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Expanding the Latino Participation Beyond Student Recruitment. Colorado Community College Summit October 24, 2011. What do we know about Latinos in higher education?. 42.97%. 66%. 63%. 2.7%. 14.7%. 12%. 73%. 27%. 56%. 44%. Complete College America: Colorado 2011. - PowerPoint PPT Presentation
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Expanding the Latino
Participation Beyond Student
RecruitmentColorado Community College Summit
October 24, 2011
What do we know about Latinos in higher education?
© 2011 Canales, Luzelma
42.97%
© 2011 Canales, Luzelma
© 2011 Canales, Luzelma
63%66%
12% 14.7%
2.7%
© 2011 Canales, Luzelma
73%
56%27%
44%
© 2011 Canales, Luzelma
Complete College America: Colorado 2011
• By 2020 70% of jobs will require career certificate or college degree
• 41% of Colorado adults have an associate degree or higher
• 29% skills gap
© 2011 Canales, Luzelma
Complete College America: Colorado 2011 (18-24 Year Olds)
State Population
College Enrollment
College Graduation
White 68% 69% 76%Hispanic 22% 12% 10%African American
4% 4% 3%
Other Races 6% 14% 11%
© 2011 Canales, Luzelma
Of Every 100 Kindergartners…Graduates White African
AmericanLatino/
Hispanic
High School
94 89 62
Some College
66 51 31
At Least Bachelor’s Degree
34 18 10
Source: US Department of Commerce
36% 20% 16%
© 2011 Canales, Luzelma
College Graduates by Age 24
75% From High Income Families
9% From Low Income Families
Source: Postsecondary Educational Opportunity
What else do we know?
© 2011 Canales, Luzelma
Excelencia in Education• Profile of today’s Latino students
– U.S. Born– U.S. Citizens– English Dominant– High School Graduate
• Majority of Latino students in higher education– First-generation– Enroll part-time– Attend community college (live off campus)– Work while enrolled in college– Do not complete in the traditional path
© 2011 Canales, Luzelma
The story of one community’s journey…
…building on Latino families belief in education
as path to success.
© 2011 Canales, Luzelma
Location …
© 2011 Canales, Luzelma
50th Community College in Texas•Legislatively created
September 1993•Serve over 678,000 people previously without access to a community college
•$28 million campus donated by the City of McAllen
•High Unemployment: Hidalgo 24.1% & Starr 40.3%
“I signed the Bill to create STCC porque es justo.”
© 2011 Canales, Luzelma
• 95% Hispanic Enrollment• Majority First Generation – Low
Income College Students• Nearly 88% on Financial Aid
(State/Federal)• McAllen MSA Fastest Growing in the
Nation• McAllen Poorest City in the Nation
Our Service Area …
© 2011 Canales, Luzelma
• Almost one-half the population lives below the poverty level
• One-half Adults over age of 25 have Less than ninth grade education
• One-fourth Adults over age of 25 have less than fifth grade education
• Approximately 49% of Hispanic Students in Texas do not complete High School
Our Service Area …
© 2011 Canales, Luzelma
From 1,000 to over 30,000 students From a $3.9 million to over $135 million
budget From 267 to 2,300 faculty and staff From 1 to 5 campuses, 2 sites, e-STC Over 100 degree and certificate program options 3 Bachelors of Applied Technology
Over 20,000 Graduates
In Eighteen Years…
© 2011 Canales, Luzelma
Eighteen Years of Excellence: Changing Lives & Communities
“Creating
Pathways to the
Middle Class”
© 2011 Canales, Luzelma
Defined STC by . . .• Access
• Equity• Opportunity
1993
2004
2006• Success
• Completion
© 2011 Canales, Luzelma
In the First 10 Years...Many initiatives did not produce the results and gains anticipated
Institutional performance benchmarks were flat
Local public image of academic quality was disappointing
Lack of responsibility and accountability for student success
© 2011 Canales, Luzelma
The “best practices” had disappointing results
“Tough love” was equally disappointing
Developmental Studies
Did the Right Things …
© 2011 Canales, Luzelma
Each fall thousands of students were not returning
to STC … when they should have
been…
© 2011 Canales, Luzelma
South Texas College, one of 27 community colleges, selected nationally in Round One to build a culture of evidence to
improve student success (2004)
© 2011 Canales, Luzelma
How did we establish institutional commitment for
student success & completion?
© 2011 Canales, Luzelma
Presidential Leadership & Commitment
Setting a Vision and Goals Eliminating Silos Broad Based Engagement Build Culture of Evidence Listen to the “Voices” Identify Barriers to Student
Success“We are making a transformational systematic change to our beloved
STC.”Dr. Shirley A. Reed, President August 15,2005
© 2011 Canales, Luzelma
A better quality of life for our
communitie
s
Vision Statement
© 2011 Canales, Luzelma
Increase College-Going Rates
Increase College & Career Readiness
Increase Degree/Credential Attainment
Regional Goals
© 2011 Canales, Luzelma
Work Plan to Create a Culture of Evidence
• Establish Core Team & Data Team• Develop Action Plan • Collect Data• Analyze Data• Conduct Core and Data Team
Retreat• Identify Strategies for
Implementation
© 2011 Canales, Luzelma
Data Driven … Student Focused
© 2011 Canales, Luzelma
Critical GapCritical
Gap
Critical Gap
Critical Gap
CompletionPoint
CompletionPoint
Birth to PK High9-12
Lower Division
Upper Division
Middle6-8
CompletionPoint
ElementaryPK-5
(7th–10th Grade Dropout)
(High School to College)
(First Year Retention & 2-
Year Completion)
(Transfer from 2-year to 4-year & 4-year Completion)
Critical Gaps …
(Adapted from THECB, 2007)
© 2011 Canales, Luzelma
Participation Retention
Progression from
Developmental Studies to
Credit Courses
Gatekeeper Successful
Course Completion
Degree Completion
Transfer Success
Institutional Priorities
© 2011 Canales, Luzelma
Asset ModelsVs
Deficit ModelsX
© 2011 Canales, Luzelma
The Role of Quantitative Data:Identifying Gaps in Student
Success
The Role of Qualitative Data:Understanding the Underlying
Factors of Gaps in Student Success
© 2011 Canales, Luzelma
A Theory and a Method of Conducting Focus Groups
Understanding Knowledge, Actions, Attitudes in
Overcoming Barriers to Student Success
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
© 2011 Canales, Luzelma
Three Assumptions of Framework:1) Campus is a Black Box
2) Barriers are contextually dependent 3) Students viewed as experts
Students
No Degree
Degree, Certificate
Completion, Transfer
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Developing Local Models of Minority Student Success
© 2011 Canales, Luzelma
Source: Student Success Model as adapted from Padilla, Gonzalez, & Treviño, 1996
The Role of Knowledge
Total knowledge at graduation
Initial Knowledge
Campus dependent
Campus independent
Heuristic knowledge component
Theoretical knowledge component
Rules of thumb
Experiential learning
Classroom learning
Laws, axioms, & principles
© 2011 Canales, Luzelma
First Year in CollegeWhat barriers do students experience during their first year
in college? What knowledge, actions, and attitudes do successful students employ to successfully persist?
Students
Drop-out/Stop-out
Successful Persistence
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Applying the Framework to Different Contexts
© 2011 Canales, Luzelma
A CourseWhat barriers do students experience as they attempt to complete a specific course? What knowledge, actions, and
attitudes do successful students employ to successfully complete the course?
Students
Non-completerUnsuccessful
Completer
Successful Course
Completion
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Applying the Framework to Different Contexts
© 2011 Canales, Luzelma
Barriers Freq. Knowledge Actions Changes
© 2011 Canales, Luzelma
Fall 2005 Barrier Study• 25 focus groups • 387 student essaysSpring 2007 Follow-up Barrier
Study• 22 focus groups•Over 300 student Essays
© 2011 Canales, Luzelma
2005 Barrier Study
Money
Lack of Information
Work/Job Time Management
Facilities/Equipment
Child/Daycare/Family
Course Offerings
Developmental/THEA
Technology
© 2011 Canales, Luzelma
Student Voices…“I can afford to start but not to finish. Problems happen
later in the semester.”
“Financial aid is not enough for my family, and I get pressured to work.”
“Work piles up too quickly! I can't find time to do homework or study. Tests and papers are always due
together…for all my classes.”
“I don’t know what to expect, like what to do to get into college, and how the college works.”
© 2011 Canales, Luzelma
Faculty & Staff Voices …
22 representative groups of faculty,
staff, and students met with two consultants
© 2011 Canales, Luzelma
Community Voices …Over 170 community members
participate in Community
Conversations
© 2011 Canales, Luzelma
Community Conversations …
Communication/Information Engage parents/families
early in the process Communicate process of
enrolling in college and expectations
Partnerships Create more partnerships
with businesses Join efforts with K-12 and
existing organizations
Access to Existing Programs Create programs like Gear-
up for all students Offer dual enrollment to all
students Schedule college tours for
all students (elementary, middle, high school)
© 2011 Canales, Luzelma
Inventory of Policies/Practices
Academic Affairs Student
Affairs
IT FinanceStuden
t Succes
s
Education & Business Voices…Summit on College
Readiness• 2006 - Closing the Gaps
on College Readiness• 2007 –Closing the Gap
on College and Career Readiness
• 2008 –The Journey to College Success
• 2009 – Accelerating Student Success
• 2010 – Success by Design
• 2011 – The Power of One
© 2011 Canales, Luzelma
Are the barriers different
for successful students as compared to
unsuccessful students?
© 2011 Canales, Luzelma
Data Suggests …
… successful students navigate barriers… unsuccessful students do not
© 2011 Canales, Luzelma
Have we, as an institution, properly
balanced our commitments to open
access and student success?
© 2011 Canales, Luzelma
Rethinking Late Registration• Define Late Registrants
– Register on or after the 1st Class Day of a term
• Fall 2004 – 800 students– 4.5% of Total Enrollment– 674 (84%) Paid & remained enrolled– 126 (16%) Dropped for non-payment
Student body drops is less than 4% each semester
© 2011 Canales, Luzelma
How did they do in the Fall 2004?
• 335 (49.7%) earned a GPA of 2.0 or greater
• 339 (50.3%) earned less than a 2.0
147 earned a GPA between 0.1 and 1.86
192 earned a GPA of 0
© 2011 Canales, Luzelma
How do they compare? Grade
On-Time Registrants Late Registrants
A 23% 12%
B 28% 20%
C 20% 17%
D 6% 7%
F 11% 25%
W 11% 17%
I 1% 2%
© 2011 Canales, Luzelma
Fall 2004 Grade Comparison
0.0
5.0
10.0
15.0
20.0
25.0
30.0
A B C D F I IP NP P W
Course Grade
% o
f Coh
ort
On Time
Late
© 2011 Canales, Luzelma
Late Registration Date Success Rates
44.00%
46.00%
48.00%
50.00%
52.00%
54.00%
56.00%
58.00%
less than 2.00
% o
f Gra
de D
istr
ibut
ion
1st Class Day2nd Class Day3rd Class Day
© 2011 Canales, Luzelma
Late Registration & Grades
0%10%
20%30%
40%
50%60%
70%80%
Late Non-Late Late Non-Late
F all 2004 F all 2005
A-C
DF W
© 2011 Canales, Luzelma
Eliminate Late Registration?• Data is Key
– Drill Down Deeper• Broad Based Participation
– Planning & Development Council• Proposed Plan
– Be ready to shift– Communication Plan
• Recovery Plan– Access is Mission Critical
© 2011 Canales, Luzelma
Mandatory Orientation
© 2011 Canales, Luzelma
FTIC Case Management
Student Success Specialists (formally Retention Specialist)
Faculty Advising Probation/Suspension
Counseling Beacon Mentoring
400 Faculty Advisors
120 Beacon Mentors
4 Retention Specialists
11 Counselors
Comprehensive Advising
© 2011 Canales, Luzelma
© 2011 Canales, Luzelma
Welcome CentersFinancial LiteracyCollege Success
CurriculumCounselors in the
ClassroomPlasmas
Screens/KiosksPriority Registration
Building Knowledge
© 2011 Canales, Luzelma
Did it make a difference?
© 2011 Canales, Luzelma
Percent of STC Full-Time-First-Time-in-College Students Who Re-enroll from
Fall to Spring by College Ready Status
2005 2006 2007 2008 2009
84% 83%
78%
82%
86%84%87%
84%86% 87%
Received Reme-diation
Did Not Receive Remediation
Closing the Gap
Percent of STC Full-Time-First-Time-In-College Students Who Re-enroll from
Fall to Fall by College Ready Status
2004 2005 2006 2007 200840%
45%
50%
55%
60%
65%
70%
54%52%
54% 54% 55%
60%58%
62%64%
69%
FT Received Remediation FT Did not Receive Remediation2nd Fall Term
14%
Gap6%Gap
Percent of STC Part-Time-First-Time-in-College Students Who Re-enroll from
Fall to Spring by College Ready Status
2005 2006 2007 2008 2009
73%75%
65%
73%
77%77%73% 72%
75%
76% Received Remediation
Did Not Receive Re-mediation
Closed the Gap
Percent of STC Part-Time-First-Time-In-College Students Who Re-enroll from Fall to Fall by College Ready Status
2004 2005 2006 2007 200830%
35%
40%
45%
50%
55%
60%
44%41% 42% 41%
48%
51%54%
47%51%
52%
PT Received Remediation PT Did not Receive Remediation
2nd Fall Term
4%Gap
13%Gap
© 2011 Canales, Luzelma
Results
© 2011 Canales, Luzelma
Results
Right Direction….but Slow…
FALL TO FALL RETENTION
(Full-time Students)2004: 58%
2005: 62%
2006: 64%2007: 69%
© 2011 Canales, Luzelma
2005 Barrier Study 2007 Barrier Study
Money
Lack of Information
Work/Job Time Management
Facilities/Equipment
Child/Daycare/Family
Course Offerings
Developmental/THEA
Technology
Instructor Issues
Child/Family
Course Offerings
Developmental/THEA
Work/Job Time Management
Personnel
Money
Lack of Information
© 2011 Canales, Luzelma
