Below is the tentative schedule for this year’s Prepárate conference. This is a professional development opportunity that will provide you with strategies to take action at your institution. Follow us now to receive updates: Twitter, Facebook, LinkedIn
Preparate – 2016
Sunday, April 17, 2016
Monday, April 18, 2016
Networking Center Open
AP and Student Success in Higher Education: A Texas Case-Study : Click or press enter to expand or collapse this section.
Advanced Placement (AP) can play a valuable role in helping colleges and universities recruit and retain qualified students from diverse backgrounds. Research has shown that participating in AP has a strong correlation to overall student success in college — AP students perform better in subsequent courses, earn higher GPAs, and have higher rates of on-time graduation. In this panel, representatives from public universities in Texas will discuss how AP has improved their ability to serve Latino/Latina students, particularly those who are first-generation college students and/or come from low-income households. While each campus faces challenges unique to their region and students’ needs, each has found AP to be an effective tool for connecting Latino/Latina students with opportunities in higher education.
Arlington STEM Council: Preparing the Next Generation of STEM Innovators : Click or press enter to expand or collapse this section.
The Arlington STEM Council is a partnership between General Motors, The University of Texas at Arlington, and the Arlington ISD. The council provides leadership, support, resources, and programming to schools and community based organizations by promoting and implementing STEM opportunities for students and educators in the Greater Arlington area. Our goals include include STEM opportunities for all students by increasing STEM experiences in support of curricular and extracurricular education; partnership and community awareness by increasing communication and collaboration with the community-at-large; and by establishing and maintaining partnerships with local STEM businesses, industries, and higher education we provide opportunities for educators and students. The council actively engages in a plethora of programming with a special city-wide focus during Engineering Week.
College: An opportunity to redefine "Man Up!" : Click or press enter to expand or collapse this section.
Nationally, there is a growing concern about the postsecondary destinations of Latino males, and their minority and low-income counterparts. In the state of Arizona, only 39 percent of men (as compared to 53 percent of women) complete the courses recommended for admission to the state's public universities. Those completion rates are unfortunately worse when ethnicity and income are taken into account. A framework for the national and statewide problem will be discussed. The University of Arizona will present on the "Man Up and Go to College!" conference that annually brings approximately 300 male students to campus in hopes of redefining "Man Up!" in a way that encourages future university enrollment. Participants will share best practices as college access professionals work to engage young men in envisioning a future that includes a college education.
Establishing Your High School College Center as a Community Partnership Hub : Click or press enter to expand or collapse this section.
Community partnerships are an incredibly powerful resource in supporting students through their transition from high school to college, particularly in schools where persistent poverty and lack of role models are pervasive barriers to academic success. In this session we will briefly explain the steps our campus has taken to build community partnerships through our College Center and share the positive outcomes of these relationships. The bulk of the session will be guided work time for participants to research potential partnerships in their own communities and then to develop concrete action plans for establishing and growing these alliances to better support students in their paths to college and career success.
Expanding Success: Increasing College Readiness in Young Men of Color : Click or press enter to expand or collapse this section.
The Expanded Success Initiative (ESI), supported by Open Society Foundations, is focused on eliminating achievement and opportunity gaps for Black and Latino young men in New York City Public Schools and increasing the number of males of color who graduate college and career ready. In collaboration with ESI schools and staff from Teachers College, ESI has curated practices and strategies and provided professional development to schools. The collaboration has resulted in a culturally relevant framework that highlights CRE practices aligned to the Danielson Framework for teachers and the Framework for Great Schools. Preliminary research findings point to ESI’s impact on how schools operate to better serve black and Latino young men. Presenters will share information, research, and promising strategies from three years of implementation, with a focus on culturally responsive school culture, curriculum, and instruction.
From Prospects to Active Alumni: Improving Retention of “At-Risk” Students : Click or press enter to expand or collapse this section.
The Educational Opportunity Fund program at Montclair State University has experienced an improved year to year student persistence rate culminating in a 33% increase in the four-year graduation rate. The retention strategy includes enrollment events, recruitment strategies, a summer academy, contact with scholars, financial aid outreach, mandatory advising, and a weekly program titled “Turning Point for Scholars Under a 2.0 GPA.” Each participant leaves with an "Educator Swagger Score," a time-referenced goal, and a wealth of resources essential for professional development and student achievement. The session concludes with "Memoirs of a Child Almost Left Behind," as one of the presenters shares details of retention encounters with educators that transformed him from having a 1.9 GPA into earning his doctorate!
Latina/o Parents Promoting Their Children’s Post-High School Opportunities : Click or press enter to expand or collapse this section.
Research and anecdotal evidence show that Latino/Latina parents have a strong influence on their children’s lives. But when parents’ knowledge and experience around a topic are limited, they feel less empowered to provide needed support, “apoyo,” to their children. Over the past 5 years the Padres Promoviendo Preparación parent curriculum has helped Latino/Latina parents gain the information and confidence needed to help their children understand how to get the most out of high school, while increasing their post-high-school opportunities. This session will provide attendees with an understanding of the role self-efficacy plays in parents’ abilities to help their children plan for college. We will also demonstrate a 6-step process for teaching Latino/Latina parents key elements of high school readiness and college access for their children. Research data, as well as the parent curriculum, will be shared with attendees.
Lifting All Boats: How Official SAT Practice Supports All Students : Click or press enter to expand or collapse this section.
With a little over a month passed since the launch of the New SAT in March, learn all about the College Board and Khan Academy’s collaboration to deliver free world-class SAT practice resources for all students. See first-hand the new tools that have been added since the fall, and be one of the first to hear the latest data on which students are using Official SAT Practice and what the impact is on their scores.
Opening Eyes and Minds to the Possibilities: One Summer Program’s Impact : Click or press enter to expand or collapse this section.
When first generation students are encouraged to go to college, they often look no further than the community college or state school branch campus nearest to home. There are approximately 1.7 million first generation students enrolled at public institutions versus 623,000 at private nonprofits. In other words, they may not completely explore all the possibilities for their college education. Now in its third year, Lycoming College hosts a hands-on, pre-collegiate, residential program introducing first-generation rising high school seniors to life in a liberal arts and sciences setting. During summer 2015, the program hosted 18 students from 18 different schools, coming from six different states and Washington D.C. Students took courses in the physical and social sciences, engaged in community service, participated in college prep workshops, and took field trips to go kayaking and visit an archaeological site. Eyes and minds were opened to the possibilities for college and life.
The Dreamer's Pathway: Creating Access and Success for Nebraska's Dreamer's : Click or press enter to expand or collapse this section.
This presentation will relate the process of creating a full scholarship program for Nebraska's DACA/Dreamer students. It includes the process of designing and implementing a learning community with attention to the special circumstances of undocumented immigrant students. This includes the full spectrum of recruitment, retention, and completion of programs of study for this student population.
Thriving through Diversity: A 6-12 AP Program for All Students, Sí Se Puede : Click or press enter to expand or collapse this section.
Future first generation college students and underrepresented minority groups fill our hallways and AP classrooms at John Marshall Fundamental Secondary School in Pasadena, CA (grades 6-12). Through a system that values interest and desire over traditionally perceived ability, celebrates growth over final test scores, and prepares middle school students in pre-AP classes, Marshall’s thriving AP program involves about two-thirds of the students and has drastically grown in the last 5 years. The AP program has resulted in a graduation rate greater than 95 percent and a school that sends more than 95 percent of students to college. Recognizing students’ desires to achieve, and providing them rigorous coursework aligned to AP standards in middle school through high school has become the Marshall way. Being an AP student is not limited to grades 11 and 12; it is a culture in grades 6-12 and beyond. In this session learn how to build and advocate for a pre-AP and AP program for all students.
Understanding Implications of Student Advising for Undocumented Students : Click or press enter to expand or collapse this section.
With changes in state and federal immigration laws, universities across the nation have seen a spike in the enrollment of undocumented students seeking a higher education degree. At Washington State University, unofficial projections indicate that the number of undocumented students enrolled will increase by a little over 100 percent. Many colleges and universities are underprepared or are still developing techniques, programs, or initiatives to address the specific needs of undocumented students. This session will help academic and career advising professionals understand the implications and the various issues affecting undocumented students.
