ENLACE EvalReport04

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ENLACE of Hillsborough

2004 Annual Evaluation Report

Teresa NesmanLinda Callejas

Ivy GarciaMario Hernandez


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ENLACE of HillsboroughList of Partners & Collaborators

Management Team MembersCatherine Batsche, Principal Investigator, University of South FloridaDonna Parrino, Executive Director, University of South FloridaMara Pinzn, Executive Director, Hispanic Services CouncilCarlos Soto, President, Hillsborough Community College-Brandon CampusDan Valdez, Assistant Superintendent of Human Resources, School District ofHillsborough County

Implementation Team MembersCoordinatorsNorma Cano-Alvarez, University of South FloridaRose Diaz, School District of Hillsborough CountyMaggie Snchez, Hispanic Services CouncilSalvador Torres, Hillsborough Community College

Family Support SpecialistsAdriana Kierecki, Leto Cluster, Hispanic Services CouncilKarla Polanco, Plant City Cluster, Hispanic Services Council

School LiaisonsPatricia Carranza, Eisenhower Middle SchoolSonia Castellana, Leto High SchoolMarie Sternberg, Marshall Middle SchoolGregorio Burgos, Tomlin Middle School

Gisela Triana, Pierce Middle SchoolVeronica Schmidt, Webb Middle SchoolDoris Ripoll, McLane Middle SchoolNilsa Ruiz, Plant City High SchoolRose Tozzi, Dowdell Middle SchoolAnsberto Vallejo, East Bay High School

Evaluation Team Members

Linda Callejas, Louis de la Parte Florida Mental Health InstituteIvy Garcia, Louis de la Parte Florida Mental Health InstituteMario Hernandez, Director, Louis de la Parte Florida Mental Health InstituteTeresa Nesman, Louis de la Parte Florida Mental Health Institute

CollaboratorsGlorianna Felix Adelante Program Hillsborough Community College


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Table of Contents

Introduction 1

Research Questions 2

Evaluation Activities and Methodologies 2

Structure and Functioning of ENLACE Partnership 3Engagement of partners 3Key partnership activities 4

Sustainability Components 5Strategies and Priority Programs 6Responsibility for implementing ENLACE 7Key decision-makers and leadership within the partnership 7

Types of Programs/Activities Implemented 8New programs 8Core programs developed specifically through ENLACE 19

Key outcomes and accomplishments 19Impact outcomes 19Process outcomes 22Sustainability outcomes 24

Programmatic challenges 26

How Programs are Woven Together to Address Student Needs 27

Core ENLACE Programs and Outcomes 27

Community and Family Outreach Strategy Area 27MOSI Hispanic Scientist of the Year Program 27

Leadership Development Strategy Area 30DAR Tutoring/Mentoring Program 30

Policy and Advocacy Strategy Area 31Latino Issues Grant-writers Alliance 31

Critical Transition Points Strategy Area 33ALAS- Awareness, Linkages & Supports 33

ENLACE Day HCC 35ENLACE Day USF 38

Information on Policy/Systemic Change 39

Evaluation Challenges 41


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Appendices 45A- ENLACE High School Senior Survey Spring 2004 45

B- Follow-Up Survey- ENLACE Graduates 2004 53C- Appendix C- SDHC MIS Data 57D- HCC MIS Data Summary 76E- USF MIS Data Summary 81F- Satisfaction Survey ENLACE Day USF 88G- ENLACE Day HCC- Satisfaction Survey Fall and Winter 2004-2005 90H- MOSI Field Trip Satisfaction Survey 96I- LIGA Grant writing Workshop Satisfaction Survey 99J- ENLACE Logic Model 102

FiguresFigure 1. Conceptual Framework 1Figure 2. Sustainability Logic Model 3Figure 3. ALAS Focused Strategy Logic Model 5Figure 4. Typology of Change Matrix 41

TablesTable 1: ENLACE Programs and Participants Served During 2004 9Table 2: Total participants in each strategy area by year of ENLACE 25


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ENLACE of Hillsborough Annual Evaluation Report- 2004

Introduction

The aim of the evaluation is to engage the core ENLACE partners in holistic thinking thatemphasizes the understanding and articulation of the overall strategy and its connection tospecific programs. The evaluation is also designed to support, reinforce, and enhance theattainment of desired ENLACE outcomes. To this end the evaluation uses a participatoryapproach that promotes the integration of findings into program delivery and management.

The evaluation is framed by the ENLACE conceptual framework (See Figure 1). Itrepresents the expectations of implementers and depicts the actual strategies that are used toachieve the ultimate outcomes of ENLACE. In this manner, the conceptual frameworkrepresents a local theory of action, which the evaluation both monitors and assesses for impact.Because of the participatory nature of the evaluation many aspects of the conceptual frameworkare negotiated with stakeholders, which results in changes in the indicators used to assessoutcomes over the life of the program.

Figure 1. Conceptual framework.


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Research Questions

The evaluation is focused on the areas of impact, process and sustainability of ENLACE.Each of these areas has associated research questions, which include:

1) Impact Is the number of Latino students completing higher education increasing? Is the number of Latino students successfully transitioning through the

educational pipeline increasing?

2) Process Are the interventions being implemented as originally designed? Do the intended participants accept the interventions?

3) Sustainability To what extent are students, families, and community members involved in

implementing ENLACE? Are the partners building a relationship by moving cohesively from cooperation to

collaboration?

What outside resources are the partners bringing to and committing to ENLACEactivities?

To what extent are ENLACE efforts institutionalized within the core partnerinstitutions?

