos’ educational attainment for the future of the nation. The Foundation is pleased to work alongside Excelencia in Education and Foundation Strategy Group to provide technical assistance and evaluation support to all grantees working to increase Latino student success. Through this grant investment, Lumina is providing a total of $11.5 million over a four year period to 13 different partnerships. The partnerships will leverage community leaders across key policy, education, business and nonprofit sectors to build, implement and sustain college preparation, access and success strategies for Latino students. Lumina’s Latino Student Success effort is grounded in two concepts: a commitment to Latino student success for reasons of equity, economic stability and national competitiveness, and the power of local partnerships as framed by the Collective Impact Model. (Lumina Foundation Press Release, 2012) Additional Information Project is a byproduct of Lumina’s strategic plan ( ) where strategy 1 is to Build a Goal 2025 Social Movement. In the plan it states, “In 2013, primary work will be to establish the infrastructure to support a Goal 2025 social movement, with an initial focus on mobilizing metropolitan regions.” It also says that, “a Goal 2025 social movement for target audiences by creating a call to action, building partnerships among stakeholder groups, and developing a common language and plan of action around the need to significantly increase attainment.” Other grant sites were Phoenix (AZ), Long Beach (CA), Santa Ana (CA), Miami (FL), Lake County (IN), Albuquerque (NM), New York (NY), San Antonio (TX), and Uvalde (TX).

9 Savannah, Georgia Savannah, Georgia provided an example of higher education institutions partnering with local school systems and stakeholders to increase Latino college attendance and completion. CAMINO—Prepared students for success in post-secondary education by creating academic and social support systems that begins in high school and continues through post-secondary completion. Key Partners—Armstrong State University, Savannah State University, Savannah Technical College, The YMCA of the Coastal Empire, Wells Fargo Source: Excelencia in Education. Site-Based Efforts: Savannah. Savannah State University. Camino Program. Selected Accomplishments In , all three partnering institutions of higher education hired Latino student services staff to support Latino student success at their respective college/university. At the beginning of the Lumina LSS grant, CAMINOs goal was to increase the combined partnering institution Latino student enrollment from 3.2% to 6.4% by As of Fall 2013, enrollment has increased to 5.3%. Key Points Other partners were the Georgia Department of Education Migrant Education, Tattnall County High School, Big Brothers Big Sisters of the Coastal Empire, Savannah-Chatham County Public School System, Toombs County High School, Hispanic Scholarship Fund, BB&T Additional Information CAMINO’s multifaceted approach includes: A pre-college pipeline program that serves students in the 9th–12th grades; A parent engagement program for Latino parents of first-generation college students; Enhanced college support services for Latino students attending Armstrong State University, Savannah State University, and Savannah Technical College; and A targeted marketing, recruitment and admissions counseling efforts to reach older Latino students who have earned some college credit but lack a degree.

10 Durham, north Carolina In Durham, North Carolina, community stakeholders were the catalyst and drivers of the initiative. Triangle for Latino Student Success—Targeted students, parents, and educators to decrease high school dropout rates and increase postsecondary access and success for Latinos. Key Partners—Durham Technical Community College, Hispanics in Philanthropy, Adelante Coalition, El Centro Hispano, North Carolina State University, North Carolina Society of Hispanic Professionals Source: Excelencia in Education: Site-Based Efforts: Durham. Selected Accomplishments In 2013, with support from Triangle for Latino Student Success, NC Society of Hispanic Professionals hosted a Hispanic Educational Summit, which included educational and early-college sessions geared toward students. Approximately 700 students, as well as teachers, administrators, and success coaches attended the conference. Students from SAF created a graphic portable mural depicting their experiences and the experiences of farmworkers. SAF uses theatre and the arts as a way to promote self-esteem and student success. The mural has traveled to different conferences and presentations throughout the United States. Key Points Other partners include Student Action with Farmworkers and K-12 schools in three targeted areas. The program is a partnership of Hispanics in Philanthropy and the Adelante Coalition, a powerful combination of a national network and deep local knowledge; philanthropic assets and community-based resources; expertise in Latino communities and in education policy; and experience leading both wide-impact collaborations and grassroots coalitions.

11 Lexington, Kentucky In Lexington, Kentucky, higher education institutions recognized the need to act collaboratively. Kentucky Latino Education Alliance-was a cross sector, cross agency partnership dedicated to increase the number of Latinos who obtain a high quality degree or credential in Kentucky. Key Partners—Bluegrass Community and Technical College, Eastern Kentucky University, Jefferson Community and Technical College, Americana Community Center, Kentucky Council on Postsecondary Education. Source: Excelencia in Education: Site-Based Efforts: Lexington. Selected Accomplishments Assisted 150 students with college application, financial aid and scholarship coaching through “Aplícate” to College Days at partner high schools. Two K’LEA partner university institutionalized efforts by hiring dedicated staff to support Latino student success- EKU and Midway College. EKU further enhanced LSS efforts by creating the Latino Success Center on campus. Key Points Other partners are Paul Lawrence Dunbar High School, Kentucky Dream Coalition, University of Louisville, Lexington Public Library, and the Kentucky Higher Education Assistance Authority. Additional Information Strategic Focuses Prepare and coach families and students for college success; Develop and support student engagement; Formalize and strengthen transitions and transfers; Develop and enrich cultural competency; Impact institutional and agency policies and procedures to improve access and retention; Advocate for Latino student success; and deepen and strengthen student engagement with professional organizations and networks.