A Comprehensive Approach to College Readiness
Building a Common Language and
Raising Expectations
“Creating a College Going Culture”
Outreach Services
© 2011 Canales, Luzelma
K-12 Partnerships• Testing in High School• College Success in High School• Curriculum Alignment• Dual Enrollment• Early College High Schools• High Dropout Recovery Programs
© 2011 Canales, Luzelma
• Hidalgo & Starr Counties– Districts – 19– High Schools – 53
• Enrollment History– 1997 – 98 students– 2011 – 10,500 students
Dual Enrollment Partners
Series10
2,000
4,000
6,000
8,000
10,000
12,000
3207
46005630
6919
84389336
10500
2005 2006 2007 2008 2009 2010 2011
Dual Enrollment
Source: STC Dashboard, Enrollment – Student Composition History
© 2011 Canales, Luzelma
Dual Enrollment STEM Academies
© 2011 Canales, Luzelma
Early College High Schools• McAllen Achieve ECH – Year 4• Mercedes ECH – Year 4• PSJA T-STEM ECHS – Year 4• PSJA North ECHS – Year 2• PSJA Southwest ECHS – 1• La Joya ECHS – 1 • Progreso ECHS – Year 5• Valley View T-STEM ECHS – Year 3• Hidalgo ECHS – Year 6
© 2011 Canales, Luzelma
• PSJA ISD high school students not meeting graduation requirements– 18-25 year olds– 3 or less high school credits– 1 or more of the TAKS exit exams
• Structure– High school provides credit recovery and TAKS
remediation– STC provides College Success and dual enrollment courses
(South Texas College, 2010)
High School Dropout Recovery
© 2011 Canales, Luzelma
• Over 1,000 Graduates in three years– High school diploma– 50% with six college credits– 88 over the age of 21
• Awarded Texas Higher Education Coordinating Board Star Award
• Replicated by other school districts– La Joya– Mercedes– McAllen– Mission– Weslaco
• Gateway to College
High Impact
© 2011 Canales, Luzelma
Rio South Texas Public SchoolsAward More High School Diplomas
FY 2006 FY 2007 FY 2008 FY 2009 FY 2010
16,351 16,423 17,734 19,985 21,687Source: PEIMS Region 1
10000
12000
14000
16000
18000
20000
22000
Percent of HS Graduates Enrolling at STC Who Were College Ready at Time of
Entry
© 2011 Canales, Luzelma
9% Increase in Percent of HS Graduates Pursuing Texas
Higher Education the Fall After High School Graduation
© 2011 Canales, Luzelma
Percent Meeting Texas Success Initiative (TSI) Higher Education Readiness Component
English Language Arts – 27% increaseMathematics - 26% increase
Source: TEA Academic Excellence Indicator System
2004 2005 2006 2007 2008 2009 201020%
25%
30%
35%
40%
45%
50%
55%
60%
65%
33%
38%
43%46%
48%
56%59%
24%
30%33%
43%46%
53%51%
Math ELA
© 2011 Canales, Luzelma
Making Dreams Happen!
The Ramirez Family
“We talk about college all of the time, I tell him that school
doesn’t end in the 12th grade, and that he has to keep going in order to be someone in life. I always remind him that college
is very important, no matter what he wants to be when he grows up, and that STC is an
option for him. I’m glad that Dr. Reed and her staff came out today to talk to the kids about
college, because it just enforces all that we as parents
tell our children.”
© 2011 Canales, Luzelma
Institutional Focus on Completion
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
500
1000
1500
2000
2500
3000
3500
536
962751
938
1378 1439
1818 1908 1998
2256
3027
Number of Graduates1997 to 2010
© 2011 Canales, Luzelma
34%
13%
8%
11%
Graduates
Enrollment
-3%
5%
© 2011 Canales, Luzelma
Economic future of South Texas, to a great
extent, will be influenced by our
ability to increase the educational level and
competitive workforce skills of all residents of
Hidalgo and Starr Counties.
© 2011 Canales, Luzelma
Evidence of
Our Success .
. .
© 2011 Canales, Luzelma
Luzelma G. Canales, Ph.D.Interim Associate Dean,
Community Engagement & Workforce Development
luzelma@southtexascollege.edu
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