Evaluation Activities and Methodologies

Using the ENLACE theory of action, the evaluation employs a mixed method case study

design. This design was chosen because of the complex nature of the local theory of action.Inherent in this complexity is the evolution of the theory of action and the program strategiesthat continue to emerge or change as a result of lessons learned throughout implementation.Accordingly, the case study design has taken a developmental approach and remains flexible inorder to capture changes and modifications in strategy. In order to accomplish this, theevaluation taps into various aspects of implementation and describes the normative format foreach aspect following the evaluation questions. In addition, the evaluation identifies obstacles,solutions, and changes to the implementation of the original strategies shown in the conceptualframework (Figure 1) and refines the framework based on information collected.

The techniques are mixed, qualitative, and quantitative, and draw upon various points ofview. Some of the techniques used for answering key research questions and the stakeholdergroups that provided the information in 2004 were:

Observation: Partnership, community and student meetings


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based on aggregated data provided by the research and evaluation departments at eacheducational partner institution.

Structure and Functioning of the ENLACE Partnership

The ENLACE partnership structure in 2004 included a Management Team andImplementation Team with representatives from the Hispanic Services Council (HSC), theUniversity of South Florida (USF), Hillsborough Community College (HCC), and the SchoolDistrict of Hillsborough County (SDHC). The Management Team included top leveladministrators from each institution/agency. The core Implementation Team includedCoordinators that were hired specifically to carry out ENLACE activities for eachinstitution/agency. The Implementation Team also included Family Support Specialists (FSS)from Hispanic Services Council, School Liaisons from each middle school and high school, anddistrict-wide Bilingual Guidance Counselors from the school district. The Latino Coalition servedas a community advisory board to provide input on ENLACE goals, community impact andsustainability efforts.

The function of the Management Team was to collaborate with the Principal Investigator

(PI) and Project Director (PD) in oversight and troubleshooting for all grant activities.Implementation Team members were responsible for day-to-day operation of grant activities fortheir institutions and reported to the PD in addition to their individual institution/agencyadministrator. School Liaisons collaborated with the Implementation Team in planning andimplementing student- and parent-centered activities and coordinating activities at theirrespective schools. School Liaisons reported to their ENLACE Coordinator, the PD, and theirschool principal. District-wide Bilingual Guidance Counselors coordinated district-wide bilingualcollege and financial aid information sessions for Latino families with ENLACE and reported totheir school district administrator. Family Support Specialists implemented outreach and supportservices within the three school cluster areas and reported to the ENLACE Coordinator andExecutive Director of Hispanic Services Council. The PD and evaluators attended bothManagement and Implementation Team meetings to gain knowledge about challenges toimplementation, context for each partner, schedule of activities and to provide updates onevaluation activities and findings.

Engagement of partners

Management and Implementation teams remained engaged in efforts that furthered thegoals of ENLACE and contributed to group functioning during 2004. Indicators tracked in 2004included attendance at meetings and activity reports submitted by the PD, PI and Coordinators.Meetings were held monthly or as needed throughout 2004. There was evidence of regularcommunication and coordination for planning and problem-solving both during and outside ofteam meetings, particularly between the Project Director, Coordinators and School Liaisons.Pl i f t i bilit d i il i ti d i ti b t th PI


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Key partnership activities

Activities that were key to the partnership were drawn from a Sustainability Logic Model(Figure 2) and from the Awareness, Linkages, and Supports (ALAS) Focused Strategy LogicModel (Figure 3) shown below. The sustainability model shows the macro levelconceptualization of partnership, funding, and program implementation priorities that areexpected to lead to desired sustainable outcomes.

Figure 2- Sustainability Logic Model


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The ALAS logic model focused on the critical transition point of high-school-to-collegeand incorporates the strategies considered to be sustainable and most beneficial to students

during the first three years of ENLACE Hillsborough.

Figure 3- ALAS Focused Strategy Logic Model

Examples of key partnership activities carried out in 2004 that were relevant to the prioritiesshown in the logic models in Figures 2 and 3 follow.

Sustainability Components

Joint meetings of the Management Team and Implementation Team were held in springand fall of 2004 in response to identification of the need for improved communication

across levels and institutions.

A new Memorandum of Understanding was signed by the CEO or representative fromeach partner institution during the ENLACE Appreciation Dinner held on January 13, 2005.In attendance were Management and Implementation Team members as well as MiguelSatut from the W. K. Kellogg Foundation.


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Strategies and Priority Programs

K-12 services were focused on ALAS in 2004, which was implemented at all threeENLACE high schools (it was piloted at one high school in 2002 and expanded to two highschools in 2003).

K-12 services also benefited from cultural competence training provided by the ENLACECoordinator in partnership with the school districts English for Speakers of OtherLanguages (ESOL) program. School principals, assistant principals and guidancecounselors are now required by the School Board to receive this training.

College level services benefited from the buy-in of top USF and HCC administrators. ElCentro at USF moved a step closer to institutionalization of the concept through fundingfrom the Provosts office under the name of ENLACE-Plus. The functions of El Centro atHCC were incorporated into the office of Student Services through the appointment of theENLACE Coordinator as an employee within that unit.

Community outreach efforts were enhanced by the Latino Coalitions agreement to focustheir fall community forum on educational access for Latinos. The forum was held at the

Childrens Board of Hillsborough County in November of 2004, and was entitledContinuing the Dialogue: Hispanic Access to Education -The Future is Now. Planningand coordination were shared by the Latino Coalition and ENLACE and the keynotespeaker was Raul Gonzalez, Legislative Director of the National Council of La Raza.Additional support was provided by Altrusa International of Tampa/Wilma B. HoganFoundation and the Childrens Board.

Advocacy and leadership efforts are increasing through the allocation of funds during theno-cost extension of ENLACE to support activities of the PD in dissemination, technicalassistance and local, state and national policy advocacy. The PD is focusing efforts ondeveloping a website, disseminating products and providing technical assistance onENLACE concepts, programs and services to schools, colleges and agencies throughoutFlorida and serving as a spokesperson and clearinghouse for ENLACE findings. The PD isalso collaborating with other interested partners in informing the public and policymakersabout the need for programs such as ENLACE and the need for a Florida Dream Act toaddress access to higher education for undocumented students.

Professional development was accomplished through the ESCALERA project, whichgraduated 13 bilingual Latinos in 2004. Graduates were provided with insurance benefitsduring their period of internship (primarily in Hillsborough County schools) due to efforts ofcollaborating school district administrators. The project is funded by the Office of BilingualEducation and Minority Language Affairs of the USDOE and is implemented by the USFCollege of Education with support from ENLACE, LIGA and several other university

Th ESCALERA B d i tl ki f f di f t i bilit


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In addition, the partnership has addressed funding to continue priority programs by developing athree-part strategy:

1) Institutionalizing activities within existing programs and areas of responsibility2) Identifying grants to support continuation3) Seeking community support to continue programs and services

A few examples of how this strategy has been implemented are provided below.

1) ENLACE-Plus was funded by the USF Provost for 2005 to support Latino studentaccess and completion of college. Funding was provided to sustain key components of

ENLACE.

2) An Adelante project was funded through a grant awarded by the Lumina Foundation in2003. It was staffed and began providing services at HCC Brandon campus in spring2004. The project is a collaborative effort between HCC, USF and the School Districtthat provides outreach and support for Latino students to transition successfully fromhigh school to HCC and USF.

3) Outreach and support services to Latino families were continued through a grant fromthe Childrens Board of Hillsborough County awarded to HSC to serve elementaryschools in ENLACE cluster areas. In addition, a U.S. Department of Education grantobtained by the ENLACE evaluation team was implemented in collaboration withCatholic Charities and Achieve Tampa Bay, which directs the Family and SchoolSupport Teams (FASST) wraparound program. During summer and fall of 2004 theRAICES/ Promotoras collaborative project recruited, hired and trained a bilingual FASSTteam that included two promotoras from rural south county; this team is currently servingtwo elementary schools in the East Bay cluster.

Responsibility for implementing ENLACE

All core partners were responsible for implementing their assigned tasks related toENLACEs overall strategies, promoting ENLACE in their institutions and the community, andensuring sustainability. Partners were involved in decisions across the partnership as well as onan advisory basis for some decisions made within individual institutions.

Key decision-makers and leadership within the partnership

Decision-making was typically shared across partners when appropriate, although somedecisions were made by the PD and PI based on their estimation of the urgency of the issue,relevance to other partners, or at the request of the Management Team. In general, decisionswere made by individual partner agencies about responsibilities and programs within their own


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school personnel and administrators as well as the SDHC Coordinator and the PD. Studentswere involved in USF and HCC-sponsored activities such as ENLACE days by assisting inplanning, coordinating and hosting activities for high school students. Middle and high schoolstudents were involved in clubs at their schools and made decisions related to these activities,in some cases in the capacity of club officers.

Types of Programs/Activities Implemented

Approximately 124 programs/activities were implemented, as indicated in Table 1.Programs/activities were categorized according to the main strategies of ENLACE Hillsborough,

which include Community and Family Outreach, Leadership Development, Policy Analysis andAdvocacy, and Critical Transition Points. Many additional activities were part of PartnershipDevelopment or were specific activities led by School Liaisons at each of the three ENLACEhigh schools and seven middle schools. As can be seen, programs became more focused assustainability became a priority in 2004 and therefore numbers of participants decreased insome areas.

New programs

No new programs were started in 2004 with Kellogg funding. Emphasis during this yearwas identifying and focusing on the most effective strategies and ensuring their sustainability.

Table 1 shows the number of each type of participant in each strategy area for all 124 ENLACE-Hillsborough programs. These numbers do not represent unduplicated counts.


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9

Table 1: ENLACE Programs and Participants Served During 2004

Program orActivity Program Type Parents (P)

CommunityLeaders/Commu

nityat Large

(Community)

StudentsK-12

(M,H,SIB)

PostsecondaryStudents

(C)

Teachers/SchoolStaff(SS)

Professors/College Staff(PRO)

Adelante (HCC) Critical Transition 0 0 80 0 0 0

HCC Day Critical Transition 0 0 28 0 0 0

USF Day Critical Transition 0 0 35 0 0 0

Sallie Mae

Financial AidWorkshop Critical Transition 0 0 38 0 0 0

Adelante Project(HCC) Critical Transition 0 0 20 0 0 1

ENLACE Mentorsand Tutors Critical Transition 0 0

3236 0 0

Latino ScholarshipOrientation Critical Transition 13 3 0 24 2 2

ENLACE Day

HCC Critical Transition 0 0 92 1 5 4ENLACE Day USF Critical Transition 0 0 64 15 5 8

Sallie Ma/EducationalFunding EBHS Critical Transition 0 0 50 0 3 4

Cuentos de MiFamilia (meetsregularly on

Wednesdays) Critical Transition 0 0 4 3 1 0Nursing Program(regular meetings) Critical Transition 0 0 9 0 1 1

Donation ofDictionaries Critical Transition 0 1 37 0 4 1

Donation ofHispanics Needs& ServicesCouncil Critical Transition 0 1 6 0 0 0


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10

Backpacks andschool supplies

Nursing Club8/7/04 Critical Transition 0 3 35 0 2 1

Nursing Club11/3/04 Critical Transition 0 1 35 0 2 0

O.L.A.S. 11/03/04Sundy Chazeres,Assistant PrincipalCareer Center Critical Transition 0 1 50 0 1 0

USF ENLACEField Trip Critical Transition 0 0 38 0 2 10

InroadsPresentation Critical Transition 0 1 46 0 1 0

ENLACE Tutorsfor Leto (ongoing) Critical Transition 0 0 NR 6 0 0

USF College ofNursing Grant Critical Transition 0 0 NR 0 4 1

Sallie Mae FundBus Tour(Brandon) Critical Transition 12 3 18 0 3 1

Sallie Mae FundBus Tour (DaleMabry) Critical Transition 14 3 20 0 3 1

Advising ofStudents Critical Transition 0 0 0 321 0 1

College Night -Riverview HighSchool Critical Transition 0 0 250 0 0 1

College Night --Brandon HighSchool (Jennifer) Critical Transition 7 0 7 0 2 1

College Night --Chamberlain HighSchool (Jennifer) Critical Transition 9 0 7 0 0 1

Newsome HighSchool CollegeInformation Day Critical Transition 0 0 350 0 9 1


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11

ENLACE DAY-HCC Critical Transition 0 0 90 0 8 6

Cuentos de miFamilia Project Critical Transition 0 0 7 7 2 4Cuentos de miFamilia Project Critical Transition 0 0 7 7 2 4

Cuentos de miFamilia Project Critical Transition 0 0 7 6 2 4

EducationalCareer Meetingfor 8th gradeparents andstudents Critical Transition 29 1 7 15 3 3Hispanic CollegeNight at East BayHigh School Critical Transition 55 2 200 0 6 0

ENLACE Day atHCC (9th and 10thgrade) Critical Transition 1 0 38 4 3 4

Ohio StateUniversity: Latino

College/ FinancialAid Workshop(11th and 12thgrade) Critical Transition 1 1 35 2 4 1

Sallie MaeFoundationCollege andFinancial AidWorkshop (11

th

and 12th grade) Critical Transition 0 2 40 0 5 1EducationalCareer Planningat Beth ShieldsMiddle School (forupcoming 9thgraders) Critical Transition 35 2 45 0 12 0

EducationalCareer Planning Critical Transition 30 2 40 0 15 3


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12

at EisenhowerMiddle School (forupcoming 9

th

graders)*ENLACEMENTORINGPROGRAM Critical Transition 45 0 0 3 4 3

Field Trip toUniversity ofFlorida, secureddonation from theBrandon Chamber

to support thisfield trip. Critical Transition 0 0 28 0 6 0

Economics ofStaying in Schoolpresented by Jr.Achievement Critical Transition 0 30 95 0 15 0

Our World,presented by Jr.Achievement Critical Transition 0 20 102 0 14 0

EducationalCareer Plan,classroompresentation to 8

th

grade students Critical Transition 0 6 91 0 4 0

Weekly visit fromDr. JohnMcKiernan-Gonzales

(Cuentos) Critical Transition 6 0 6 1 3 1O.L.A.S. 12/03/04Took 8th gradestudents to visitPlant City HighSchool Critical Transition 0 0 45 0 2 0

Nursing Club12/1/04 Speakerfrom USF Critical Transition 0 0 30 0 2 1


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TallahasseeGraduate SchoolConference Critical Transition 0 0 0 37 7 1

Marshall MiddleSchoolPresentation Critical Transition 0 0 25 1 1 1

Plant City SchoolVisit Critical Transition 0 0 12 3 2 1

Leto High SchoolVisit Critical Transition 0 0 8 3 2 1

Williams MiddleMagnet School

Presentation Critical Transition 0 8 45 1 3 1Jefferson HighSchoolPresentation Critical Transition 0 0 34 0 1 1

Sub-totalsCriticalTransition 257 91 2356 464 178 81

LIGA Meeting w/RSSP Director

LeadershipDevelopment 0 0 0 0 0 11

Academic Forum@ the BrandonCampus


MigrantConference @Embassy Suites -USF


X-treme RewardsIncentive ProgramYMCA/American

Express

Leadership

Development 0 2 21 0 1 0Attend monthlymeetings at theBrandon ChamberWomen & MinorityBusiness Leaders/Business &CommunityLeaders from the



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Brandon Area

Sub-totalsLeadership

Development 0 7 21 0 1 76

6th grade studentsadopted afemale child inColombia throughChildren IntlOrganization Outreach 30 2 19 0 2 0

7th

& 8th

gradersadopted afemale child in

Dominican Rep.through ChildrenIntl Organization(25 cents p/ week,p/student onmonthly bases$18 + moneyorder and postageexpenses

ongoing ENLACEprogram Outreach 0 0 18 0 2 0

Welcome Dinner Outreach 2 0 0

Parent/ TeacherConference Outreach 15 1 0 0 9 0

Research Projecton HispanicCountries Outreach 0 0 63 0 9 0

Hispanic Music

Festival Outreach 25 0 40 0 19 1Celebration ofHispanic Culture Outreach 10 0 16 0 6 0

Latin QuartersClub OrientationMeeting topromote HCC/USF field trip Outreach 0 0 150 0 0 0

Yes I Can Outreach 0 0 90 0 0 0


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15

Dropoutprevention activity

ENLACE HH

Presentation atFMHI Outreach 1 5 0 3 8 7

Great AmericanTeach inDowdell MiddleSchool Outreach 0 8 10 0 2 1

Latin AmericanFestival/ Plant City Outreach 200 5 80 20 25 0

MOSI Trip Outreach 0 0 45 0 3 4

Parent Meeting Outreach 30 3 35 0 9 1Speaker forConference Night Outreach 25 0 16 0 10 1

MOSI Field Trip Outreach 2 1 64 0 5 1

Large generalschool-widemeeting Outreach 12 2 165 2 8 7

Donna Parrinomade a class visit Outreach 0 0 40 0 3 0

Thank you letter toJose Cruz, Jr. Outreach 0 0 40 0 3 0

Planned MOSIfield trip andattended Outreach 4 4 65 0 4 3

Club: GeneralNPF meeting -cafeteria Outreach 6 4 110 3 8 4

30 top students -NPF Outreach 2 2 30 0 6 0

Students wrotethank you lettersto MOSI PresidentMr. Wit Ostrenko Outreach 0 0 40 0 3 0