12 Memphis, Tennessee In Memphis, Tennessee, higher education leaders partnered with local a Latino organization to improve student success. Abriendo Puertas—Was an attempt to increase post-secondary access and enrollment by providing support to high school juniors and seniors in three critical areas, which we call the Student Success Toolbox: Academic mentoring, leadership development and family and community support. Key Partners—Tennessee Higher Education Commission, Latino Memphis, Memphis Collaborative. Source: Excelencia in Education: Site-Based Efforts: Memphis. Message In Memphis, Tennessee, higher education leaders partnered with local a Latino organization to improve student success. Selected Accomplishments Last academic year, Abriendo Puertas programming resulted in 100% of participating seniors completing at least three college applications and 91% of participating seniors enrolling in postsecondary education in fall Students served by Abriendo Puertas in the academic year enrolled in postsecondary education at a rate 183% higher than the overall Latino population in the 2012 Kingsbury High School graduating. In the academic year, 21 students were awarded a total of $123,000 in private scholarships. In , the amount of students and total private scholarship awarded significantly increased to 75 students and $1.8 million, respectively. Key Points Abriendo Puertas represents the first time organizations in Memphis, Tennessee have come together in a structured way to focus on educational attainment for Latino students. Additional Information The collaboration has implemented and is sustaining three core activities: Building of awareness and focus on Latino student success through community engagement Creation of college access and success programming, including the Abriendo Puertas mentoring program, focused on expanding Latino student success Development of a community-wide collaborative built through a collective impact, place-based framework

13 What else we learned? Durham, North CarolinaBased on conversations with two-year colleges involved with the initiative, we learned the following: Durham, North Carolina Coalition started by advocacy groups Two-year colleges are affordable, accessible, flexible and are entry points for Latinos pursuing postsecondary credentials Politics of coalition building Trust Bring together grass top and grass root leaders Data utilization Message Spoke directly to initiative participants who work at two-year institutions to get their perspective. Key Points We spoke to the following individuals: Jose Cabrales, Ph.D., Excelencia in Education Tom Jaynes, Durham Technical Community College Gail Eubanks and Melody Rodriguez, Savannah Technical College Erin Howard, Bluegrass Community and Technical College Additional Information Questions Asked Why did you start the coalition? Has it been impactful? Who are the partners/stakeholders? Did you think about pedagogy or cultural competency to address educational challenges? How do you measure impact? Why are two-year colleges adept to work on this initiative? (Erin Howard, Kentucky) Community colleges can focus on student success; the affordable cost and the smaller class sizes can help students focus on their academic goals “paso por paso” step by step… College seems so unattainable for many students from our community. CC have the opportunity to break it down for students in smaller goals making the bigger goal of a bachelor’s degree seem more within reach.  If a CC is implementing a model to provide wrap around academic and non-academic supports that ultimately empower the student as a leader, the student will be successful.

14 What else we learned? Savannah, GeorgiaImproved communication between college presidents Two-year colleges are approachable, represent the community, less expensive and require shorter timespan for earning credentials Fears Information Sharing Cultural competency training Message Spoke directly to initiative participants who work at two-year institutions to get their perspective. Key Points We spoke to the following individuals: Jose Cabrales, Ph.D., Excelencia in Education Tom Jaynes, Durham Technical Community College Gail Eubanks and Melody Rodriguez, Savannah Technical College Erin Howard, Bluegrass Community and Technical College Additional Information Questions Asked Why did you start the coalition? Has it been impactful? Who are the partners/stakeholders? Did you think about pedagogy or cultural competency to address educational challenges? How do you measure impact? Why are two-year colleges adept to work on this initiative? (Erin Howard, Kentucky) Community colleges can focus on student success; the affordable cost and the smaller class sizes can help students focus on their academic goals “paso por paso” step by step… College seems so unattainable for many students from our community. CC have the opportunity to break it down for students in smaller goals making the bigger goal of a bachelor’s degree seem more within reach.  If a CC is implementing a model to provide wrap around academic and non-academic supports that ultimately empower the student as a leader, the student will be successful.

15 Latino higher education infrastructureA systematized, strategic approach to galvanize local resources for the purpose of increasing Latino student success. Key Aspects Collaboration, Cooperation, Capacity, Culturally Competence, Collective Impact Systematic, Strategic, Sustainable Reduces Barriers, Relies on Data, Respects the Community

16 What we learned, where we need to goNational and regional higher education organizations and advocates need to prioritize Latino student success in the Southeast. The Southeast needs to invest more in Latino student success recognizing this population will comprise a large percentage of their future workforce. More Latino community organizations need to be engaged and “at the table” as states and local areas develop and implement strategies targeting Latino student success. Community colleges can lead this effort due to the services and programs they offer and close relationships with local communities. Prioritization of hiring Latino faculty, staff and administrators.

17 Presenters Joel Alvarado Lisa De Jesús, Ed.D.Director, Community Outreach and Engagement Georgia Piedmont Technical College, Clarkston, GA O: (404) , x1759 C: (404) E: Lisa De Jesús, Ed.D. Former – VP of Student Affairs and Enrollment Management, GA Higher Education Solutions Consultant C: (813) E: