Dr. José Luis Santos Founder and President JLS …...Dr. José Luis Santos Founder and President JLS Strategies Group, LLC Dr. José Luis Santos has 20 years of higher education experience

Dr. José Luis Santos Founder and President

JLS Strategies Group, LLC

Dr. José Luis Santos has 20 years of higher education experience advocating for equity and social justice on behalf of marginalized communities in schools, colleges, and universities. Throughout his career, Dr. Santos has intentionally sought out roles to work with diverse communities within universities and non-profits.

His commitment to the community is evidenced by his service with organizations that serve low income, underrepresented, and marginalized communities of color – Chicanos Por La Causa, Rebuilding Together, Habitat for Humanity, Urban League, UnidosUS, and Miriam’s Kitchen, to name a few. His commitment to education led him to found the Latina/o Policy

Research Initiative – an applied research center aimed at closing the Latina/o achievement gap at the University of Arizona (UA) where he also worked at the equal opportunity and affirmative action office. He is the intellectual founder of a dual immersion STEM program for the Las Virgenes Unified School District. He served on the Dean's Executive Advisory Council, School of Education at California Lutheran University and The Policy and Practice Advisory Council for the Institute for Transformation & Equity at Indiana University Bloomington. He currently serves as inaugural board member for the Advisory Board of the Ph.D. program in Higher Education at Howard University.

Dr. Santos is considered a national expert on student success strategies. He is founder and president of JLS Strategies Group, LLC – a public policy advocacy and consulting firm in the Washington, D. C. area dedicated to providing evidence-based information to inform practice and policy that leads to change and continuous improvement. The firm was contracted to work with Complete College America – a leading national organization that strives to close achievement gaps and boost graduation rates – to implement 15 to Finish and other game changer strategies at community colleges and universities across the country.

Before launching JLS Strategies, Dr. Santos was a senior executive and served as the Vice President of Higher Education Policy and Practice at The Education Trust in Washington, D.C. – a national non-profit advocacy organization that promotes high academic achievement for all students at all levels, particularly for low-income students and students of color. While at Ed Trust, he secured a $1.28M Lumina Foundation grant to launch a Minority Serving Institutions student success initiative (OASIS) where he built the team that consulted and supported HSIs, HBCUs, and other institutions to use data to drive improvements in student engagement and completion, and to share best practices across a set of diverse postsecondary institutions.

Dr. Santos served as associate professor of higher education at Pepperdine University’s Graduate School of Education & Psychology where he taught advanced statistics and public policy courses across all doctorate of education programs: Education Leadership, Administration, and Policy, Learning Technologies, and Organizational Leadership. Before that, he was an assistant professor (tenure track) in the Higher Education & Organizational Change division at UCLA’s Graduate School of Education & Information Studies (GSE&IS), where he was also an affiliated scholar of the Higher Education Research Institute and an affiliated faculty member of the Chicano Studies Research Center. He designed the

undergraduate and graduate courses on public policy & higher education and the core and required graduate course on organizational analysis and theory in higher education. He designed and taught the only economics of higher education course in the GSE&IS – focused on economic diversity and social justice. He served as elected member on a number of key departmental, school-wide, and university-wide committees. He was a member of the UCLA Academic Senate and elected to serve on the Legislative Assembly Committee.

Dr. Santos’ scholarship is centered on higher education policy and economics and finance as it relates to access, affordability, and completion for college students in general, and low-income students, students of color, and veterans in higher education in particular. His work on college access and affirmative action was filed in the brief of the Law School Admission Council as amicus curiae in support of the University of Texas at Austin, et. al., in the US Supreme Court case, Abigail Noel Fisher v. University of Texas at Austin, et. al. He has used a variety of instructional modalities consisting of blended learning and flipped classrooms with pen and touch tablets in various web conferencing environments. His scholarly work has been published in leading education journals such as Educational Policy, The Journal of Higher Education, The Review of Higher Education, and Research in Comparative and International Education. And his work and op-ed pieces and interviews have been featured in such top circulation publications and broadcast networks such as The New York Times, USA Today, The Washington Post, Huffington Post, Univision, National Public Radio, The Chronicle of Higher Education, Inside Higher Education, and Diverse Issues in Higher Education, to name a few.

Dr. Santos is a first generation American and college student who is the youngest of nine siblings and son of migrant farmworkers. He is a native of Stockton, CA and grew up working in the tomato fields and cherry orchards in and around the Valley. He is the son of a WWII veteran and is a veteran himself who served honorably in the U.S. Marine Corps. He enlisted at age 17 and served on active duty as a Corporal (E-4) and as a Naval Midshipman 1st Class while in college. He served aboard the USS Comstock (LSD), U.S. Navy dock landing ship and participated in Operation Fiery Vigil in order to participate in the humanitarian efforts to relieve the devastation of the eruption of Mt. Pinatubo on June 12, 1991. Dr. Santos is also a veteran of Operation Desert Shield/Desert Storm.

Dr. Santos attended Arizona Western College for general studies and credits his success in college to those deeply committed San Diego Community College District professors who provided crucial development in Mathematics, Science, and English and superb preparation for university-level work while he participated in a year-long selective naval officer selection program at the Naval Training Center in San Diego. Upon completing the program, he earned a Naval Reserve Officers Training Corps (NROTC) scholarship. And, the GI Bill, Pell Grant, and Subsidized and Unsubsidized loans were crucial in enabling him to afford college, altogether.

He earned his B.A. in Mexican American Studies, M.A. In Educational Psychology: Measurement & Research Methodology, and Ph.D. in Higher Education Economics and Finance Policy: Econometrics and Measurement & Research Methodology from The University of Arizona.

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JOSÉ LUIS SANTOS, PhD

May 8, 2018

Reference: President, Kingsborough Community College

Attention: Search Committee Chair

Dear Chair and Members of the Search Committee:

This letter is to apply for the President, Kingsborough Community College (KCC) position in New York. Enclosed is my curriculum vitae. The enclosed materials provide essential information concerning my background, experience, skills and interests. In this letter, I start with my brief American Dream story and provide a brief background of pertinent experience and specifically address the key opportunities and challenges that will face the new President of KCC for which I believe I am uniquely qualified to lead.

My American Dream Story

I am the youngest of nine siblings and son of migrant farmworkers who immigrated to the US from México – they came to this country because they dreamed that this is where their children had the best hope for a better future. My dreams were linked to their dreams, but, I was able to dream bigger because of them – I had no idea what was possible but I knew that through hard work I would do better than my parents and realize their hopes and dreams for me. My dreams led me to enlist in the Marine Corps in my junior year of high school. I was well on my way. Military was a pathway to college – I knew the military could only get me so far—I needed some college. As a result, I enrolled at the local community college where I was stationed – Arizona Western College. Like so many immigrants and first-generation Americans in Brooklyn, this community college was my first point of interaction with college. However, the general education courses that I enrolled in served as the basis for me to compete for a Marine Corps officer program where I secured a Naval Reserve Officers Training Corps (NROTC) scholarship. And, the GI Bill, Pell Grant, and Subsidized and Unsubsidized loans were crucial in enabling me to afford college, altogether.

College was a transformative experience, and I realized that I wanted more. I also believed that pursuing higher education would be the vehicle from which I could further my American Dream – without higher education, I believed that my options would be limited. Now, I have big dreams for my children – my departed immigrant parents’ dreams live through me, and their dreams and my dreams live through my two children. My wife and I have even bigger dreams for them than we had for each other. So, the dream of my parents is no different than the dreams I have for my own children, and the dreams that many parents in Brooklyn and surrounding neighborhoods of KCC have for their children. In fact, a study, released by the Pew Research Center a couple of years ago, really underscores this point. Pew found that 86 percent of Hispanic parents and 79 percent of Black parents with children under 18 say it is either extremely or very important that their children earn a college degree. With roughly half (49%) of Hispanics and 43 percent of Blacks saying that a college education is a requirement to be part of the middle class, compared with just 22% of Whites. Why is this? Because the stakes are quite high, and they know it—just like my parents knew it for their children, I know it for mine, and Brooklyn parents know it for theirs.

I started with my personal American Dream story because as Americans, we tell each other – and the world – two very powerful stories about who we are as a nation. The first is that we are the land of opportunity. That, whether your parents were born in a village in México, or in a small village in Africa, or in the neighborhoods of Canarsie, Cypress Hills, or Sunset Park, you can become anything you want to be if you work hard enough.

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The second is a story of constant, intergenerational advancement. That, through saving and hard work, each generation of immigrant and American parents can secure a better education – and a better future – for their children – just like my parents did for me, and we hope to do for our children. Sadly, these stories are quickly slipping away. News story after news story show the rungs on the ladder upward in America have grown further and further apart. And, without a postsecondary credential, almost nobody can climb higher. In fact, forty-five percent of those born poor in the United States will remain poor as adults, and 60 percent will be either poor or near poor. With a college degree, this rate plummets to 16 percent.

What these numbers say to us is simple: That, for Brooklyn, for New York, and for our nation’s collective sake, we need to make sure that more young people from low-income families, adult and returning students, Latinas/os, Blacks, and other post traditional students like those enrolled at KCC get to college and finish college.

Why I want This Job

As a first-generation Mexican American college graduate, and veteran who served honorably in the United States Marine Corps, I believe that I can identify well with many KCC students and residents of Brooklyn. I am a native of the Central Valley in Stockton, CA and grew up working in the tomato fields and cherry orchards in and around the Valley. I am intentionally seeking out the president opportunity at KCC because it is a Hispanic Serving Institution (HSI) that serves large numbers of low-income, first generation, and other underrepresented minority students. I believe my broad expertise can add value to KCCs continuous improvement efforts in student success where I have acquired critical skills in helping multi-campus community colleges and medium to large comprehensive and urban universities put into place evidenced-based best practices for enhancing student success. Since most low-income and other underrepresented students begin their college experience at community colleges all across this country (like me), I believe I can be an effective leader in putting into place the necessary conditions for a sustainable evidence-based culture that embraces the use of real-time data to drive continuous improvement efforts in student success at the two-year level.

I have a broad professional and academic background as a small business owner, senior executive and advocate for low-income-students and underrepresented students, director of research and data analytics, institutional researcher, founding executive director of a state-level Pre-K-12 through postsecondary education policy research center, and professor of higher education at a leading private Christian university (Pepperdine University) and a top public university (UCLA) – the number one School of Education in the country. In all of these capacities I have had, most recently, the opportunity to build and oversee a major higher education portfolio with an operating budget of $3M and directly manage numerous personnel from senior level management staff to graduate students. I comprise a unique combination of senior executive experience, financial management, strategic planning, project management, data science and analytics and quantitative analysis, interpersonal skills, outstanding writing and communication skills (in both English and Spanish) and have demonstrated intellectual leadership in all of these capacities in the areas of K12 through higher education.

I have 19 years of combined executive, administrative, entrepreneurial, and faculty experience working in the higher education space across multiple universities and types and a public policy advocacy organization in Washington, DC – where I have worked at the highest policy levels. As a scholar, I carried out a research agenda in higher education finance and college access and affordability where I published in top-tiered and peer-reviewed academic journals and many other publication forms.