Wrote thank younotes to Dra.Novello Outreach 0 0 40 0 3 0


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Wrote thank younotes to DonnaParrino Outreach 0 0 40 0 3 0

Made calendar ofyearly NPFmeetings withSarah Jankowski Outreach 0 0 30 0 2 1

O.L.A.S. Club8/7/04 Studentfrom USF Outreach 0 0 30 1 1 1

Leto - OpenHouse Outreach 20 2 400 0 120 0

ENLACE ClubMeeting Outreach 0 0 36 0 1 0

Great AmericanTeach-in Outreach 0 52 1800 0 38 3

MulticulturalFestival @BrandonCommunityCenter Outreach 0 0 130 0 0 1

Open-House Outreach 34 0 7 34 10 0Club ArribaMeeting Outreach 0 0 7 45 2 0

Parent / TeacherConference Night Outreach 29 0 7 29 1 0

Club ArribaMeeting Outreach 0 0 7 47 2 0

MOSI Field Trip Outreach 4 1 7 96 5 3

Family Fun Night Outreach 13 2 7 150 30 0


Conference Night Outreach 18 0 7 15 60 0


Parent/TeacherConference Night Outreach 25 2 25 0 130 1

Club Impacto Outreach 0 0 130 0 4 0


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(school serviceorganization)

Club Impacto

(school serviceorganization) Outreach 0 1 150 2 4 0

Parent/TeacherConference (PACmeeting forparents of ESOLstudents Outreach 30 1 28 0 6 0

Club Impacto(school service

organization) Outreach 0 1 95 2 4 0Hispanic HeritageEssay Outreach 0 0 20 0 4 0

Monthly ENLACEClub (Sept, Oct,Nov) Outreach 0 0 60 0 2 0

MOSI field trip Outreach 0 0 52 0 4 0

Open house:students

generated posters bannerscelebratingENLACE Outreach 500 0 1650 0 126 0

Planning students'trip to Mexico Outreach 10 3 8 0 3 2

MOSI Trip Outreach 6 1 75 0 3 0

O.L.A.S. 12/08/04Speaker: Willie

Garcia, J and JSales rep. Outreach 0 2 50 0 1 0

O.L.A.S. Club12/15/04 AfterSchool ChristmasParty Outreach 6 0 55 0 1 0

Devil Rays ticketsawarded tostudents random Outreach 0 0 20 0 9 0


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drawing

Sub-totals Outreach 1057 107 6123 527 728 42

Policy advocacy

state and local Policy 1 51 0 1 8 1Sub-totals Policy 1 51 0 1 8 1

TotalsAll strategy

areas 1314 256 8269 987 905 182

Grand totalparticipants 11,913


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Core programs developed specifically through ENLACE

Core programs for 2004 were those specifically designed by ENLACE to meet identified needs,were innovative and based on the characteristics of the Latino communities we serve, were sustained

through January 2005 with ENLACE funding, and had documentable outcomes. Based on these criteria,the following programs are being reported as core programs for 2004:

Community and Family Outreach Strategy Area:

Hispanic Scientist of the Year Program

Leadership Development Strategy Area:

DAR Tutoring/Mentoring Programs- USF Federal Work Study Program

Policy and Advocacy Strategy Area: LIGA at USF

Critical Transition Points Strategy Area:

ALAS! high school programs ENLACE Day- HCC and USF

Key outcomes and accomplishments

In the discussion below, key outcomes for ENLACE in 2004 are tied to the research questionsthat address Impact, Process and Sustainability. Outcomes were determined through coordinator activityreports; surveys conducted with 2004 graduating high school seniors and follow-up surveys six monthsafter graduation; observations of partnership activities and meetings; evaluation surveys for field trips;partner evaluation reports; and aggregated institutional MIS data.

Impact Outcomes

Impact outcomes are derived from the evaluation research questions and include:

Number of Latino students completing higher education Number of Latino students successfully transitioning through the educational pipeline

ALAS High School Students

The ALAS model (Figure 3) identifies the indicators selected for monitoring the progress of

graduating seniors at the three high schools, which include test scores, type of diploma, grades, courseof study, and rates of college acceptance. In June 2004, a survey of 61 seniors was conducted at twohigh schools (Appendix A). Survey results indicated that 90% of these students graduated with astandard diploma, 89% applied to college, and 76% were accepted into college. The survey alsoindicated high percentages (73%) of surveyed students were enrolling in college preparatory classesThe responses to short-answer questions on the Senior Survey provided qualitative evidence for


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Students felt their parents came to realize that college is more accessible and realistic than whatthey had thought previous to their involvement in ENLACE

ENLACE opened students eyes to the options and opportunities available to them

Follow-Up Surveys with seniors who graduated from ENLACE schools in 2004 provide additionalinformation about the critical transition to college for ENLACE students (See Appendix B for details).Highlights from the survey are given below:

A majority of students surveyed (80%, N=25) reported being enrolled in a college, university,technical school, or military academy

Half of the respondents surveyed reported having received an academic scholarship that helpedwith school costs

Despite scholarship awards, eight students reported having to rely on additional financial aid tohelp pay for college costs

All of the students surveyed chose to pursue postsecondary studies in-state Economic issues affecting parents keep some recent high school graduates from maintaining

college attendance

ESCALERA

The ESCALERA project graduated its first cohort of 13 students in 2004. The program began in

2002 with a cohort of 21 students recruited from bilingual paraprofessionals and other non-certifiededucational personnel primarily in Hillsborough County. Students completed programs of study at USFor HCC and earned AA, BA or MA degrees in Elementary Education and Foreign Language Education.