Networking Luncheon and Plenary
Affordability and Outcomes: The Coalition Application : Click or press enter to expand or collapse this section.
A coalition of highly respected American public and private colleges and universities has begun the design and organization of an online platform that hopes to recast the nature of applying to college in the 21st century. As a group, all colleges and universities in this coalition are committed to strong outcomes and high graduation rates, and, perhaps most importantly, broadening access to students of all backgrounds by making their institutions affordable for as many families as possible. This presentation will outline the progress the coalition has made in the past year of development, highlight the benefits of this new application platform, and point to the road ahead and a full launch in 2016.
All 4's and 5's, Our Kids Did It And Yours Can Too : Click or press enter to expand or collapse this section.
This session will present a system that ensures success for every student taking an AP course. Moreover, this system was successful teaching an 80 percent Latino population in a 70 percent free and reduced-price lunch community. We will discuss ways that administrators can support teachers and students in their quest for college credit. We will also examine the method that builds AP habits of mind and develops a culture that teachers can instill in their students. Key ideas included in this method include writing conferences, reading schedules, student motivation, ensuring homework completion, test preparation, and the best approach for working with students. All our students earned a 4 or 5 on their test, and our average soared from 1.9 to 4.45 after three years.
Building a College Going Culture through High-Quality PD Model : Click or press enter to expand or collapse this section.
In order to increase the early college and career awareness of Hispanic and Latino students, a comprehensive college and career readiness professional development plan was developed in a high poverty school district. The participants of this session will gain understanding of effective planning, designing, implementing, and assessing the impacts of the high quality professional development model. The model includes activities for creating a college-going culture and building early career awareness; improving students’ time management, study, and organization skills; building a safe and positive school environment; effective summer planning; and more.
Dream Big: Pathways to College and Career Success : Click or press enter to expand or collapse this section.
This session details the multi-partner collaboration that comprises the Pathways to College and Career Success Program in Boulder, Colorado. Together, the "I Have a Dream" Foundation of Boulder County, Boulder Housing Partners, the Adelante! Program at Boulder High School, Front Range Community College, and the Office of Diversity, Equity, and Community Engagement at the University of Colorado Boulder have leveraged grant funding to build this comprehensive pre-collegiate program, which includes: campus residential experiences, college preparatory workshops for Latino/immigrant families, college savings accounts, college tours for parents and students, and exposure to multicultural programming on college campuses. The partnership has allowed us to reach more than 380 underrepresented students in the Boulder Valley School District. Furthermore, an examination of our partnership can yield insights into collaboration across multiple sectors in the service of our Latino students.
Increasing Access and Achievement in AP STEM Courses : Click or press enter to expand or collapse this section.
This session will examine how to increase college readiness through access and achievement in AP STEM courses. Participants will examine the results of high schools supporting Latino students by partnering with the National Math and Science Initiative (NMSI) to improve their AP STEM programs through teacher training, assessment, structured tutorials, vertical teaming, and increasing student time-on-task. Participants will review AP math, science, and English participation and results through data displaying the increases after one year to three years of participation in the NMSI College Readiness Program. Participants will be able to examine specific program components linked to this improvement and share in a discussion on best practices for schoolwide implementation.
It’s a Beautiful Day in the Barrio; Building Family Education Centers : Click or press enter to expand or collapse this section.
Oklahoma City Community College and Oklahoma City Public School District have built extensive educational opportunities for the community and are educating entire families based on each member’s individual needs. Many specific tuition incentives and early college awareness programs have been created to increase the number of high school and college graduates. However, what is unique about the partnership is their effort to bring education to entire families in the neighborhood they live in. Recognizing that language, transportation, and childcare create barriers in accessing education for many Hispanic families, OCCC established three outreach facilities and partnered with many OKCPS schools throughout the metro to address the educational needs of both parents and children.
Lessons Learned: Implementing a Novel SAT Program for Hispanic Students : Click or press enter to expand or collapse this section.
Nationally, the SAT score results for Hispanic and African American students are significantly lower than the scores of their white counterparts. A social-emotional explanation for test score disparities includes the notion that minority student groups suffer from a phenomenon known as Stereotype Threat that causes them to unconsciously underperform on standardized tests because of the perception that their race typically performs poorly on the exam. In this session, presenters will discuss an SAT intervention conducted for African American and Hispanic students in the Pittsburgh Public School system, highlighting increases in student SAT scores. The workshop will also explain the importance of incorporating key factors when attempting to help underrepresented students improve their SAT results. Namely: positive racial socialization, positive peer competition, creating a safe space for students to learn, and collaborating with local colleges and universities.
Madres y Hijas: A Two-Generation Approach to Higher Education : Click or press enter to expand or collapse this section.
YWCA National Capital Area and the DC College Success Foundation have collaborated to develop a program that works to improve the well-being of middle school girls and their female caregivers in the Washington, D.C. area. The specific programs and services for the girls and their caregivers are built upon an evidence-based curriculum, the Strengthening Families Program, and include workshops on building healthy relationships and resolving conflict, as well as field trips and college visits. The program was piloted on the Bruce Campus of Cesar Chavez Public Charter School with a predominantly Latino student population. The Congressional Hispanic Caucus Institute will provide data on Latinos in K-12 and higher education as well as resources that can best serve Latino students. This session will also discuss challenges, successes, and future opportunities for growth. Participants in this session will leave with a toolkit of techniques to leverage partnerships to ensure program successes.
Making an ELD classroom active, engaging, & challenging : Click or press enter to expand or collapse this section.
Come join members of the SpringBoard program as they unveil their new English Language Development program. Designed to address what ELD students need to succeed in their standards-based classrooms, this research-based model of instruction deeply supports teachers and students. Through this interactive session, participants will observe instructional materials for a core classroom and then experience and examine pedagogical changes that will support students in making meaning from grade-level texts through engagement in collaborative, interpretive, and productive modes. Core and ELD teachers, administrators, and instructional leaders will all take away valuable insights and information.
Money Matters: Student Success and Financial Literacy : Click or press enter to expand or collapse this section.
Are you a higher education professional working with low-income and underprepared students? Determining effective financial literacy practices and techniques appropriate for your institution can be a challenge. How can these practices and programs be incorporated into broader campus initiatives that target student success, engagement, and learning? Participants in this session will learn about Washington State University's Invest in Success program and how it provides students with financial education, financial coaching, and matched-savings funds that can help them pay for college. Emphasis is placed on effective use of all available on-campus resources, understanding and managing credit and debt, student loans, using social media effectively and appropriately, life after college, and the development and implementation of an educational plan to meet educational objectives.
Sin Fronteras: Utilizing CollegeBoard for Latino Undocumented/DACA Students : Click or press enter to expand or collapse this section.
In 2012, about 1 million undocumented K-12 students of Latino origin were present in US schools. By 2014, half of these students acquired legal presence through Deferred Action for Childhood Arrivals (DACA). While underrepresentation of Latino students in colleges and universities is of great concern, being an undocumented/DACA student creates additional barriers to admission and financial aid. This presentation follows how PSAT/NMSQT, SAT, and AP classes assisted a current DACA college student’s transition to postsecondary opportunities. A comprehensive program will be provided for school counselors to use College Board services for Latino undocumented/DACA high school students’ transition to postsecondary opportunities.
“We’re all teachers”: Latina/o youth’s perspectives of college access : Click or press enter to expand or collapse this section.
Schools across the country are being called on to prepare students to emerge from high school "college ready." Yet Latino/Latina youth continue to have limited access to college. This presentation brings together multiple perspectives to highlight how and why Latino/Latina youth and their peers across urban and rural secondary schools are developing collective, college-going identities supportive of their college readiness and access. Specifically, we draw from the findings of a qualitative research study that used a youth co-researcher methodology to forefront the perspectives of Latina youth, and share how those findings impacted educational practices enacted across schools in New York City, Detroit, and rural Michigan. Educators attending this session will examine their own considerations of Latino/Latina youth peer groups and discuss possibilities for supporting Latino/Latina youth’s collective college-going identities to increase their college readiness and access.
A Continuum Approach for Creating and Sustaining a College-Going Culture : Click or press enter to expand or collapse this section.