Consulting Firm and Student Success

In March, I founded JLS Strategies Group, LLC, a public policy and advocacy consulting firm that is dedicated to providing decision-makers with evidence-based information to inform practice and policy. I

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believe that good policy stems from solid data science and analytics and best practices from the field. Through this firm, I endeavor to align, advocate for and advance such policy to improve education and workforce outcomes. At the heart of my work is impressing upon decision-makers that they must be intentional in their student success efforts and design an appropriate data infrastructure in order to use the right data and metrics to drive change and continuous improvement. I am partnering, through various contracts, with national organizations such as Complete College America (CCA) based in Indianapolis, IN and Washington, DC and state organizations such as the Partnership for College Completion (PCC) based in Chicago, IL. With CCA, I am on retainer to work on a Minority Serving Institutions student success initiative where I am the principal evaluator that mainly works with community college HSIs to develop a prototype system for data collection and reporting and assist in the design of pre- and post-surveys, administration, and reporting. I assist in the implementation plans for CCAs 15 to Finish and strategies that are focused on increasing student credit accumulation. With PCC, I was hired to present to Illinois public university trustees on the importance of student success and use of data to frame the national higher education student success landscape. In addition, I am on retainer with PCC as a thought partner to help design the budget and strategy for an equity and student success initiative in IL to work with colleges and universities throughout the state. As a consultant, I am contracted to speak on student success across the country, and I am recognized as a national expert in this area. Moreover, I leverage business intelligence on student success to advise private foundations on back-office strategy for their higher education equity and student success investment portfolios.

Senior Executive Experience & Leadership

Higher Education Portfolio As a senior executive at the Education Trust, I managed a $3M operating budget and oversaw the entire higher education portfolio that consisted of the policy, practice, and research and data analytics departments while providing intellectual leadership and overall direction – focused on improving access, affordability, completion, and post-enrollment success for low-income students and underrepresented students. I built, hired, and supervised an entire higher education team that was diverse, consisting of senior management-level directors and senior and junior policy and research analysts. I led the strategic planning effort for the higher education portfolio and carried out an aggressive publication agenda through a secured $750,000 Bill & Melinda Gates Foundation grant, two $500,000 General Operating Support investments from The Kresge Foundation and the Bill and Melinda Gates Foundation, and one $250,000 General Operating Support investment from The Kresge Foundation. I secured a $1.28M Lumina Foundation grant to support an innovative Minority Student Success initiative that I conceived of with intellectual thought partnership from senior university leadership across the county. I built out a new practice team to implement this initiative and work directly with regional and comprehensive public colleges and universities across the country that enrolled large numbers of low-income and underrepresented students. In addition, I have developed and cultivated relationships with key national higher education funders such as the Bill & Melinda Gates Foundation, Lumina Foundation, The Kresge Foundation, and The Joyce Foundation – executives, strategy directors, and program officers. Moreover, I was lead author on two and co-author on three major publications – from policy considerations for a major federal/state partnership in higher education to university endowment asset spending on low-income students and other underrepresented students.

Policy Priorities and Advocacy Along with my Director of Higher Education Policy, I oversaw the development of the higher education policy agenda and priorities in collaboration with our government and communications team. This involved leading key sessions with the higher education and government and communications division, gathering facts and data on possible policy issues, and engaging key partners in order to get input on the possible priorities. In addition, I used the services of The Fratelli Group, whose senior team provided one on one training to help me craft the right messages to frame the debate around advocating for low-income students and underrepresented students. These trainings were designed to help me connect with target audiences and also contextualize these policy priorities.

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I engaged with policy makers and key stakeholders at the White House, US Department of Education, and Capitol Hill and folks across the country. I was continually asked to provide input on legislative text for bills and how to build out a federal accountability strategy for higher education. While at the Ed Trust, my team and I were regularly sought after to provide insight and advice about how to advance equity and accountability in higher education. Examples include generating questions for the US Department of Education secretary nominee Betsy DeVos’ Senate Confirmation Hearing, prepping content for witness testimonies for the House and Senate education related committees, providing input and feedback on legislation design, and advising state policymakers and influencers about outcomes-based funding policy design and implementation.

Organization As a senior executive, I reported directly to the President/CEO and was a member of the senior leadership team (SLT). As member of the SLT, I actively participated, recommended, and led discussions in our organization-wide strategic planning efforts that resulted in the sharpening of our vision and strategic priorities. I actively reviewed and helped manage our $15M organizational budget, and I participated in decision-making with respect to hirings, promotions, and salary and bonus determinations. I regularly presented division updates to the Ed Trust Board. Moreover, I worked collaboratively with other teams within the organization and organizational offices across the country that focused on K-12 – California, Michigan, and New York.

Washington, DC I was the public face and spokesperson for higher education matters on behalf of the organization by fielding numerous interviews with major national media outlets (including Univision and other Spanish-speaking outlets), writing press statements, commenting on proposed legislation and proposed budgets from the White House and Congress. I provided Capitol Hill Briefings, worked with Congressional staffers on both sides of the aisle – providing technical assistance on legislative language for bills. I worked with Congressional staffers from the chairs and ranking members of the US Senate Committee on Health, Education, Pensions, & Labor and the US House Committee on Education and the Workforce. I also worked with national higher education associations and organizations and other advocacy organizations to issue joint letters and statements – often engaging in strategy conversations about higher education policy matters. I was invited to keynote, moderate, and participate in many speaking engagements that ranged from executive roundtables at colleges and universities to the White House.

Opportunities and Challenges

I seek out the president of KCC opportunity because it is a unique occasion to leverage the existing commitment to low-income, underprivileged, and diverse and immigrant students. In addition, I seek to build an institution that is of the highest quality. Getting these two things right can lead to an unprecedented time of growth and expansion. I am deeply committed to social justice, diversity and quality and hope to make KCC the college of choice. I believe that I am uniquely qualified to identify and to tap into strategic opportunities for partnership with various stakeholders across the institution, borough, state, and country. I believe that I can leverage my vast network of relationships and business intelligence to position KCC as a leading college that drives innovation through the use of technology and leads in student success, workforce, degree and certificate completion, and transfer outcomes. I am a unique individual that has successfully navigated the college, academic and policy spaces – with demonstrated success in management and leadership along the way. I am driven with a sense of purpose, and I will bring a leadership style full of fresh energy that is highly engaging, collegial, yet decisive, and transformative – skill sets that are required to take advantage of the many opportunities and challenges that exist during this period of transition. I relish the opportunity to lead a capable team in ensuring that KCC is thought of as an engine of opportunity – transforming the lives of students and Brooklyn residents alike.

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Building on Achievements and Strengths. I will continue to build on KCCs commitment to students and student success – particularly, underprivileged, diverse and immigrant students. I believe that it is no longer enough to focus on college access and opportunity. Institutions at their respective campuses must focus their attention on success. And, KCC is no different in this regard. Students cannot just get by in this economy – regional or otherwise – with “some college” – we need to be thoughtful and helpful in getting them the certification, training, and degrees that will allow them to thrive – especially in an era of performance-based funding where at least 32 states have moved away from a traditional enrollment-based funding model and opted instead to align funding models with state goals and priorities. So, it is important for the next president of KCC in consultation with the executive team and College stakeholders to put into place a bold vision, strategies, and goals that enhance existing student success performance. I have demonstrated knowledge of innovating from founding a policy research center at the University of Arizona to envisioning and funding an MSI student success initiative at the Education Trust, to starting my own Washington-based consulting firm, advising clients on how to implement various student success initiatives.

It is no longer enough to have institutional data systems and institutional researchers that use data for reporting and compliance purposes. I believe that institutions must look for ways to improve their data capturing capabilities in order to drive decision-making to improve student success. Adding a multi-cultural center may be necessary but not sufficient to realize improved results. What is needed is a core set of values of student success that is broadly felt throughout the college in order to move the needle on existing patterns of student success. At the center of driving continuous improvement for student success is institutional data. Successful leaders at successful institutions use data to mobilize action – not just to meet compliance reporting requirements. Institutions need leadership from trustees, presidents, and chief academic officers to inculcate a culture of intentionally improving data and its use for enhanced student success.

If I had the privilege to become the next president of KCC, I would engage and launch a campus-wide improvement effort. That is, I will use data to call the institutional community to action in order to address and remove any obstacles to student success. I am confident that the data will help me articulate a compelling story in order to inspire those within the campus community who are ready to roll up their sleeves and take the next step in improvement efforts. I would want to be able to describe the gaps in performance between different student populations with respect to retention rates, student credit hour accumulation rates, graduation rates, certification rates, to name a few. Also, I would want to describe what is happening around those courses that generate the largest number of “Drops”, “Fails”, “Withdrawals”, and “Incompletes” because these metrics have implications for time to degree, completion of program, graduation, transfer to a four-year university, and course redesign opportunities.

I would model the desired behavior and lead by example. Consequential decisions should be based on evidence – particularly those that affect students’ lives and the community around them. That is why I embrace the use of data for decision-making. This is the behavior that I would want others to emulate throughout the KCC community so that the culture of using evidence for decision-making persists long after I or members of my leadership team are gone. It is important for me and members of my executive team to request and use the data – rolling up our sleeves and digging in, disaggregating it all kinds of ways, and looking for insight about both problems and potential solutions. This level of engagement with the data ensures that conversations about campus structures and policies require the use of the insights generated from data, as opposed to the data itself.

I would engage the campus community as problem solvers as organizational improvement doesn’t happen only at the top. In complex organizations like colleges, successful organizational improvement efforts engage mid- and ground-level folks – including faculty, staff, deans, and department chairs – in owning the work. I would champion efforts to engage people throughout the campus to own, analyze, and act on their own data.

I would ensure that KCC has accessible, accurate, and effective data delivery. Nowadays, there are a plethora of dashboards and tools available that enable upper-level management to get their hands dirty and understand

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the data in order to ask good questions and attain improved results. Having robust data and delivery systems, allows leaders and folks that are directly in contact with students to proactively analyze student pathways. Simply put, we can analyze pathways in order to better understand students’ needs – identifying likely pitfalls and momentum points that serve as obstacles or catalysts on their academic and career journey. Knowing this will allow us to move away from a one size fits all approach and lead us to segment and customize student services. What works for well-prepared students does not necessarily work for first generation college students, students with developmental education needs, commuters, part-time students, etc. We must be responsive to student needs for us to succeed in our continuous improvement efforts to enhance student success. I would know the data on how well our first-generation college students, low-income students, students of color, veterans, part-time students, immigrants, single-mothers, returning adults, and other groups are performing. I would want to know what unique challenges these student populations face and how they are being addressed to improve their performance and outcomes.

Essentially, it is key for leadership to embrace a culture of data and evidence for continuous improvement efforts and change management. Under my leadership, this would be contagious so that other KCC decision-makers also embrace the use of data and help me to intentionally create this culture of making consequential decisions that is based on evidence. There is no substitute for sound data, analysis, and insights from the data in order to create the necessary conditions for improved results. Use of institutional data in order to identify barriers, generate insights, and foster a sense of ownership over changing outcomes is the culture that must exist for a successful and continuous improvement effort around student success.

Given the opportunity to lead KCC, I will leverage my relationships with national organizations to access the necessary tools and resources to ensure our path to improved student success. And, I will leverage my relationships in the philanthropic community to direct investments to KCC for improved workforce and graduation outcomes.