Latino Middle School and High School Students in ENLACE Clusters

In addition to data for students involved in ALAS at ENLACE high schools, aggregated outcomes

for all Latino students at ENLACE high schools and middle schools were derived from MIS data providedby the school districts department of research and evaluation for 2001 through 2004 (Appendix C).Comparison between Latino students and the total student population at ENLACE cluster schoolsprovides insight to the progress of all Latino students in these schools whether or not they were involvedin ENLACE. Highlights are given below (see Appendix C for details):

Increased rate of Latino students choosing advanced college prep courses of study (2.6% to6.0%) compared to the total school population (6.1% to 11.6%).

Increased rate of Latino students choosing college prep courses of study (31.1% to 38.3%)

compared to the total school population (32.4% to 34.6%) Increased rate of Latino students enrolling in honors level courses (6.98% to 10.03%) compared

to the total school population (14.53% to 18.38%). Slight increases in percent of Latino students enrolling in AP classes (from 0.2% to 0.33%) but

not as high as the total school population (0.75% to 1.05%). Increases in county grade point average (from 2 134 to 2 226) BUT decrease in state grade point


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These data suggest that Latino students at ENLACE schools may be divided into those who areincreasing in their involvement in college preparatory activities and those who are falling behind the restof the school in academic progress and dropping out. This suggests that ENLACE has assisted thosestudents it has targeted (those who were college capable but needed assistance to progress), but thereis a need for additional programs that would target Latino students who are struggling to make progressin high school.

Community College Students

Aggregated data for Latino students at HCC were obtained using the Trendline 2004:Hillsborough Community College Fact Book. Data on FTIC (First Time in College) enrollment andcomparisons between Latino students and the total student population at HCC provide insight into theprogress of all Latino students at HCC. (See Appendix D for details.)

Graduates of the three ENLACE cluster high schools accounted for a slightly higher percentageof students entering HCC in 2003.

The percentage of Hispanic students (17 percent) within the HCC student body during 2003-04, isapproaching the proportion of Hispanics residing in Hillsborough County (18 percent).

Hispanic students accounted for 14 percent of HCC graduates in 2003-04.

University Students

Aggregated data for Latino students at USF were obtained using the USF InfoMart ElectronicDatabase, a web-based application that provides report summaries on the USF student body.Comparison between Latino students and the total student population at USF provides insight into theprogress of all Latino students at USF whether or not they were involved in ENLACE. Highlights aregiven below (see Appendix E for details):

Number of Latino students applying to USF for the first time has increased steadily, especiallyduring the years in which ENLACE has been active on campus.

Number and percent of FTIC Latino students accepted and enrolling at USF have not kept pacewith the general increase in Latino students applying to USF.

Increase in number and percentage of Latino community college transfers to USF. Decrease in the percentage of Latinos within total student enrollment for the 2003-04 school year

does not reflect increases in the number of Latino students enrolling at USF. The number of Latino students earning undergraduate degrees increased from 1999 2004. The number of Latino students applying for graduate programs at USF increased markedly from

2001, when ENLACE became active on campus.

These data suggest that while more Latinos students are applying to USF, the number of students beingaccepted and going on to enroll is not keeping pace. There may be a number of different reasons for thisdifference, including the fact that some Latino students are applying to other universities instead of USF.However, a disparity between the total number of Latino undergraduates enrolled versus the percentageof Latino students within the undergraduate student body for the 2003-04 school year is worth note.


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Process Outcomes

Process outcome indicators included:

Interventions being implemented as originally designed Intended participants accepting the interventions

Key process outcome indicators included level of implementation of core programs and level ofsatisfaction and involvement of students and parents in ENLACE activities in 2004. Evidence for level ofimplementation is provided by activity reports and observation data collected by the evaluation team.Activity reports suggest that core programs were carried out according to expected schedules and goals,with a few exceptions compared to the core program descriptions provided in the next section of thisreport.

Evidence for participant acceptance of programs is provided by the high school Senior Survey of2004 (Appendix A) and field trip surveys (Appendices F and G). Results of the Senior Survey indicatethat most respondents (85%) felt their level of participation was regular or high. Students that were notable to take advantage of the activities that ENLACE offered associated this with having to work afterschool and having limited time.

Senior Surveys also provided information about the implementation of the DAR

tutoring/mentoring program. Through the DAR program, college students mentored high school studentsand helped them with any concerns they might have had about college. Respondents reported that thementoring they received from college students helped them with concerns ranging from the wholecollege experience to the specific process of filling out applications. Examples of comments included:The mentoring/tutoring program [helped] because the mentors had done the college thing, so theyanswered a lot of my questions; and It was helpful because I needed help in picking a college and withthe application. Survey respondents also reported that tutors/mentors helped them with their transition toadulthood, as one student commented, I believe the most important thing was the mentoring. Mymentors helped me with the whole college process. They also helped calm my fear about growing up.

As the above referenced quote suggests ENLACE high school students who participated in theDAR tutoring/mentoring were highly satisfied with the program and experienced it as it was intended.Respondents reported a very positive experience with mentors/tutors, especially with regard to the helpthey received in researching and applying for college and financial aid. In addition, a number ofrespondents stated that the DAR program should be expanded to increase the number of mentorsworking in high schools. High school participants expressed a desire to have more time with theirmentors despite providing overall positive ratings for the program.