Students from low-income families go to college at a much lower rate than their peers from high-income families. This gap is not due to differences of ability, it's caused by an aspiration gap. In this session you will hear how administrators and counseling departments from two very different school districts have crafted programs that begin in the eighth grade and follow students throughout their high school careers. Using a combination of universal acceleration, AP course offerings, college courses, PSAT/NMSQT for all tenth-graders, college essay courses, and trips to college campuses, these districts have built an experiential continuum that motivates students to pave a college pathway beginning in middle school. Student representatives from both school districts will be in attendance at this session to share and answer questions about their experiences in their respective college awareness programs.
A Difference of Two Years: College Pathways & Outcomes for Latino Students : Click or press enter to expand or collapse this section.
In the United States, students from underrepresented racial and ethnic groups are more likely to enroll in community colleges (mostly two-year institutions) as their first postsecondary institution. According to data released by The National Center for Public Policy and Higher Education (June 2011), 50 percent of Hispanic/Latino students first enroll at a community college, compared to 28 percent of white students. Our study used National Student Clearinghouse data to examine patterns of enrollment and transfer rates among Hispanic/Latino students and how those patterns influence degree attainment. We also leveraged College Board assessment data (i.e., student records on PSAT/NMSQT, AP, and SAT) in order to investigate the relationship between exam participation and/or performance, student post-secondary education experience (i.e., school transferring), and education outcome (i.e., 6-year graduate rate).
A scalable partnership model for high poverty 1st gen Hispanics that works : Click or press enter to expand or collapse this section.
The Presidio Independent School District is a high poverty, isolated, and rural school district with a student population of 1,400 that is 98 percent Hispanic, 73 percent English language learners, and 70 percent first-generation college goers. The University of Texas of the Permian Basin (UTPB) is a high-performing university that was ranked number one in the UT system by The Economist in October 2015. The graduation rate for the university is 98 percent. UTPB and the Presidio ISD have partnered to create a scalable early college high school, STEM Academy, and a Career & Technical Education program. These initiatives address the barriers to access for higher education inherent in this target population. The inclusion of Texas State Technical College has proved invaluable to the partnership.
Creating a “Path” to Honors Education for Latino College Students : Click or press enter to expand or collapse this section.
Since its creation in 2002, the University of Arkansas Honors College has played an integral role in increasing the university’s enrollment of high-achieving students. However, the Honors College has struggled in recruiting Latino students, one of the fastest growing demographics in Northwest Arkansas. To help the Honors College recruit and retain Latinos and other underrepresented groups, the Path Program was created in 2014 as an alternative route to honors admission. This presentation will outline the mission of the Path Program, along with how the mentorship structure of the program helps students from underrepresented backgrounds engage in honors research, study abroad, and leadership. The presentation will also provide effective approaches for building K-12 and higher education relationships for Latino success. We will share the early results from the Path Program, and conclude with recommendations for administrators implementing similar programs at their institutions.
Creating College Access for Latino Youth and Families: The Juntos Program : Click or press enter to expand or collapse this section.
The Juntos Program is an experiential program that provides Latino youth and their parents with knowledge and resources to equip them for postsecondary education. The program aims to unify family, school, and community efforts to work together to promote student success and increase parental involvement. Juntos started in 2007 in North Carolina and is now in 5 other states (IA, OK, NY, TX, and OR) and numerous communities. During this session you will hear from the North Carolina and New York Juntos teams about their success. The Juntos Program includes four key components: 1) one-on-one academic success coaching and connection to mentors; 2) family engagement 3) after-school Juntos 4-H Clubs, where youth participate in hands-on projects and develop critical life skills; and 4) summer experiences through 4-H camps, college visits, and Summer Academy at NC State University.
Empowering Latinos in Computer Science Ed: New AP CS Principles Course : Click or press enter to expand or collapse this section.
While Latinos are the fastest-growing minority population in the United States, the percentage of Latinos entering computer science (CS) and STEM studies is discouragingly low. This is troubling because exposure to CS can lead to some of the best-paying jobs in the world. Recent studies suggest that engaging pedagogy applied to relevant and compelling CS curriculum helps increase participation of underrepresented students in CS. The Advanced Placement Program has committed to a new AP CS Principles (CSP) course specifically designed to attract a more diverse student population. This session will allow participants to explore concepts in a hands-on interactive format, along with a description of the course and how AP CSP aims to engage Latino students and broaden participation. Participants will develop an understanding of fundamental computer science concepts and experience a model of how inquiry can be effectively used in classroom instruction to provide a pathway into computing.