Expand and Foster Partnerships and Build Strong Alliances with Local Business, Industry, Government, Community Organizations, School Districts, and Colleges and Universities. I have a history of identifying and forging key and strong relationships with folks across my home university, state legislature, educational community, the state, and beyond. When I earned my doctorate, I founded a research and policy center – the Latina/o Policy Research Initiative (LPRI). I conceived of this Center in order to play a leading role in shaping the research and policy discourse around K12 and higher education in Arizona. The impetus for the LPRI was to establish an independent policy and research center that generated critical and timely analyses in order to inform and advise the public on matters of the Latina/o population – particularly, the Latina/o achievement gap. Understanding the Latina/o population was critical as too few Arizona Latinas/os attended the tri-University system – The University of Arizona in particular. Not only were there too few underrepresented students accessing a four-year college but the University of Arizona was in the midst of significantly tightening its admissions standards – a non-phased admission policy shift that I showed would shut out most Blacks, Latinas/os, and Native Americans in the State. This was an innovative center and my success in securing the necessary university seed money to fund my ideas and launch the Center was mainly due to my forging strong intercampus relationships – most notably, with the provost, and deans of the colleges of Humanities, Education, and Science. I also relied on and leveraged key relationships in the Arizona Legislature, the Governor’s office (Janet Napolitano at the time), and Arizona’s Congressional delegation that included US Senators John McCain and Jon Kyle and key US Representatives in the largest congressional districts in the state – both Democrats and Republicans. Another set of stakeholders that I cultivated and welcomed their support came from the educational community in the largest counties such as Maricopa and Pima and across the state. I developed key relationships with K12 superintendents, teachers, and executives at the community college level. In addition, I leveraged key relationships with the Chamber of Commerce, Hispanic Chamber of Commerce, Hispanic Alumni Associations, and other stakeholders who cared deeply about the academic pathways and success of Latina/o and other historically underrepresented students. From these set of experiences, I learned that you can move people, institutions, representative bodies, policymakers, and various

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types of stakeholders not only with good ideas but with relationship building investments that can be leveraged to move the needle on closing the Latina/o education achievement gap.

Setting Strategic Priorities with the Campus and the Community. I look forward to initiating a set of conversations with the campus and community about strategic priorities in order to develop a shared vision for the future. In addition, I aim to engage the KCC community in conversations around a set of values that will be foundational in creating a KCC culture and climate that is diverse and inclusive. For example, KCC should advance socially just learning and a working environment that fosters a culture of excellence through diverse people, ideas, and perspectives. We should engage in a conversation that seeks to explore ways to strengthen KCCs academic and engagement commitment by fostering a culture of excellence and social justice for the success of students, faculty, staff, alumni, and the community. We would benefit by agreeing on shared values around diversity, community engagement, inclusion, integrity, partnerships, and social justice. We can draw on KCCs rich existing and historic diversity and impress upon the campus community the importance of demonstrating respect for all individuals and valuing each perspective and experience. We should learn from and work collaboratively with community members and organizations to create positive change. We should impress upon the campus community how important it is to strive to break down barriers to meaningful participation and foster a sense of belonging. We should set a high bar for professional ethics and demonstrate consistency in our principles, expectations, and actions. We should actively cultivate internal and external relationships that are undergirded by trust, cooperation, and shared responsibility. We should also endeavor towards creating a campus culture that challenges injustice and works towards an equitable society where all enjoy equal rights and opportunities. To arrive at a set of shared values it begins with well thought out conversations by intentional and engaged leadership. I intend to be that leader that guides the KCC community in these meaningful conversations that leads to demonstrable results – guiding and inspiring people and organizations external to KCC toward excellence and a more diverse and inclusive community.

Navigating Change and Seizing Opportunities for Growth, Service and Excellence. I will be a creative, collaborative and decisive leader that will endeavor to find new opportunities for growth, service and excellence. I aim to make KCC a school of choice and engine of opportunity for Brooklyn and KCCs surrounding neighborhoods. In consultation, with the faculty and staff, I will leverage technology and explore more efficient and effective ways to deliver instruction – such as hybrid instructional modalities and/or online program offerings through effective online program management. I have experience using a variety of instructional modalities consisting of blended learning and flipped classrooms with pen and touch tablets in Blackboard Collaborate, Fuzebox, and Adobe Connect web conferencing environments. Making better use of synchronous and asynchronous learning will allow for better use of technology. I would lead a series of conversations with faculty and staff regarding programmatic offerings that will ensure, moving forward, KCC has the ability to design programs and course offerings that are better aligned with workforce opportunities such as cybersecurity and data science and analytics, to name a few.

Expanding External Partnerships and Diversifying Resources. I look forward to connecting and working closely with the alumni, the KCC Foundation and the larger community and advancing the institution through philanthropy. I will be a key player in sustaining these and other important business and civic relationships while being an effective advocate for obtaining the resources KCC needs to fulfill its mission. I have a demonstrated and proven ability to identify key issues and carry forward ideas or projects from conception to execution in various job capacities. As a senior executive at the Education Trust, I managed a $3M operating budget and oversaw the entire higher education portfolio that consisted of the policy, practice, and research and data analytics departments while providing intellectual leadership and overall direction – focused on improving access, affordability, completion, and post-enrollment success for low-income students and underrepresented students. I built, hired, and supervised an entire higher education team that was diverse, consisting of senior management-level directors (policy, research and data analytics, and practice) and senior and junior policy and research analysts. I led the strategic planning effort for the higher education portfolio and carried out an aggressive publication agenda through a secured $750,000 Bill & Melinda Gates Foundation grant, two $500,000 General Operating Support investments from The Kresge

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Foundation and the Bill and Melinda Gates Foundation, and one $250,000 General Operating Support investment from The Kresge Foundation. I secured a $1.28M Lumina Foundation grant to support an innovative Minority Student Success initiative that I conceived. I built out a new practice team to implement this initiative and work directly with regional and comprehensive public colleges and universities across the country that enrolled large numbers of low-income and underrepresented students. In addition, I have developed and cultivated relationships with key national higher education funders such as the Bill & Melinda Gates Foundation, Lumina Foundation, The Kresge Foundation, and The Joyce Foundation – executives, strategy directors, and program officers.

As the President of KCC, I would seek to leverage my relationships in the philanthropic world. Also, I look forward to partnering with the KCC Foundation to identify new revenue streams and lead fundraising efforts intended to support student needs, faculty investments, staff professional development, equip state-of-the art classrooms and laboratories, and capital improvement efforts through master planning.

Bold and Visionary Leadership. I have a demonstrated record in exhibiting bold and visionary leadership. As a newly minted PhD, I identified a serious problem (Latina/o achievement gap, access to a four-year college, and success) that needed immediate attention, and I decided to do something about it by rolling up my sleeves and proposing an independent policy and research center that would inform the public about the magnitude of the problem and propose actionable policy recommendations. I pitched my initial ideas to the Dean of the College of Humanities and the Provost who agreed to seed the Latina/o Policy Research Initiative and incubate my ideas. Most recently, I had another opportunity to be bold and exercise visionary leadership. As an executive at the Education Trust, I built and provided intellectual leadership in two key bodies of work: higher education policy research and data analytics and higher education policy. During my first year, I realized that it was necessary but not sufficient to provide solid research and design and advocate for policies that were in the best interest of low-income students and other underrepresented students. If we materially wanted to have an effect on moving the needle on success rates and closing achievement gaps, we needed to work directly with colleges and universities to both learn from fast gaining institutions and research and share best practices from the field that lead to desirable outcomes. This need led to conversations with the Lumina Foundation, and I successfully pitched my ideas for us to open a new front and body of work – practice.

With generous support from the Lumina Foundation, I built my practice team by hiring a director of practice and a senior associate of practice to do work directly with universities. We launched a Minority Serving Institutions (MSIs) student success initiative called OASIS that included Hispanic-Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Asian American and Native American Pacific Islander-serving institutions (AANAPISIs), and a Predominantly Black Institution (PBI) that were located across seven different states – together enrolling over 250,000 students, more than half of them students of color, with Pell enrollment ranging from 40 to 79 percent. I spearheaded the concept, design, grant proposal, and implementation of the initiative. To help close achievement gaps and to ensure more underrepresented students earn a bachelor’s degree, OASIS was designed to bring together regional, comprehensive institutions to collectively achieve the shared goal of improving graduation rates. This network of institutions enables senior university leaders to work together to analyze each college’s data, share insights with each other and expand the use of evidence-based practices on their campuses such as the use of real-time data for continuous improvement and key elements of guided pathways. OASIS institutions came together multiple times to explore best practices in student success in such areas as data analysis, student advising and developmental math interventions. And, over time, they’ll share their experiences and lessons learned with a wider range of institutions. With collaboration from the research and data analytics team we developed a set of metrics to gauge student success and continuous improvement: retention rate metrics, credit accumulation metrics, drop, withdrawal, failure metrics, and developmental math success metrics.

Foster a Diverse and Inclusive Community. My own cultural competency is built on a lifetime of personal, professional, and international experiences. As a first-generation Mexican American who grew up in

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Stockton, California, I lived in a multicultural environment – from working in the fields picking tomatoes to picking cherries in cherry orchards to living among Blacks, Vietnamese refugees, Filipinos, and other immigrants on the South Side of Stockton – the poorest community in my hometown. I was surrounded with cultures that were different from my own yet very much like my own in that we had common aspirations – to work hard and do better than our immigrant or low-income parents. As a child, I had the opportunity to travel to México on our many trips visiting family. This early exposure to another country allowed me to see the world from others’ perspectives. As an adult, I was fortunate to travel to various countries in the Pacific and participate in a humanitarian expedition in the Philippines while I was serving in the United States Marine Corps aboard the USS Comstock. This experience allowed me to participate up close in the human condition when tragedy hits an entire region of a country – the destruction of life and property and displacement of thousands of families caused by the eruption of Mt. Pinatubo. As a scholar and an administrator, I have been blessed with teaching, engaging, and working alongside folks from many countries across the world. I have also had the opportunity to present my work in parts of the globe I had never imagined visiting as a child – such as Argentina, Brazil, and India, to name a few. While at Pepperdine University I was fortunate to lead my students from my economics class on a trip to India for an experiential learning visit.

These experiences and exposure to diverse peoples both in the United States and abroad were instrumental in shaping my worldview and values. This is why, throughout my career, I have been involved in and committed to cultural diversity as I have intentionally sought out roles to work with diverse communities within universities, non-profits, and other communities. I have also been committed to working with diverse communities external to my organization. In addition, evidence of my teaching and scholarship is focused on equity and a commitment to racial and social justice. I have a demonstrated commitment to inclusiveness and diversity and have demonstrable evidence of working well with individuals from diverse backgrounds. As an executive with hiring authority I built an entire team that was diverse – with a firm commitment to hiring a diverse senior management team. These set of experiences have prepared me for a chief executive role at a community college, and I recognize the need to go beyond numbers to understand the contextual needs of students, faculty, and staff to ensure that we have a diverse and inclusive community.

As President, I will leverage the strengths of the Brooklyn Community to improve the lives of students and residents alike. Through bold and visionary leadership, I will commit to working with the various stakeholders within and external to the College.

Leadership Style and Communication Skills

I possess a leadership style that is highly engaging, collaborative and collegial, yet decisive, and transformative. I have extensive experience working independently as the principal decision-maker and as part of an executive team. I possess solid judgment, discretion, tact, and extensive experience working collaboratively in a shared governance environment with a wide range of folks. I have extensive experience effectively communicating research, opinions, and policy positions through peer reviewed research articles, book chapters, monographs op-eds, invited papers and blogs, presentations, press releases, official organizational public statements about federal policy, and more. I have presented research policy arguments at professional and scholarly conferences. I have participated on many invited panels, moderated panels, and keynoted several events. I have done congressional briefings on Capitol Hill and the White House. Moreover, as a university administrator, faculty member, senior executive, and consultant, I have deep experience communicating complex and/or technical information to students, faculty, university administrators, legislators, stakeholder communities, media, and a range of other constituencies. I have done this in both English and Spanish – nationally and internationally.

Aware, however, that a letter describing some of my broad experience and a curriculum vitae can only partially illustrate the scope of my qualifications and interests; I look forward to meeting with you to discuss my qualifications for the President, Kingsborough Community College position in greater depth.