According to the DAR tutor/mentor daily log and journals, a total of 323 high school students wererecorded as having received tutoring or mentoring. Of these students, 237 or 73 percent of the highschools students participating in the DAR program received help with the college application process.Some students who received help with the college application process also received help in particularareas, including financial aid application/FAFSA (6 percent), SAT (12 percent) or ACT (6 percent)

ti h l d/ i f ti h l hi (12 t) T t i id d i l i th


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Results of the USF ENLACE Day survey indicate that students were satisfied with the programand experienced it as was intended (See Appendix F for details). Major themes identified amongrespondents comments about the program included increased learning about college life and activities;increased motivation and choice to go to college/USF in particular; positive interactions and connectionswith USF students and staff; the need for programs like ENLACE Day; and expressions of appreciationand enjoyment of the program and opportunities provided. Respondents had a very good impression ofthe people they met including staff, college students, and other personnel, making comments such as, Iloved being able to interact with the students. Some respondents also reported that meeting the studentleaders and volunteers and receiving good information motivated them to pursue college as an option, asone student wrote, Thanks for having days like this because it motivates us to go to college andanswers questions for us that we want to know. Respondents also mentioned benefits such as gaining abetter understanding about USF and increasing their knowledge and awareness about college,commenting I have a great idea of college life, thanks! For some students the visit also reduced

anxieties about being admitted to college, commenting, It was a great experience for me. I am not soworried about if I am going to get accepted. A theatre presentation that was part of the program alsoincreased awareness about the different types of courses and activities that are offered at USF. Onestudent wrote, The theater presentation was great! The presenters actually made USF my first collegechoice. Overall, respondents emphasized the importance of the good quality of the information that wasprovided and rated the workshops very favorably (mean= 4.89 on a 5 point scale). Similarly, respondentsto the Fall 2004 HCC ENLACE Day survey gave high ratings to the workshops on usefulness (mean=3.20 on a 4 point scale) and level of interest (mean= 2.57 on a 3 point scale) (Appendix G).

Results of the MOSI field trip survey (Appendix H) indicated that middle school and high schoolstudents became more interested in learning about and exploring science due to their experiences at theMuseum. Many indicated that the activities and presentations helped them understand science better,helped them realize its importance, and made some students think about improving their grades. At thetop of the list of important things learned from the Hispanic Scientist of the Year, Dra. Antonia Novellowere the need to stay in school and overcome difficulties, as one student stated, It might be hard, but itis possible. Her focus on Latino issues also impacted the audience. Students appreciated Dra.Novellos understanding of Latinos, the importance of family, and her descriptions of the large number of

Latinos living in the US, the possibilities and opportunities Latinos have to succeed, the barriers Latinoshave to overcome, and the reasons why Latinos should feel pride. High school students mentioned theimportance of attending college and the importance of good grades as some of the most important thingsthey learned from Dra. Novello.Respondents said they would be interested in a career in health ormedicine because of the potential for helping people, but many also felt that they would need to make agood salary and needed more information about these careers before they would choose to pursuethem. The most enjoyable activities at MOSI, in descending order, were the IMAX film presentation; therides, games, and the hands-on exhibits; Dra. Novella; being with friends; the way in which things wereexplained; the knowledge obtained; and receiving a free lunch. To improve the field trip to MOSI thestudents recommended arranging their stay to be longer and having more time to enjoy the rides, games,and exhibits. It was also mentioned that having fewer schools at the same time would improve theprogram.

Results of ESCALERA evaluation surveys and participant observation indicate that participantsenjoyed the program gave it positive ratings and considered the staff to be extremely helpful For


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proposals using logic models; understanding the importance of the proposal meeting the fundingagencies needs; opportunities for partnerships at USF and with the community; resources such aswebsites, journals, and colleagues; and the importance of documenting what is already known as well asdocumenting what one is proposing to do. Participants also provided suggestions for future efforts ofLIGA, including disseminating examples of successful proposals among LIGA members; working in agroup for grant writing and collaborating on grants; workshops on the process of administering the grantand final report writing; hands-on workshops that would help put all of the pieces together and result in acompleted proposal; help with proposal writing for the novice writer; help with creating budgets; help withdeveloping collaboratives; sharing resources among LIGA members for identifying potential programs forstudy, funding sources, and reviewing proposals; strengthen LIGA communications and activities andnetworking with colleagues to find out what they are doing. (See Appendix I for details.)

Sustainability Outcomes

Sustainability outcome indicators related to the evaluation research questions included:

The extent to which students, families, and community members were involved in implementingENLACE

The level of collaboration between partners The amount of outside resources partners brought to and committed to ENLACE activities The extent to which ENLACE efforts are institutionalized within the core partner institutions

Key sustainability outcomes in 2004 included involvement of community members inimplementing a variety of ENLACE activities, maintenance of collaborative agreements and activitiesamong core ENLACE partners, increased outside funding, and increased institutional support forENLACE activities.

Outcomes achieved for student, family and community involvement included:

Education Forum co-sponsored by the Latino Coalition in November, 2004 USF student involvement in Hispanic Heritage Kickoff and ENLACE presentation at FMHI

October, 2004 Student participation and leadership in ENLACE clubs at middle schools and high schools Building participation levels across ENLACE strategy areas from the inception of ENLACE

through the next two years of full implementation (Table 2), followed by decreasing numbers asENLACE narrowed its focus to promoting key programs. Note: the numbers reported do notrepresent unduplicated counts


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Table 2. Total participants in each strategy area by year of ENLACE

Year Strategy Area Number of Participants2001 Outreach 31492001 Leadership 1643

2001 Transition 7092Total 2001 11,884

2002 Outreach 86702002 Leadership 7562002 Transition 6269

Total 2002 15,6952003 Outreach 11,4782003 Leadership 17662003 Transition 7436

2003 Policy & Advocacy 606Total 2003 21,2862004 Outreach 85842004 Leadership 1052004 Transition 31622004 Policy & Advocacy 62

Total 2004 11,913

Outcomes achieved for collaboration between partners included:

Signing of a new Memorandum of Understanding by CEOs from the School District, USF, HCC,and Hispanic Services Council

Outcomes achieved for outside funding included:

Lumina Foundation-funded Adelante project began at HCC in spring of 2004 MOSI funded the Hispanic Scientist program for 2004-2005 Childrens Board funded HSC Family Support Specialists in some elementary schools U.S. Department of Education funded RAICES/Promotoras project resulted in matching local

Childrens Board support for case management and support services for Latino families in ruralsouth county