High School & College Partnership Serving High Minority & Poverty Student : Click or press enter to expand or collapse this section.
The Bridgeport High School and Wenatchee Valley College (WVC) partnership is a model to increase rigor for high poverty and minority students. WVC is nominated for the 2016 Bellwether Award for this partnership and is recognized in the top 50 Best Community Colleges of 2015 by the SmartAsset study. The Bridgeport and WVC partnership awards its first AAS degrees this spring. Bridgeport HS has been recognized annually since 2012 as one of the “Best High Schools in America” by both US News & World Report and Newsweek. Bridgeport is rated as an “Exemplary” school by the Washington State Board of Education. Its success in higher graduation rates and college enrollment is attributed to an open enrollment AP program, college-in-the-high-school courses, AVID, and an advisory period that focuses on academics and career and academic goal setting. The Bridgeport HS and WVC partnership provides increased expectations and rigor to a high poverty, Hispanic population.
I Aged Out...I Am Homeless...Now What? : Click or press enter to expand or collapse this section.
At Florida International University (FIU) we are committed to partnering with the community to deliver opportunities to K–12 students and provide access to higher education. Fostering Panther Pride (FPP) is a collaboration between the offices of Student Access and Success and offices within FIU. Through these partnerships FPP provides former foster and homeless students with the tools they need to achieve their dreams of not only going to college but also achieving a college degree. FIU was the first university in the state of Florida to hire a success coach to work with students from foster care and homeless backgrounds. Research shows that of the 500,000 children who are in foster care, about 23,000 age out of the system. About 7–13 percent enroll in college, compared to 24 percent of adults in general. About two to nine percent obtain bachelor’s degrees. The majority come from low-income families usually lacking the support system to be successful in college.
Increase ELL Student’s Achievement with Parent Facilitator’s Motivation : Click or press enter to expand or collapse this section.
The parent facilitators in Cobb County, Georgia have the task of raising ELL student graduation rates and academic achievement. Learn how we employ a mix of teachers and paraprofessionals in serving our schools weekly. We are meeting the challenges of a fast-growing immigrant population, leading our students to visit colleges and businesses, and offering them leadership opportunities and mentorships with Latino scholars. We facilitate SAT/ACT workshops geared for Latinos, tutoring for at-risk students, and services for parents to continue their own education through varied programs. Come to this session to learn about the value of parent facilitator programs.
Institutional and Financial Aid Support Systems to Realize the DREAM : Click or press enter to expand or collapse this section.
With the growing number of undocumented students nationwide and in-state tuition and financial aid policies being enacted in more states, the Financial Aid & Scholarship Department and the DREAM Project have formed an alliance to better serve undocumented students and mixed-status families at California State University, Northridge. The DREAM Project is a university-wide initiative to support the recruitment and retention of undocumented students. This presentation will describe the DREAM Project's mission, values, and goals as well as describe how the DREAM Project works collaboratively with multiple departments across campus. In addition, this presentation will describe how the Financial Aid & Scholarship Department works with the DREAM Project to increase access to financial aid, issues that have caused barriers to financial aid for undocumented students (such as the verification process), and what is being done to improve the financial aid process.
Redesigning a First Year Seminar for Sustained Impact : Click or press enter to expand or collapse this section.
First-year seminars come with many names — college success courses, college 101, etc. — and in many forms, focusing on general orientation, goal-setting, study skills, and more. Bronx Community College developed a new first-year seminar to address the needs of its student population, the vast majority of who are ethnic minorities who need improved basic skills and have little knowledge of college expectations. The course incorporates academic content and skill-building exercises to give students the tools they need to be successful. Participation in the course is associated with positive and sustained student outcomes including higher GPAs, higher credit accrual, and higher retention rates. Session participants will review the goals for first-year seminars, examine how different course components may support different goals, and learn how to evaluate short- and longer-term student outcomes.
Taking the next step: Supporting students’ transitions from high school to : Click or press enter to expand or collapse this section.