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Sincerely,

José Luis Santos, Ph.D. President JLS Strategies Group, LLC

Last Updated on April 27, 2018

CURRICULUM VITAE

JOSÉ LUIS SANTOS, PhD

POSITIONS HELD 3/2017 – Present President

JLS Strategies Group, LLC Rockville, MD

8/2014 – 3/2017 Vice President of Higher Education Policy and Practice The Education Trust, Inc. Washington, DC

8/2013 – 8/2015 Associate Professor (Leave of Absence – AY2014 & AY2015) Graduate School of Education & Psychology Pepperdine University Malibu, CA

7/2005 –6/2013 Assistant Professor Higher Education and Organizational Change Division Department of Education Graduate School of Education & Information Studies University of California, Los Angeles Los Angeles, CA

1/2004 – 6/2005 Founding Executive Director Latina/o Policy Research Initiative The University of Arizona Tucson, AZ

8/2001 – 12/2003 Senior Institutional Researcher Decision and Planning Support/ Institutional Planning, Analysis, & Special Services (Joint Appointment) Office of the Provost The University of Arizona

5/1998 – 8/2001 Assistant Director Equal Opportunity & Affirmative Action Office Office of the President The University of Arizona

JOSÉ LUIS SANTOS, Ph.D. Curriculum Vitae Page 2 of 27


8/1990 – 12/1993 Midshipman 1st Class United States Navy (Marine Corps Option) The University of Arizona

6/1987 – 8/1990 Corporal (E4) United States Marine Corps

CONSULTING JLS Strategies Group, LLC – A public policy advocacy and consulting firm dedicated to providing decision-makers with evidence-based information to inform practice and policy. Good policy stems from solid data analytics and best practices from the field. JLS Strategies strives to align, advocate for and advance such policy to improve education and workforce outcomes. JLS Strategies leverages business intelligence in student success strategies and relationships with college and university leadership at Minority Serving Institutions, private education foundations, and national and state associations. A research firm that specializes in data science and analytics, program evaluation, survey design, program implementation, policy development, and strategic planning.

PRESIDENT (3/2017 – Present) Created the vision for the consulting firm and responsible for strategy, development, and future direction.

Working on several projects with the following organizations:

Complete College America (on retainer as Consultant and Evaluator for MSI Student Success Initiative) – Washington, DC

-Work with HSIs (2-year and 4-year colleges and universities) to developa prototype system for data collection and reporting to CCA, assist insurvey design, administration, and reporting, assist in implementationplans for 15 to Finish and strategies for increased credit accumulation.

Partnership for College Completion – Chicago, IL -Hired to present to IL Public University Trustees on the importance ofstudent success and framed the national data landscape in highereducation.-Consulting on Illinois Equity in Attainment Initiative (hired on retainerfor implementation of the Initiative).

SENIOR EXECUTIVE LEADERSHIP The Education Trust, Inc. – A national non-profit advocacy organization that promotes high academic achievement for all students at all levels, particularly for low-income students and students of color.

VICE PRESIDENT OF HIGHER EDUCATION POLICY AND PRACTICE (8/2014 – 3/2017) Higher Education Division



Managed a $3M division budget consisting of three departments and oversaw Ed Trust’s entire higher education portfolio. Provided intellectual leadership in state and federal policy priorities strategy – improving access, affordability, completion, and post-enrollment success for low-income and underrepresented students.

Assembled and hired an entire higher education team consisting of senior management-level directors (policy, research and data analytics, and practice) and senior and junior analysts. Led the strategic planning effort for the higher education portfolio and carried out an aggressive publication agenda through a $750K Bill and Melinda Gates Foundation grant. Secured two $500,000 General Operating Support (GOS) investments from The Kresge Foundation and the Bill and Melinda Gates Foundation, and one $250,000 GOS investment from The Kresge Foundation. Secured a $1.28M Lumina Foundation grant to launch a Minority Serving Institutions student success initiative (Optimizing Academic Success and Institutional Strategy – OASIS). Built the team that consults and supports HSIs, HBCUs and other institutions to use data to drive improvements in student engagement and completion, and to share best practices across a diverse array of postsecondary institutions. Through OASIS, engaged a network of senior institutional leaders in working together to analyze each college’s data, learn and share insights together, and expand the use of evidence-based practices to drive change and improvement at their respective institutions. With team, designed key metrics for student success indicators for all OASIS institutions. Led the concept, design, and grant proposal and oversaw the implementation of OASIS. Cultivated relationships with key national higher education funders – executives, strategy directors, and program officers. Authored major publications – from policy considerations for a major federal/state partnership in higher education to university endowment asset spending on low-income students and students of color.

Organization Reported directly to the President/CEO and was an active member of the senior leadership team. Actively participated in managing the organization’s $15M budget and led discussions in organization-wide strategic planning efforts that resulted in the sharpening of vision and new strategic priorities. Participated in all decision-making with respect to hirings, promotions, and salary and bonus determinations. Active member of the Information Technology Working Group. Created division reports and regularly reported to Board of Directors. Worked collaboratively with other teams and organizational offices in California, Michigan, and New York.

Washington, D.C. Public face and spokesperson for higher education matters on behalf of the organization. Fielded numerous interviews in English and Spanish with major national and international (Univision) media outlets, writing press statements, commenting on proposed legislation and proposed budgets from the White House and Congress. Provided Capitol Hill Briefings, worked with Congressional staffers on both sides of the aisle – providing technical assistance on legislative language for



bills. Worked with Congressional staffers from the chairs and ranking members of the US Senate Committee on Health, Education, Pensions, & Labor and the US House Committee on Education and the Workforce. Cultivated key partnerships and worked with national higher education organizations and other advocacy organizations to issue joint letters and statements – often engaging in strategy conversations about higher education policy matters.

ADMINISTRATIVE APPOINTMENTS The University of Arizona

FOUNDING EXECUTIVE DIRECTOR (1/2004 – 6/2005) Latina/o Policy Research Initiative College of Humanities

Developed and provided intellectual leadership and administrative and budgetary oversight for the Initiative—dedicated to provide critical and independent policy research and analyses for the purpose of informing, advising, and assisting state policymakers regarding the complexities that characterize the state’s rapidly-growing Latino population and its interdependencies with the general population. Interfaced with and promoted the participation of various constituencies in the Mexican American/Latino Community, the university community, K-12 community, university administrators, state educators, policy makers, business leaders in an effort to jointly cast the Initiative as a strong, reliable, and highly regarded action research Center. During my tenure as the executive director I fundraised and secured contracts with the Arizona Commission for Postsecondary Education and USA Funds® to study access for underrepresented minorities and state-level need-based aid policies.

SENIOR INSTITUTIONAL RESEARCHER (8/2001 – 12/2003) Decision and Planning Support/Institutional Planning, Analysis, & Special Services (Joint Appointment) Office of the Provost

Provided budgetary trend analyses, student-related analyses (e.g., access, enrollment demand, retention, and tuition policy setting), and revenue and expenditure analyses. Supported strategic and master planning, and academic program reviews, and developed environmental scans. Explored financial trends related to tuition, state appropriations, and other relevant funding sources. Conducted and coordinated institutional studies from design through presentation. Conducted policy and statistical analyses and made policy recommendations based on research findings. Used institutional information systems and large and complex national databases to extract and use for analysis and/or reporting purposes.

ASSISTANT DIRECTOR (5/1998 – 8/2001) Equal Opportunity & Affirmative Action Office Office of the President



Directed and performed the research, data gathering, programming, analysis, interpretation, and report compilation activities involved in producing affirmative action compliance reports for the Office of Federal Contracts and Compliance (OFCCP), the University’s annual Affirmative Action Plan (AAP) and affiliated reports, and other ad hoc affirmative action reports for university customers and government reporting agencies. Used various University data systems to extract the necessary data from the University’s Information System. Manipulated various national data sources such as the National Opinion Research Center (NORC) Survey of Earned Doctorates, National Center for Educational Statistics (NCES) to include the Integrated Post-Secondary Education Data System (IPEDS), College and University Professional Association (CUPA-hr) Administrative Compensation Survey, and US Census. In addition, I supervised and evaluated the Management & Information Systems Specialist and Graduate Research Associates. Oversaw the Windows NT department server and website, data management, routine statistical reports, and managed all computer resources.

University Service: Enrollment Management Group (2003 – 2005) Strategic Planning & Budget Advisory Committee (2002, ex-officio) Compensation and Advisory Team (1998 – 2001) Commission on the Status of Women Equity Subcommittee (1998 – 2001)

ACADEMIC APPOINTMENTS Scholarship is centered on higher education policy, economics and finance as they relate to access and affordability for college students in general, and Latina/os and veterans in higher education in particular. Interested in the interplay among local, state and federal policy and higher education – focusing on contemporary issues affecting higher education institutions and the students they enroll. Used a variety of instructional modalities consisting of blended learning and flipped classrooms with pen and touch tablets in Blackboard Collaborate, Fuzebox, and Adobe Connect web conferencing environments. Led experiential learning trips to India and Washington, D.C.

Pepperdine University

ASSOCIATE PROFESSOR (8/2013 – 8/2015) (Administrative Leave AY2014 & AY2015) Department of Education, Graduate School of Education & Psychology

Taught advanced statistics courses across all doctorate of education programs: Education Leadership, Administration, and Policy, Learning Technologies, and Organizational Leadership. Led student groups from the Economic and Policy Systems courses in their international (India) experiences and students from the Policy Development courses to Washington, D.C. These courses provided students a first-hand experience of the policies and micro and macroeconomics that affect everyday lives.

Courses Taught:



Advanced/Quantitative Data Analysis and Interpretation Inferential Statistics Contemporary Topics in Higher Education Policy Development

o Washington, D.C. Experiential trip Economic and Policy Systems

o International Policy Experiential trip (2014: India)

Department & University Service: Member, Diversity Council (9/2013 – 8/2014)

o This Council was formed to promote discourse and foster multiculturalproficiency. The council is comprised of students, faculty, and staff,and met monthly at the West Los Angeles graduate campus.

Member, Pepperdine Committee on Student Veterans (9/20013 – 8/2014)o Inaugural committee that provides an organizational structure for those

students, staff members, and faculty who are concerned about andinvolved with student-veterans at the University. The Committee co-sponsors a major on-campus event for all Pepperdine veterans, hostsan annual dinner for Veterans close to Veterans' Day, and in the springthe Department of Athletics and Baseball Team host a Veterans' Dayat the Ballpark event.

Member, Ph.D. in Global Leadership and Change Program Committee (8/2013 –8/2014)

o Invited to participate in designing a new Ph.D. program in GlobalLeadership and Change. Created a program that aims to preparestudents to become visionary leaders, as well as agents of change increating new directions in strategy and policy. The program wasspecifically designed for individuals who are focused on research.Graduates of the program are likely to hold positions in NGOs, thinktanks, higher education, health care, military leadership, federal andstate government, and other organizations.

Member, Research Committee (8/2013 – 8/2014)o Invited by the Associate Dean to participate in this inaugural

committee to promote empirical research throughout the School.

University of California, Los Angeles

ASSISTANT PROFESSOR (7/2005 – 6/2013) Higher Education and Organizational Change Division (HEOC) Department of Education, Graduate School of Education & Information Sciences (GSE&IS)



Designed the undergraduate and graduate courses on public policy & higher education and the core and required graduate course on organizational analysis and theory in higher education. Designed and taught the only economics of higher education course in the Graduate School of Education & Information Studies.

Courses Taught:

Public Policy in Higher Education (Undergraduate Course) Organizational Analysis of Higher Education (Core Course) Higher Education Finance: Perspectives on Economic Diversity & Social Justice Higher Education Policy

Department & GSE&IS Service:

Elected Member, Education Department Faculty Executive Committee (FEC) (7/2008 – 6/2010)

o The FEC is the elected representative body of the Faculty of GSE&IS. It functions as an arm of the Academic Senate and per its by-laws, provides general oversight of the welfare of the students, faculty, and staff of the School; advises the Dean on academic policies, long-range planning, budget considerations, and allocation of Faculty positions within the School; and reviews and responds to proposed University policies.

Elected Member, Education Department Academic Personnel Committee (APC) (7/2006 – 6/2008)

o APC is the elected and representative body for Promotion and Tenure, and is the Committee responsible for reviewing and making recommendations to the department chair and dean on all matters pertaining to the hiring, promotion and tenure, and retention of ladder faculty and other academic appointees. This is arguably, the most consequential and labor-intensive committee in the School.

Member, Ad hoc Hiring Committee for high profile senior scholar (7/2008) Co-Chair, Curriculum Committee for HEOC (August 2008 – 6/2013)

o Along with the co-chair, we reviewed proposed courses for the core curriculum and electives. During my tenure, I led the effort to restructure our core curriculum course series.

University-wide Service: Member, UCLA Academic Senate (7/2005 – 6/2013) Elected Member, GSE&IS Representative to the UCLA Academic Senate

Legislative Assembly (9/20012 – 6/2013) o The Legislative Assembly is empowered to act in all matters for the

Los Angeles Division, subject to provisions of Divisional bylaws. Members of the Assembly approve all changes to the Senate Bylaws



and Regulations, ratify slates for each of the Senate's Standing Committees as recommended by the Committee on Committees, review and approve annual reports of each of the Standing Committees, and consider campus-wide issues. Proposals having a wide effect on faculty life are always brought before the Legislative Assembly; for example, changes in faculty disciplinary procedures, a mentoring plan for assistant professors, and revisions to General Education.

Elected Member, Chicano Studies Research Center Faculty Advisory Committee(5/2007 – 8/2013)

AFFILIATED SCHOLAR (7/2005 – 6/2013) Higher Education Research Institute

I was the lead author on several peer reviewed and top-tiered journal articles. In addition, I was the co-author of several monographs and one peer reviewed and top-tiered journal article.

Received coverage on the front page of USA Today for analysis conducted on the widening of the income gap for incoming freshman. Analyzed and reported on differences in income, choice, and number of applications to various colleges for incoming Latina/o freshmen and Whites.

AFFILIATED FACULTY (7/2007 – 6/2013) Chicano Studies Research Center

Taught an undergraduate higher education public policy course that drew numerous students majoring in Chicano Studies. Served as a reviewer for visiting scholars, post-doctoral and pre-doctoral fellowship applications. Served as an organizer, moderator, and presenter for the Latino Education Summit series. Served as a member of its Faculty Advisory Committee (2007/5 – 2013/8) and served on its Institute of American Cultures Postdoctoral & Graduate Fellowship Review Subcommittee (1/2008 – 3/2008).

The University of Arizona

GRADUATE RESEARCH ASSOCIATE (Spring 1997 – Spring 1999) Department of Special Education and Rehabilitation

Prepared and analyzed data for a longitudinal study on Language Acquisition (K-4). A Tucson Validity Study for the Woodcock Johnson Language Proficiency Battery-Revised (WLPB-R). Todd V. Fletcher, Professor, Department of Special Education and Rehabilitation.

RESEARCH TEAM COORDINATOR (8/1997 – 9/1998) Department of Educational Psychology



Coordinated a four-member research team concerned with adolescent issues at the junior high school level. The team conducted focus groups and a pilot study that culminated in the development of an instrument that addresses various research questions. Coordinated the statistical analyses (Correlation, Item, and Factor Analysis) during the instrumentation development phase required to ensure reliability and validity of the instrument. Survey administered May 1998. Dr. Darrell Sabers, Department Head and Dr. Thomas Good, Professor provided guidance and support throughout the entire project.

GRADUATE RESEARCH ASSOCIATE (6/1997 – 6/1998)

Evaluation & Research, Health Promotion & Preventative Services Designed and administered surveys and analyzed data from the Health Enhancement Survey (HES), Wellness Survey, CORE Survey, AOD Survey and many others. Reported on the findings in fulfillment of federal and state program evaluation grants. Evaluated program effectiveness via in-house instruments. Disseminated findings throughout campus. Reported to the Director, Evaluation & Research, Dr. Peggy Glider.

INSTRUCTOR (6/1997 – 7/1997) Learning in the Schools

Department of Educational Psychology Lectured on various educational psychology topics (i.e., learning theory, cognitive development, motivation, classroom management, and measurement & evaluation) for classroom applications, during the course of five weeks. The course was upper-division and required for undergraduates seeking teaching certification.

GRADUATE TEACHING ASSOCIATE (8/1996 – 5/1998) Learning in the Schools Department of Educational Psychology

Led weekly discussions that consisted of various educational psychology topics, and lectured on cognitive development and measurement and research methodologies throughout the semesters. Designed and graded exams in addition to grading case study reports and research papers. Devised new ways to conduct item-analyses for each exam. Held office hours in order to assist students with course content.

ACADEMIC PREPARATION 2004 Ph.D., Higher Education Economics & Finance Policy

Minor: Econometrics and Measurement & Research Methodology The University of Arizona, Tucson, AZ

1997 M.A., Educational Psychology

Minor: Measurement & Research Methodology The University of Arizona, Tucson, AZ

1993 B.A., Mexican American Studies



Minor: Spanish The University of Arizona, Tucson, AZ

1989 General Studies (Attended while active duty in the Marine Corps) Arizona Western College, Yuma, AZ

PUBLICATIONS Peer reviewed Santos, J. L., Esqueda, M., & Molina, D. (2015). Military service and college: An exploratory

examination of military-connected Latina/o undergraduates and access to higher education. In K. Venegas & R. Hallett (Eds.). The Journal of Latino/Latin American Studies, 7(2), 102-118.

Santos, J. L., & Sáenz, V. (2014). In the Eye of the Perfect Storm: The Convergence of Policy and Latina/o Trends in Access and Financial Concerns, 1975-2008. Educational Policy, 28(3), 393-424.

Santos, J. L., & Acevedo-Gil, N. (2013). A report card on Latina/o leadership in California’s public universities: A trend analysis of faculty, students, and executives in the CSU and UC systems. Journal of Hispanic Higher Education, 12(2), 174-200.

Santos, J. L., Cabrera, N., & Fosnacht, K. (2010). Is “race-neutral” really race-neutral?: Disparate impact towards underrepresented minorities in post-209 UC system admissions. Journal of Higher Education, 81(6), 675-701.*

*This paper was filed in the brief of the Law School Admission Council as Amicus Curiae insupport of the University of Austin, et. al., in the US Supreme Court case, Abigail NoelFisher v. University of Austin, et. al.

Espinosa, L., & Santos, J. L. (2008). The impact of postsecondary privatization: The case of Costa Rica. Research in Comparative and International Education, 3(2), 167-178.

Santos, J. L., & Melguizo, T. (2008). Increasing baccalaureate attainment rates using California community college transfers: An exploration of cost-effectiveness. C4 Policy Research Journal, 1, 33-43.

Santos, J. L. (2007). Resource allocation within public research universities. The Review of Higher Education, 30(2), 125-144.

Monographs Santos, J. L., & Haycock, K. (2016). Fixing America’s college attainment problems: It’s about

more than affordability. Washington, D.C.: The Education Trust.



Nichols, A. H., & Santos, J. L. (2016). A glimpse inside the coffers: Endowment spending at wealthy colleges and universities. Washington, D.C.: The Education Trust.

DeAngelo, L., Hurtado, S., Pryor, J., Kelly, K. R., Santos, J.L., Korn, W.S. (2009). The

American College Teacher: National Norms for the 2007-2008 HERI Faculty Survey. Los Angeles: Higher Education Research Institute, UCLA.

Hurtado, S., Sáenz, V., Santos, J. L., & Cabrera, N. L. (2008). Advancing in higher education: A

portrait of Latina/o college freshmen at four year institutions, 1975-2006. Los Angeles: Higher Education Research Institute, UCLA.

Hurtado, S., Pryor, J. H., Sáenz, V., Santos, J. L., & Korn, W. S. (2007). The American

Freshman: 40 Year Trends. Los Angeles.: Higher Education Research Institute, UCLA. Pryor, J. H., Hurtado, S., Sáenz, V. B., Korn, J. S., Santos, J. L., & Korn, W. S. (2006). The

American college freshman: National norms for fall 2006. Los Angeles.: Higher Education Research Institute, UCLA.

Santos, J. L. (2006). Resource allocation within US public research I universities: Income

production function and socially constructed decision-making approaches. Institute for Higher Education Law and Governance Monograph (06-03). Houston: University of Houston Law Center.

Commissioned work & book chapters Rodriguez, C., Santos, J. L., & Valdez, P. J. (2018). A history and advocacy of federal

policy: Improving access and success for Latina/o college students. In A. G. De los Santos Jr., L. J. Rendón, G. F. Keller, A. Acereda, E. Bensimón, & R. Tannenbaum (Eds.), Hispanic college students move forward: Policies, planning, and progress in promoting access. Phoenix, AZ: Bilingual Press.

Santos, J. L., Roth, K. R., Huerta, A. H., & Ritter, Z. S. (2015). Tech-centric classrooms: A

discussion of policy, costs, and access. In R.T. Teranishi, L. Bordoloi Pazich, M. Knobel, & W. R. Allen (Eds.), Mitigating inequality: Higher education research, policy, and practice in an era of massification and stratification (pp. 209-241). Bingley, United Kingdom: Emerald Publishing.

Santos, J. L. (2011). The state university grant program effects on underrepresented students at

CSU. In G. Orfield (Ed.), The CSU crisis and California’s future (pp.82-104). Los Angeles, CA. Civil Rights Project/Proyecto Derechos Civiles at UCLA.

Santos, J. L. (2006). The paradox of immigration policy and higher education access: State

responses to federal immigration policy. In P. A. Pasque, L. A. Hendricks, & N. A. Bowman (Eds.), Taking responsibility: A call for higher education’s engagement in a society of complex global challenges (pp. 48-56). Ann Arbor, MI: National Forum on Higher Education for the Public Good, University of Michigan.



Santos, J. L. (2006). Institutional research (IR) meets knowledge management (KM). In A.

Metcalfe (Ed.), Knowledge management and higher education: A critical analysis (pp. 93-113). Hershey, PA: IDEA Group, Inc.

Policy brief reviewed Santos, J. L. (2007). [Review of the policy brief Michigan Higher Education: Facts and Fiction].

Think Tank Review Project, (EPSL-0707-238-EPRU). Collaboration between Education Policy Research Unit (EPRU) at Arizona State University and the Education and the Public Interest Center (EPIC) at the University of Colorado.

Dissertation and thesis Santos, J.L. (2004). Resource allocation within US public research I universities: Income

production function and socially constructed decision-making approaches (Doctoral dissertation). The University of Arizona, Tucson, AZ. Advisor: Gary Rhoades.

Santos, J.L. (1997). Perceptions of dropping out of school: students' beliefs in one southwestern

junior high school (Master’s thesis). The University of Arizona, Tucson, AZ. Advisor: Thomas Good.

FUNDED RESEARCH Santos, J. L. (Principal Investigator). MSI Student Success Practice Initiative – Optimizing

Academic Success and Institutional Strategy (OASIS). Lumina Foundation. Awarded October 2015 ($1.28M).