When students transition from high school to college they become advocates for themselves, responsible for their academic and social transition into higher education. This transition can be particularly challenging for first-generation college students who have experienced the effects of inequitable education opportunity. Students may not know what to expect when they arrive on campus, or how to best prepare for those experiences. As college advisers serving Latino students in rural and suburban Michigan, the speakers draw from their experiences as resident assistants at MSU to examine three areas of change between high school and college: academic/professional, health/wellness, and residential/intercultural. Educators attending this session will learn specific ways to prepare students for college-level academics, how to aid students in identifying and utilizing college resources, and techniques for achieving school/life balance.
Tuesday, April 19, 2016
Networking Center Open
Access and Beyond: Preparing Underrepresented Students for Life Success : Click or press enter to expand or collapse this section.
Broad access to selective colleges for high-achieving, low-income, underrepresented students remains a challenge. This session will present models to expand opportunities for traditionally underrepresented students to attend best-fit colleges. The professionals leading this session stress that access is not where the quest for equity ceases, and they will share practices for empowering students to take full advantage of the opportunities available to them to achieve their full potential in college and beyond.
Building Success: Increasing Hispanic Outcomes in Higher Education : Click or press enter to expand or collapse this section.
The student success movement at the University of South Florida (USF) has transformed the campus and produced remarkable gains in student success. In five years, USF has increased its six-year graduation rates from 51 percent to 69 percent. This is one of the fastest growing graduation rates among public research institutions in the country. Underrepresented minorities have impressive graduation rates at USF. There has been a 45 percent increase for Hispanic students with graduation rates increasing from 47 percent to 68 percent in the last five years. Vice Provost for Student Success Paul Dosal will highlight the general features and achievements of the student success movement at the University of South Florida. The key to the success of the movement has been an institutional commitment to student success, which has created a campus culture in which expectations have been raised for all students, faculty, and staff.
Collaboration Practices for College Access Nonprofits Working in Schools : Click or press enter to expand or collapse this section.
In many urban school districts serving Latino students, there is a great need for youth-serving nonprofits and community-based-organizations to work hand in hand with school counselors, teachers, and administrators to help students gain access to higher education. One question that school staff and the organizations working within a school must answer is "how do we work together to serve students and avoid duplication of services?" This panel presentation will offer perspectives on how successful collaboration can be achieved in schools hosting multiple service providers. The panel will offer multiple perspectives and share strategies, tactics, and best practices on multi-organization collaboration in a majority-Latino high school in New York City. Additionally, an evaluator on the panel will present findings from qualitative case studies in New York City public schools led by researchers at the Stanford Graduate School of Education.
Effective Helping in College Prep for Gifted/High-Achieving Latino Students : Click or press enter to expand or collapse this section.
College preparation with gifted/high-achieving Latino students is both an educational and an emotional process. Counselors are tasked with discerning the kind of assistance that is most appropriate for their students and providing it, while students face the responsibility of learning to articulate what they need and employing assistance productively. Even with positive intentions on all sides, challenges such as the following may arise: the student’s priorities and values and those of the counselor or program are not closely aligned; help is provided that benefits the student but not the family, or vice versa; the student has access to many resources but is overwhelmed at how to manage them; the student needs help with both college counseling and mental health counseling. The presenter will discuss a variety of pitfalls and suggest strategies to address them that combine advising and counseling principles.
Engaging Latino Youth from the Congressional Hispanic Caucus Institute : Click or press enter to expand or collapse this section.
A key part of any student’s success is their ability to put into practice what they learn in the classroom — even more so for first-generation students. In 2011, the Congressional Hispanic Caucus Institute launched R2L NextGen, a week-long leadership and civic engagement program in Washington, D.C. During the program students gain an understanding of their role as citizens, meet with key leaders, participate in study visits, and develop a deeper understanding of how they can affect positive change in their communities. Participants will also gain insight into how to support and engage Hispanic/Latino students through applied learning experiences and long-term engagement; receive program management tools, youth recruitment strategies, and evaluation methods; exchange ideas and opportunities that serve Hispanic students; and hear about the program’s impact firsthand from a junior alumnus.