Santos, J. L. (Principal Investigator). Fixing America’s college attainment problems: It’s about

more than affordability. Lumina Foundation. Awarded November 2015 ($30,000). Santos, J. L. (Principal Investigator). Flipping the classroom using pen & touch devices:

Developing and assessing statistical reasoning. Pepperdine University Provost and Technology & Learning IT Grant Program 2013. Awarded January 2014. ($10,000)

Santos, J. L. (Principal Investigator). Student college debt and post-baccalaureate labor market

outcomes: An exploratory analysis. UCLA Academic Senate’s Council on Research 2011-2012 COR Faculty Grants Program. Completed June 2012. ($7,200).

Santos, J. L. (Principal Investigator). The influence of educational debt burden on labor market

outcomes. UCLA Academic Senate’s Council on Research 2009-2010 COR Faculty Grants Program. Completed June 2010. ($5,000).

Santos, J. L. (Principal Investigator). Is “Race-neutral” really race-neutral?: Disparate impact

towards underrepresented minorities in post-209 UC system admissions. UCLA Academic Senate’s Council on Research 2007-2008 COR Faculty Grants Program. Completed June 2008. ($5,000).



Santos, J. L. (Principal Investigator). The impact of tuition discounting policies on Chicana/o students in California. Institute of American Cultures and the Latino Policy Studies Research Program. University of California, Los Angeles. (Academic Year 2007-08). Completed December 2008. ($6,000).

FUNDED POLICY RESEARCH REPORTS Santos, J. L., Metcalfe, A., Rhodes, T., & Guillen, S. The road to higher education: Closing the

participation gaps for Arizona minority students. Report by the Latina/o Policy Research Initiative. Commissioned by the Arizona Minority Policy Analysis Center—a division of the Arizona Commission for Postsecondary Education. (April 2006). (Principal Investigator, $18,000).

Phipps, R. A., Santos, J. L & Merisotis, J. P. Investing in Arizona’s future: College access,

affordability, and the impact of investment in need-based financial aid. Joint Policy Report by The Institute for Higher Education Policy and the Latina/o Policy Research Initiative. Commissioned by USA Funds®. (March 2005). (Co-Principal Investigator, $60,000).

TECHNICAL REPORTS Raphael, M., Brown, K., & Santos, J. L. (2002). Five-year strategic plan. Tucson, AZ: The

University of Arizona, Arizona Board of Regents. Nzeukou, M., Miley, W., Rhodes, T., & Santos, J. L. (2002). A trend analysis of student

educational expenditures in the 1990s. Tucson, AZ: The University of Arizona, Office of the President, The University of Arizona.

Nzeukou, M., Miley, W., Rhodes, T., & Santos, J. L. (2002). Effect of the state FY 2002-2003

biennium budget rescissions on the University of Arizona per student educational expenditures. Tucson, AZ: The University of Arizona, Office of the Assistant Vice President, Resource Planning & Management.

Santos, J. L., & Rhodes, T. (2002). What happens if tenure track faculty increases their average

teaching to two 3-unit courses per semester? Tucson, AZ: The University of Arizona, Enrollment Management Policy Group.

Santos, J. L. & d’Sylva, P. (1998). Faculty compensation analysis report for Commission on

the Status of Women. Tucson, AZ: The University of Arizona, Commission on the Status of Women.

EXPERT ADVICE Public policy consultation/advisement As vice president of the Education Trust, I have met with and led conversations sharing our work and advising folks at the White House Domestic Policy Council, Office of Management and



Budget, Council of Economic Advisers, Department of Education, members and Staff of the US Senate Committee on Health, Education, Labor and Pensions, members and Staff of the US House Committee on Education and Workforce, among others. As an academic, the paper on Proposition 209 published in the Journal of Higher Education was filed in the brief of the Law School Admission Council as Amicus Curiae in support of the University of Austin, et al., in the US Supreme Court case, Abigail Noel Fisher v. University of Austin, et al. I have met with numerous elected officials and their staff at the federal, state, county, and city levels in Washington, D.C., Arizona, and California, to name a few regarding my areas of research and advocacy priorities. I have provided national and state expert advice both formally and informally. Specifically, I have provided guidance to the Association for the Advancement of Retired Persons (AARP), Bill & Melinda Gates Foundation, Lumina Foundation, Hispanic Association of Colleges and Universities (HACU). At the state level, I have provided counsel to the California Senate Education Committee and the California Legislative Analyst’s Office. Blogs/columns/op-ed articles (invited) Santos, J. L. (2016, March). Overcoming the obstacles: Student-centricity critical to

traditionally underserved student success. Evolllution. Santos, J. L., & Haycock, K. (2016, January/February). Higher education's critical role in

increasing opportunity in America: What boards should know and 10 questions they should ask. Trusteeship.

Nichols, A. H., & Santos, J. L. (2015, September). Obama’s College Scorecard: Too little, too

late? The Hechinger Report. Santos, J. L. (2014, November). Pell grants haven't kept pace with college costs. Education

Week. Santos, J. L. (2014, September). Rankings aren’t enough. The Equity Line. Santos, J. L. (2013, April). What’s so special about today’s veterans: Some need extra help in

education and transition, but they could be a huge net benefit to society. Zócalo Public Square.

Santos, J. L. (2011, October). A watershed moment for the UC System. The Huffington Post. Santos, J. L. (2008, May). Black and Hispanic students hit hardest by credit crunch. Diverse:

Issues In Higher Education. Santos, J. L. (2007, November). State funding for universities benefits everyone. UCLA Today.



Santos, J. L. (2001, June 26). College savings plans could work against families. Tucson, AZ: Tucson Citizen, p. 5B.

Santos, J. L. (2001, May 29). Affirmative action needs to be mended, not ended. Tucson, AZ: Tucson Citizen, p. 5B.

Santos, J. L. (2001, April 10). Weighing mechanistic, scientific management. Tucson, AZ: Tucson Citizen, p. 5B.

Santos, J. L. (2001, February 20). Feds not pulling their weight in higher education. Tucson, AZ: Tucson Citizen, p. 5B.

Santos, J. L. (2000, November 7). Higher education definitely worth cost, effort. Tucson, AZ: Tucson Citizen, p. 9A.

Santos, J. L. (2000, October 17). Pleading case for keeping bilingual education. Tucson, AZ: Tucson Citizen, p. 9A.

Santos, J. L. (2000, September 26). New viewpoints from a son of migrant workers. Tucson, AZ: Tucson Citizen, p. 7A.

Media interviews In my role as the vice president for higher education policy and practice, I oversaw the entire higher education portfolio where I engaged with the press regularly such as Politico, The Washington Post, The Hechinger Report, The New York Times. Some highlights include leading invited conversations on higher education policy with the editorial boards and higher education writers for The Chronicle of Higher Education and Inside Higher Education. During this time, I had high profile interviews with NPR and Univision.

In addition, I have appeared on local and national radio outlets. I have been quoted in numerous local and national newspapers (e.g., front page of USA Today, The New York Times, The Chronicle of Higher Education, Inside Higher Education, The Washington Post, Politico, and The Sacramento Bee, to name a few).

ACADEMIC PRESENTATIONS Invited panel & seminars Santos, J. L. (2017, April). It’s About the Students: DACA, Student Outcomes and Student Aid Invited to speak on a panel at HACUs 22nd annual National Capitol Forum on Hispanic Higher

Education. Washington, D.C.

Santos, J. L. (2017, February). Latino/a Students & Postsecondary Education Pathways: Challenges and Opportunities in the Changing Policy Landscape. Invited to speak by the



American Educational Research Association (AERA)/Institute for Educational Leadership (IEL). Washington, D.C.

Santos, J. L. (2016, November). White House Summit on Advancing Postsecondary Diversity

and Inclusion. Moderated a panel of scholars on research-based practices and strategies that included Jeff Milem, Dean of the Gevirtz Graduate School of Education, UC Santa Barbara, Stella Flores, Associate Professor of Higher Education, NYU Steinhardt Institute for Higher Education Policy, Kimberly Griffin, Associate Professor, University of Maryland College Park, and David Yeager, Assistant Professor of Psychology, University of Texas at Austin. The White House Eisenhower Executive Office Building. Washington, D.C.

Santos, J. L. (2016, February). Deep dive: Who is closing equity gaps, and how? Invited to

speak at Lumina’s Media Partners Convening. Lumina Foundation. Indianapolis, IN. Santos, J. L. (2016, January). Invited to speak at the Annual Federal Policy Institute (FPI) in

partnership between the Institute for Educational Leadership (IEL) and Teachers College, Columbia University for the panel session on College and Career Ready Policies. Washington, D.C.

Santos, J. L. (2015, October). America: Two powerful stories. Invited to present and moderate a

panel of presidents from the California State University (CSU), University of California, California Community Colleges, and Trustees for The California Latino Leadership Education Summit. CSU Fresno. Fresno, CA.

Santos, J. L. (2015, April). 2015 Allegheny College Executive Roundtable on Higher Education

and the Future of the American Dream. Invited as a panelist for the Managerial Economics Program at Allegheny College, Ford Chapel. Meadville, PA. (I discussed higher education’s influence on social mobility, opportunity, and economic prosperity in a changing, globalized world.)

Santos, J. L. (2014, October). Developing college-going cultures in Black & Latino schools.

Invited as a panelist for Dr. Melissa Martinez’ seminar. Howard University, Founders Library. Washington, D.C.

Santos, J. L. (2014, September). Mama I made it. Invited panelist for the National Urban

League Town Hall on Higher Education. Busboys and Poets, Washington, D.C. Santos, J. L. (2014, April). Education: A social determinant of health. Invited as a panelist for

the UCLA Fielding School of Public Health Alumni Association 2014 Ruth Roemer Symposium. The California Endowment, Los Angeles, CA.

Santos, J. L., & Molina, D. (2013, February). Comparing the entry characteristics of veteran

and nonveteran students: A group means analysis. Invited to present our research to veterans and student affairs practitioners for the 5th Annual Veteran Symposium sponsored by the University of Louisville, Louisville, KY.



Santos, J. L. (2012, February). Immigration policy, students, and funding. Invited to present

scholarly paper at the “Equity and Opportunity Research Symposium,” Arizona State University, Tempe, AZ.

Santos, J. L. (2009, March). Financial aid and Latina/o retention. Scholarly Paper presented at

the American Association for Hispanics in Higher Education (AAHHE) national meeting, San Antonio, TX.

Hurtado, S., Allen, W. R., Chang, M., & Santos, J. L. (2008, October). Transforming the ivory

tower: Decades of change for African American, Asian American, and Latino students. Featured Panel Discussion and Luncheon for the Diversity, Learning, and Inclusive Excellence: Accelerating and Assessing Progress conference of the Association of American Colleges and Universities (AACU), Long Beach, California.

Santos, J. L. (2008, May). Structural deficit, financial aid policy, and students: Making dollars

and sense of it all. Policy Seminar presented to legislators, legislative staff, and others at the University of California Center Sacramento. Sacramento, CA.

Santos, J. L. (2007, October). Tendencias de financiamiento en las universidades

Estadounidenses: Implicaciones de políticas públicas para estudiantes de bajos recursos (Translation: Higher education finance trends in the United States: Policy implications for low-income students). Presented in Spanish to economics scholars and students in the School of Economics at the Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México. Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México.

Santos, J. L. (2007, January). Resource allocation within public universities: A balancing act

among enrollment, diversity, quality, and revenues. Stanford University, Palo Alto, CA. Santos, J. L. (2007, November). State financing of higher education. Lead Discussion for joint

session of the Graduate Policy Seminar participants and the ASHE/Lumina Fellows at the Association for the Study of Higher Education’s (ASHE) national meeting, Louisville, KY.

Invited workshops CIRP Retention Institute. Higher education finance, financial aid, and student retention. UCLA,

Los Angeles. July 2013. Inter-University Program for Latino Research (IUPLR) Annual Workshop. Policy Issues in

Higher Education. University of Texas, Austin. Austin. June 2010 Inter-University Program for Latino Research (IUPLR) Annual Workshop. Research on the

Condition of Latinos in US Colleges and Universities. University of Notre Dame. South Bend, IN. June 2009.

Invited meetings



As vice president of higher education policy and practice, I was invited to many meetings at the White House, Department of Education, Capitol Hill, Center for American Progress, New America, and Foundations. (2014 – 2017).

Policy Analysis for California Education (PACE) Policy Research Panel Seminar – Winter

Conference 2013. Sacramento, CA. February 2013. Bill & Melinda Gates Foundation (BMG). Male Initiative for College Completion Convening.

Los Angeles, CA. February 2011. Association for the Advancement of Retired Persons (AARP). Assessing Future Workforce

Shortages Meeting. Washington, D.C. December, 2009. Inter-University Program for Latino Research (IUPLR). IUPLR Higher Education Working

Group Meeting. Washington, D.C. June, 2008. Hispanic Association of Colleges and Universities (HACU). Hispanic Higher Education

Research Collective (HERC) Research Agenda Setting Meeting. University of Houston, Houston, TX. September, 2007.

Wingspread Conference on The future of higher education for the public good: National

perspectives. Wingspread Conference Center in Racine, WI. October 2005. Selected refereed conference papers and symposia Santos, J. L. (2016, November). Invited to be a panelist for Mark Kamimura’s Critical

narratives: Restoring the voices of Chicana/o and Latina/o leadership in higher education symposia at the Association for the Study of Higher Education’s (ASHE) national meeting, Columbus, OH.

Santos, J. L., Molina, D., & Esqueda, M. (2013, March). Comparing the entry characteristics of

civilians, active duty, and undergraduates: An analysis of variance approach. Research paper presented at the Association for Education & Finance Policy (AEFP) national meeting. New Orleans, LA.

Okahana, H., & Santos, J. L. (2013, March). Worth the trouble?: An examination of two-year

college debt & labor market outcomes. Poster session paper presented at the Association for Education & Finance Policy (AEFP) national meeting. New Orleans, LA.

Santos, J. L., Molina, D., & Esqueda, M. (2012, November). Comparing the entry

characteristics of veteran and non-veteran students: A group means analysis. Research paper presented at the Association for the Study of Higher Education’s (ASHE) national meeting, Las Vegas, NV.

Santos, J. L., & Molina, D. (2012, July). Comparing entry characteristics and academic self-

concept between veteran and nonveteran student groups. Research paper presented at the



Department of Defense Worldwide Education Symposium and Expo 2012 national meeting, Las Vegas, NV.

Santos, J. L., & Molina, D. (2012, April). Determining factors of academic self-concept among student veterans. Scholarly paper presented at the American Educational Research Association (AERA) national meeting, Vancouver, British Columbia, Canada.

Santos, J. L., & Acevedo-Gil, N. (2012, March). Status of leadership in public colleges and universities: A report card on administrators and faculty in California. Scholarly paper presented at the American Association for Hispanics in Higher Education (AAHHE) national meeting, Costa Mesa, CA.

Santos, J. L., & Molina, D. (2011, May). Veterans’ transition from service to higher education: An exploratory analysis of veterans’ institutional choices, academic abilities, and financial concerns before college. Research paper was hand selected from over 500 proposals to be a concurrent session in the Access Targeted Affinity Group (TAG) for the Association for Institutional Research (AIR) national forum. Paper presented in Toronto, Ontario, Canada.

Santos, J. L., Franke, R., & Okahana, H. (2011, March). Beyond the baccalaureate, an examination of how student indebtedness impacts graduate school attendance. Research paper presented at the Association for Education Finance and Policy (AEFP) national meeting, Seattle, WA.

Santos, J. L., & Spinosa, H. S. (2009, November). Effects of sources of financial aid on student choice: An exploratory analysis. Research paper presented at the Association for the Study of Higher Education’s (ASHE) national meeting, Vancouver, BC Canada.

Santos, J. L., & Dar, L. (2008, April). Higher education finance in California research universities: Who pays? Research paper presented at the American Education Finance Association (AEFA) national meeting, Denver, CO.

Santos, J. L., & Fosnacht K. J. (2008, March). The influence of educational debt burden on post-college career choices. Scholarly paper presented at the American Educational Research Association (AERA) national meeting, New York, NY.

Santos, J. L. (2007, March). Federal and State Immigration Policy: A Human Capital Investment Framework for Undocumented Immigrant Students’ Access to Postsecondary Education. Research paper presented at the American Association for Hispanics in Higher Education (AAHHE) national meeting, Costa Mesa, CA.

Espinosa, L., & Santos, J. L. (2006, November). The impact of postsecondary privatization in Costa Rica. Research paper presented at the International Forum at the Association for the Study of Higher Education’s (ASHE) national meeting, Anaheim, CA.



Santos, J. L., Cabrera, N., & Fosnacht, K. (2006, October). Access and eligibility in a race-neutral policy environment: Adverse impact towards underrepresented minorities in the UC system. Research paper presented at the Warren Institute for the 10th Anniversary Prop 209 Conference: Higher Education, Diversity, and Access. Lead entity was UC Berkeley’s Chief Justice Earl Warren Institute on Race, Ethnicity, and Diversity, Boalt Hall School of Law. Berkeley, CA.

Santos, J. L., & Saénz, V. (2006, March). Reviewing thirty years of trends for Latina/o college

students: Charting a new course for the Raza Cósmica. Research paper presented at the American Association for Hispanics in Higher Education (AAHHE) national meeting, San Antonio, TX.

Guillen, S., Santos, J. L., & de los Santos, A. G. (2006, March). Closing the gaps in

postsecondary access, affordability and success for Arizona’s minority students. Research paper presented at the American Association for Hispanics in Higher Education (AAHHE) national meeting, San Antonio, TX.

Santos, J. L., Guillen, S., & Rhoades, G. (2005, November). Mapping the public discourse

against the ledger: Increasing access and managing enrollments. Research paper presented at the Association for the Study of Higher Education (ASHE) national meeting, Philadelphia, PA.

Hurtado, S., Oseguera, L., St. John, E., & Santos, J. L. (2005, October). The access of low-

income, racial ethnic minorities to college: What have we learned about the Gates Millennium Program Scholars? Symposium presentation at The American Council on Education Center for Advancement of Racial and Ethnic Equity’s “Educating All of One Nation” conference in Phoenix, AZ.

Santos, J. L., & de los Santos, A. G. (2005, October). Creating a culture of evidence in

postsecondary access, affordability, and success for Arizona’s minority students. Presented at The American Council on Education Center for Advancement of Racial and Ethnic Equity’s “Educating All of One Nation” conference in Phoenix, AZ.

Santos, J. L., & Rhodes, T. (2005, June). Arizona minority access, affordability, and success in

a changing higher education marketplace. Research paper presented at the Association for Institutional Research (AIR) national meeting, San Diego, CA.

Santos, J. L. (2004, November). “Arizona’s K-12 pipeline for Latinos”. In M. Oliva

(Moderator/Discussant), The elusive Latino higher education pipeline: Exploring critical points for policy intercession. Symposium conducted at the meeting of the Forum on Public Policy at the Association for the Study of Higher Education (ASHE) national meeting, Kansas City, MO.

Santos, J. L. (2004, November). Resource Allocation within US public research I universities:

Income production function and socially constructed decision-making approaches. Scholarly



paper presented at the Association for the Study of Higher Education (ASHE) national meeting, Kansas City, MO.

Santos, J. L., & Rhodes, T. (2004, June). Some context on becoming a Hispanic serving institution: The case of Arizona. Poster session presented at the Association for Institutional Research (AIR) national meeting, Boston, MA.

Santos, J. L., & Cruz, G. (2004, April). The transfer function: Measuring adverse effects in the transfer rates among various groups and validating the typology of the transfer student. Scholarly paper presented at the American Educational Research Association (AERA) national meeting, San Diego, CA.

Santos, J. L., & El-hizawi, H. (2001, March). Availability analyses using a two-factor model: best practices within a postsecondary framework. Research paper presented at the American Affirmative Action Association National Meeting. Las Vegas, NV.

Glider, P., Mills-Novoa, B., Santos, J. L., & Hudgens. S. (1998, October). Effective integration of program and evaluation in ATOD/violence prevention: Lessons learned. Research paper presented at the Alcohol, Other Drug and Violence Prevention in Higher Education national meeting, Washington, D.C.

Hudgens, S., & Santos, J. L. (1998, October). AOD: Freshmen perceptions and behaviors. Research paper presented at the National Meeting on Alcohol, Other Drug and Violence Prevention in Higher Education national meeting, Washington, D.C.

Santos, J. L., & Glider, P. (1998, November). Research and evaluation: Changing university policy for students. Research paper presented at the American Evaluation Association National Meeting, Chicago, IL.

Capitol Hill Briefings & Talks Santos, J. L. (2017, May). Briefing on Clearing the Path: Ensuring a Successful Transfer from a

Two-to-Four Year Institution for Latino Students at the Congressional Hispanic Caucus Institute’s Annual Capitol Hill policy briefing series on college access, affordability, and accountability. Washington D.C.: Capitol Hill.

Santos, J. L. (2015, March). Briefing on college access, affordability, and accountability for Latinas/os at the Congressional Hispanic Caucus Institute’s Annual Capitol Hill policy briefing series on college access, affordability, and accountability. Washington D.C.: Capitol Hill.

Invited papers, panels, & presentations Santos, J. L. (2017, November). Invited to speak at the MSI Student Success Initiative Pre-

Conference Meeting, Optimizing Academic Success & Institutional Strategy (OASIS): An MSI Student Success Initiative. 2017 Complete College America Annual Convening: MSI Pre-Conference. New Orleans, LA.



Santos, J. L. (2017, November). Invited to serve as a panelist, Operationalizing the Equity

Scaling Standard. 2017 Complete College America Annual Convening. New Orleans, LA. Santos, J. L. (2017, October). Invited to serve as a panelist, The historical impact of case law

and legislation on the education of Chicano/Latino students in the Central San Joaquin Valley. California State University, Fresno. Fresno, CA.

Santos, J. L. (2017, October). Invited to serve as a moderator on a panel that included the

Honorable Dr. Mariano Florentino Cuellar, Justice of the California Supreme Court, the Honorable Rosendo Peña, Jr., Associate Justice of the California Fifth District Court of Appeal, and the Honorable Cruz Reynoso, Former Associate Justice of the California Supreme Court, Brown v. Board of Education and Equity and Equality in the 21st Century. California State University, Fresno. Fresno, CA.

Santos, J. L. (2017, October). Invited to speak at the Illinois Public University Trustees

Conference at Illinois State University with the Partnership for College Completion, Trustees critical role in increasing opportunity in Illinois: Know what to ask of your institution. Normal, IL.

Santos, J. L. (2016, November). Invited to serve as a panelist for the ASHE Council on Public

Policy in Higher Education (CPPHE), Using Research to Inform Policy and the Public Good for Accountability: From Risk-Sharing to Better Data session. Columbus, OH.

Santos, J. L. (2016, November). Invited to serve as a panelist for the ASHE Council on Public

Policy in Higher Education (CPPHE), Calls for accountability: From risk-sharing to better data session. Columbus, OH.