Getting To and Through: Latino Male Initiatives from Texas : Click or press enter to expand or collapse this section.
Despite improvement over the past decade, participation and success in higher education among Latino male students is still below state targets in Texas. Latino males continue to lag in meeting statewide targets in participation when compared to their female counterparts and other ethnic groups. In an effort to continue meeting the goals of the previous statewide higher education plan, Closing the Gaps, and the new higher education plan, 60x30TX, the Texas Higher Education Coordinating Board has funded several peer-to-peer and near-peer initiatives that serve high numbers of Latino males. This presentation will highlight the best practices and successes of Sam Houston State University and Texas State University in helping Latino male students succeed in higher education.
Grading with Poverty in Mind: Evaluating Grading Policies in the Inner-City : Click or press enter to expand or collapse this section.
In this session, participants will evaluate standard grading policies and determine whether or not they account for the harsh realities of urban poverty. Too often we insist on grading policies that attempt to facilitate learning in environments beyond our control, such as students’ home lives. Could it be that we've been wrong to insist that students living in the often harsh realities of urban poverty complete all of their course work, typing essays while babysitting or working, only to penalize them when they submit their assignments late? In a culture where Latino students often find themselves marginalized, educators find themselves facing the question of what a student’s grade should truly reflect. By the end of this session, participants will reflect on their grading policies in order to accommodate for the realities of urban poverty, while also maintaining high standards for all students.
Increasing the enrollment and AP Pass Rate for Latino Students : Click or press enter to expand or collapse this section.
This session will focus on increasing the AP enrollment and pass rate for all students with an emphasis on student subgroups that are traditionally underrepresented in AP courses. These subgroups include Latino, African American, ESE, and students classified as falling in the lower quartile of socioeconomic status as determined by free and reduced-price lunch criteria. Simply enrolling students into high rigor, college-level courses is only the first step in making sure students of color have access to higher-level courses such as AP. The real work begins with ensuring that all students are provided with genuine supports that will help make them successful. This is particularly a focus for students who have not experienced higher-level courses. Schools need to have a structured plan for tutoring and mentoring, peer support, and guidance counseling to ensure success for all.
Mothers and Daughters Team up for Success, a network of empowered females : Click or press enter to expand or collapse this section.
The Mother-Daughter Program (MDP) is a pre-college program for seventh- and eighth-grade female students and their mothers (or guardians). The program is housed at the university and develops partnerships with local schools. MDP "teams" from target schools prepare for high school and college, supported by the University of Texas Rio Grande Valley student mentors/tutors, community members, and professional role models. MDP exposes students to science, technology, engineering, and math (STEM) careers and opportunities while reinforcing parental support for the students’ education aspirations. In addition, an ongoing longitudinal study shows the success of many former participants, including a cohort pursuing doctoral degrees. The program furnishes the tools for increasing self-esteem and confidence, as well as opportunities for identifying, exploring, and appreciating cultural values and traditions.
One Step Further: Open Enrollment in AP for Emerging Bilinguals : Click or press enter to expand or collapse this section.
Albuquerque High School is an inner city, Title I public high school with 1,800 students. It has garnered national attention from U.S. News & World Report for increasing access to AP classes, with over 53 percent of its total student population taking at least one AP Exam annually. With a student population of over 70 percent Hispanic or Latino students, this success is due in large part to the Dual Language Enrichment Program, which celebrates bilingualism. The capstone of this program is the Seal of Biliteracy, which is offered at the school, district, and state level. Given its commitment to Dual Language Enrichment, many AP classes are offered in Spanish as well as English; as such, students who are still labeled English language learners receive access to the rigorous content and academic vocabulary inherent in the AP curriculum.
Understanding the Shift to Prior-Prior Year : Click or press enter to expand or collapse this section.
What is prior-prior year (PPY) and why does it matter? PPY refers to a federal financial aid change that has broad support and has been enacted for academic year 2017-18. PPY will use a family's income information from two years prior to determine federal aid eligibility instead of the currently used prior year income. This session will invite discussion of implications for students and families, for aid and admission policies , for operations, and more. Participants will leave this session better equipped to help families understand the shift, and prepared to modify procedures and communications at their institutions accordingly.