Santos, J. L. (2016, October). National landscape for college access, affordability, and success.

Presentation to Board of Directors, The Campaign for College Opportunity. San Francisco, CA.

Santos, J. L. (2015, September). Higher Education Act: Titles III and IV. Invited to present at

the National Association of Latino Elected and Appointed Officials (NALEO) 11th Annual National Summit on the State of Latino Education. Washington, D.C.

Santos, J. L., & Melguizo, T. (2007, June). Are community colleges a cost-effective way of

increasing baccalaureate rates in California? Research paper presented at the University of California, Riverside California Community College Collaborative Forum (C4). Canyon Crest Country Club, Riverside, CA.

Santos, J. L. (2006, April). The road to higher education: Closing the participation gaps for

Arizona minority students. Policy report presented at the “Developing Arizona's Human Capital: The Challenges Facing Postsecondary Education” Conference. Tempe, AZ.



Santos, J. L. (2004, March). Trends and current state of U.S. Higher Education: Public finance, access, and affordability for Latinos. Made several presentations to senior administrators, faculty, and students in Spanish at the Tecnológico de Monterrey, Campus Guadalajara, Guadalajara, Jalisco, México. Special invitation by the Office of the President and Faculty.

Santos, J. L., & Rhodes. T. (2003, August). Arizona Hispanics: Some context on becoming a Hispanic Serving Institution. Presented to the University of Arizona’s Academic Council Retreat at Westin La Paloma Country Club. Tucson, AZ.

Santos, J. L. (2002, December). Planning at the University of Arizona. Presented in Spanish at the University of Arizona to senior administrators from Universidad del Noroeste in Hermosillo, Sonora, México.

Santos, J. L. (2001, November). Institutional research at the University of Arizona. Presented in Spanish at the University of Arizona to university presidents and senior administrators from throughout Latin America. Tucson, AZ.

Santos, J. L. (2000, March). Affirmative action at the University of Arizona. Presented to the Vice President for Campus Life and Senior Management Team. The University of Arizona, Tucson, AZ.

Santos, J. L. (1999, October). Compliance analysis at the University of Arizona. Presented to the Arizona Evaluation Network. Tucson, Arizona.

Santos, J. L. (1998, October). Alternative assessment methods in education. Presented in Spanish at the Universidad Autónoma de Sinaloa, Culiacán, Sinaloa, México. Special invitation by the State of Sinaloa’s Secretary of Public Education.

Santos, J. L. (1998, March). Parental influence effects on students' educational aspirations. Flowing Wells School District Board Meeting. Tucson, AZ.

DOCTORAL COMMITTEES SERVED Howard University Rodney Henderson, EdD in Educational Leadership and Policy Studies, Howard University, 2015) Rudy Saunders, EdD Educational Leadership and Policy Studies, Howard University (2015)

Pepperdine University Angelique Hamane, EdD in Organizational Leadership, Pepperdine, (2014) Sid Mendoza, EdD in Organizational Leadership, Pepperdine, (2015)** Eric Rodriguez, EdD in Organizational Leadership, Pepperdine, (2015)*

UCLA Carrie Kister, PhD in Education, UCLA (2006) David Lee, EdD in Educational Leadership, UCLA (2007)



Jacqueline Nagatsuka, EdD in Educational Leadership, UCLA (2008) Erin Kimura-Walsh, PhD in Education, UCLA (2009) Christopher Collins, PhD in Education, UCLA, (2009) Luciana Dar, PhD in Political Science, (2009) Kevin Eagan, PhD in Education, UCLA, (2009) Lorelle Espinosa, PhD in Education, UCLA, (2009) Kyle McJunkin, PhD in Education, UCLA, (2010)** Cheng-Cheng Yang, PhD in Education, UCLA, (2010) Ross Aikins, PhD in Education, UCLA, (2011)* Minh Tran, PhD in Education, UCLA (2011) Lucy Arellano, PhD in Education, UCLA, (2011) Hanna Spinosa Song, PhD in Education, UCLA, (2011)* Jessica Sharkness, PhD in Education, UCLA, (2012) Ray Franke, PhD in Education, UCLA, (2012)** Xuehong Liao, PhD in Education, UCLA, (2012) Maria Woodruff, PhD in Education, UCLA (2013) Hironao Okahana, PhD in Education, UCLA (2013)* Lars Walton, EdD in Educational Leadership, UCLA, (2013)* Fred Hagigi, PhD in Education, UCLA, (2014)** Jing Xu, PhD in Education, UCLA, (2014)**

*denotes committee chair** denotes committee co-chair

PROFESSIONAL ASSOCIATION MEMBERSHIPS American Association for Hispanics in Higher Education (AAHHE) American Educational Research Association (AERA)

Division J Outstanding Dissertation Committee (2012) Session Chair, Annual Meeting, Issues in the administration and governance of higher

education. A division J paper session (2004)Association for Education Finance and Policy (AEFP) Association for Institutional Research (AIR) Association for the Study of Higher Education (ASHE)

Reviewer, Annual Meeting, Division of Policy, Finance, Economics (2004 – present) Reviewer, Annual Meeting, Division of Students (2004 – present) Session Chair, Annual Meeting, Human Capital in Economic Analyses of Higher

Education (2004)National Association of Student Personnel Administrators (NASPA)

REFEREE Canadian Journal of Higher Education Education Administration Quarterly Educational Evaluation and Policy Analysis Higher Education



Journal of Higher Education National Science Foundation, Science of Science and Innovation Policy (SciSIP)

SELECTED HONORS & FELLOWSHIPS Research funding fellowships

Faculty Career Development Award, UCLA (2007, 2009, & 2011) The Sudikoff Family Institute Fellowship, UCLA (2007 – 2008)

Institute fellowships The Institute for Higher Education Policy (IHEP) and the Lumina Foundation 2012

Academic Fellows Program. (7/2012) University of Houston Law Center Institute for Higher Education Law & Governance

Houston Roundtable on Higher Education Finance Fellowship. (6/2012 & 5/2006) The National Center for Public Policy and Higher Education Associates Program (2006 –

2007) University of Michigan National Forum on Higher Education (10/2005) Annual Inter-University Programs for Latino Research Census Information Workshop

Fellowship. (2004/7). NCES & NSF National Summer Data Policy Institute Fellowship. (7/2002)

Awards Recipient, Outstanding Graduate Student Award, Chicano/Hispano Student Affairs, The

University of Arizona, May 1997 Dr. Martin Luther King, Jr. Distinguished Leadership Award, Office of African

American Student Affairs, The University of Arizona. (9/1994 & 10/1992) Naval Reserve Officer Training Corps (NROTC) Scholarship, US Navy (8/1990) Broadened Opportunity for Officer Selection & Training (BOOST), US Marine Corps,

(4/1989)

KEYNOTES AND MISCELLANEOUS PROFESSIONAL SERVICE Keynotes:

Keynote Address, Invited to speak at the Inaugural Project MALES Symposium forFaculty and Research Affiliates, “Research to Policy: Navigating the Policy Landscape”University of Texas at Austin, Austin, TX. January 8-10, 2018

Keynote Address, Invited to speak at the annual Veterans Day Ceremony, CaliforniaState University, Los Angeles, Los Angeles, CA. November 9, 2017.

Closing Keynote Address, Invited to speak to high school students and their families whowere selected for the Cisneros Hispanic Leadership Institute’s Caminos al futuro pre-college summer program, George Washington University, Washington, DC. July 21,2017.



Keynote Address, Invited for Inside Track’s Student Success Symposium, Opportunitiesand outcomes: Addressing diversity and achievement gaps. Nashville, TN. February 2,2017.

Opening Keynote Address, Invited by UCLAs Institute for Immigration, Globalization,and Education to address the Higher Education Access and Inclusion: TransnationalLessons for Research, Policy and Practice, conference held March 17-19, 2014 at theUniversidade Estadual de Campinas (Unicamp). Campinas, São Paulo, Brazil. (Note:This keynote address was presented in Spanish).

Keynote Address, UCLA Student Veteran Welcome Reception. UCLA. October 4, 2012.

Boards: Inaugural Board Member, Advisory Board of the Ph.D. program in Higher Education at

Howard University, Washington, D.C. (April 2017 – Present)

Advisor, National Policy & Practice Advisory Council, National Institute forTransformation & Equity, Center for Postsecondary Research, Indiana UniversityBloomington. (January 2015 – Present)

Advisor, Dean's Executive Advisory Council, School of Education at California LutheranUniversity, Thousand Oaks, CA. (August 2012 – July 2014)

Miscellaneous: Panelist, Candidate Forums for CA Assembly 49th & 57th Districts, UCLA Government

and Community Relations Department. May 14, & 30, 2012. UCLA Delegate, UCLA Day in D.C. Advocacy, Legislative Day. UCLA Government

and Community Relations Department. June 21-23, 2011. Moderator, Chicano Studies Research Center’s The 2010 Latina/o Education Summit,

“K-12 and Higher Education Funding: Impact on Latina/os” March 18, 2010. Moderator, Chicano Studies Research Center & Graduate School of Education &

Information Studies’ The 2008 Latina/o Education Summit, “K-12 Education ofLatina/os: What are the Critical Transition Issues and What Can School Board Membersand Superintendents Do to Assure Student Success?” May 23, 2008.

UCLA Delegate, UC Day in Sacramento, UCLA Government and Community RelationsDepartment. March 4, 2008.

Respondent to Sylvia Hurtado’s Commissioned Paper: Latino educational outcomes andcampus climate. Presented at the Latinos in Higher Education: Enhancing Access,Participation, and Achievement Conference hosted by Arizona State University. Mesa,AZ. April 2004.

COMMUNITY SERVICE Volunteer, Capital Area Food Bank, Washington, D.C. (6/2017) Volunteer at Julius West Middle School. Presentation to all 7th Grade World Studies students on the Days of the Dead (3/2017)



Volunteer at Children's Cancer Association (2/2017) Volunteer at Miriam’s Food Kitchen in Washington, D.C. (1/2017) Assistant Coach and co-founder, Rockville Rampage 14U Girls Travel Softball, (9/2017 – Present) Assistant Coach, Olney 12U Girls Travel Softball, (9/2015 – 9/2016) Liaison, T.H.E. Foundation (6/2012 – 6/2014) Consultant & Presenter, Las Virgenes Unified School District Board, Consulting on Renaming and Offering New Program from Sumac Elementary School to Sumac LSTEM Academy. (1/2011 – 8/2014) Sumac Elementary School Focus Group to Revamp Program, (9/2010 –12/2011) Assistant Coach, Westlake Village Agoura Girls Softball (WAGS) 8U All Stars Silver Team, (6/2013– 6/2014) Assistant Coach, Westlake Agoura Girls Softball, (1/2010– 4/2014) Assistant Coach, American Youth Soccer Organization (AYSO), Region 4 (8/2007 – 12/2011) Assistant Coach, Agoura Pony Baseball (APB) (1/2008 – 6/2009)

COMPUTER SKILLS SPSS, SAS, STATA, HLM, TABLEAU, Microsoft Office Suite, Microsoft and MAC operating system and virtual environments

PERSONAL First-Generation College Student NROTC Scholarship Recipient GI Bill Recipient Pell Grant Recipient Bilingual (English & Spanish) and Bicultural Veteran: Former US Marine (Participated in Operation Fiery Vigil in the Philippines aboard the USS Comstock and served during Operation Desert Shield/Desert Storm)

Documents

Dr. José Luis Santos Founder and President JLS …...Dr. José Luis Santos Founder and President JLS Strategies Group, LLC Dr. José Luis Santos has 20 years of higher education experience