Grant proposal submitted by the College of Nursing for expansion of the Nursing Professionals ofthe Future program

Outcomes achieved for institutional support for ENLACE activities included:

Incorporation of the HCC ENLACE Coordinator into the Academic Affairs office at HCC Funding of ENLACE-Plus by USF Provost office, which began serving students at USF in spring

of 2005 Incorporation of cultural competence training for administrators and guidance counselors by the

SDHC Coordinator as part of the English for Speakers of Other Languages (ESOL) program


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Programmatic challenges

Challenges were identified through participant observation of the evaluation team in partnershipmeetings and events, and responses to surveys and evaluation forms. Implementation challengesincluded on-going difficulties navigating large bureaucracies, turnover among personnel, and competingpressures and activities within each institution and in the community. These challenges are inherent tothe context and design of ENLACE Hillsborough, which involved three large, multi-campus educationalinstitutions working with one small community-based agency to address the needs of heterogeneouspopulations of Latinos.

Additional challenges were related to administrative procedures and policies at the institutional,district or state level. For example, there was a lack of follow-through on coordination of activities or lackof a welcoming environment for Latino student and family participants by non-ENLACE staff and their

supervisors at some institutions, which suggests lack of generalized buy-in and knowledge aboutENLACE goals. In addition, the national and statewide emphasis on high stakes testing reduced timeavailable for supplemental or enrichment activities in middle schools and high schools. The lack oflegislation in Florida that would reduce costs for undocumented students also poses a challenge toENLACE efforts to increase the number of Latino students entering and completing college.

Challenges also existed in reaching students and parents in need of ENLACE services andproviding the depth and breadth of services needed. In spite of apparent success in meeting the collegepreparation needs of students who fit the ENLACE criteria for being college capable, there were unmetneeds for some students that required additional effort beyond the scope of ENLACE Hillsborough as itwas designed. For example, there were students who were not involved at a high level and requiredmore active recruitment and on-going support, especially as they struggled with time constraints andother issues related to balancing responsibilities of school, home, work and language barriers. Thesechallenges were illustrated by comments in the Senior Surveys of 2004. Participants felt there was aneed to ensure personal contact with faculty is provided; follow-up support is provided after activities andon-going assistance is available; tutors/mentors, club meetings and other activities are scheduled in away that all students who are interested can participate; and more college preparation assistance is

provided for students that are learning English.

Societal and institutional structures and cultures continued to present challenges for Latinostudents in spite of ENLACEs widespread influence. ENLACE Day HCC surveys with high schoolstudents in fall and winter campus trips indicated that they believed the primary challenges they face inpursuing higher education were financial needs (30-31%), racism (14-30%), and being discriminatedagainst, misjudged or underestimated (13-23%) (Appendix G).

ENLACE graduates surveyed a year after graduation from high school did not identify structuralchallenges with regard to their continued success in college. However, economic concerns wereidentified as a possible constraint to continued college attendance for some respondents. Three studentswho were enrolled in college at the time the survey was conducted reported experiencing economicdifficulties that might keep them from continuing their studies the following semester. Survey data alsosuggested economic difficulties among students who did not report them directly. Although eight

d t t d h i i d h l hi d f th i t di dditi l i ht t d t


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How Programs are Woven Together to Address Student Needs

The original needs/gaps analysis for ENLACE conducted in 2000 resulted in the creation of alogic model (Appendix J) that served as a guide for implementation. The issues identified included the

de-mystification of college and graduate school; limited numbers of Latinos in leadership roles (policymakers, role models, and mentors); limited collaboration among local institutional partners; high drop-out,low graduation and limited participation of Latinos in higher education; cultural and linguistic biases informal educational testing; need for financial assistance and access to existing financial assistance; andcultural isolation of Latino students on college campuses. The strategies chosen by ENLACEHillsborough to address these needs/gaps included developing partnerships among formalinstitutions/agencies and community partners that are focused on engagement, pursuing systemicchange and sustainability and providing services at critical transition points along the educationalpipeline.

In 2004, the original plan was modified to focus more intensely on those programs and servicesconsidered to have the highest impact and highest probability for sustainability. The Sustainability LogicModel (Figure 2) and the ALAS Focused Strategy Logic Model (Figure 3) were developed to guide the2004-05 project year. As shown in the Sustainability Logic Model, key components of the partnership arewoven together with program strategies in order to sustain ENLACEs mission and goals. These includecollege and career awareness activities and information for students and their parents; bilingualinformation; direct linkages and visits to colleges; interactions with Latino college students and staff that

are bilingual; instructional and academic supports provided by Latino individuals; and social supportsprovided by bicultural/bilingual professionals/ paraprofessionals that serve students and their familiesholistically. Similarly, the ALAS logic model weaves together the key components found to be necessaryfor ensuring successful transition from high school to college in Hillsborough County.

Programs developed and implemented by ENLACE Hillsborough have resulted in increasedawareness of the needs/gaps identified in 2000 and provided examples of how innovative programs canfill those gaps. ENLACE has worked collaboratively with institutional and community partners to try newprograms and services and then sought sustainability for those that worked well. These efforts have

moved the county forward in critical ways by providing advocacy and demonstrating leadership andstrategically focused work.Core ENLACE Programs and Outcomes

2004 Core Programs are summarized in the following tables. Each description is immediatelyfollowed by a summary of outcomes. Programs are organized according to strategy areas.

Community and Family Outreach Strategy Area

MOSI HISPANIC SCIENTIST OF THE YEAR PROGRAM: ACollaboration between the Museum of Science and Industry and


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science as a career.

Latino students are encouraged to enroll in the morerigorous college-preparation courses in math and sciencein high school and to consider studying science or relateddisciplines in college.

Undergraduate Latino students are exposed to Latinoscientists as role models and encouraged to considergraduate education and research as part of their careerplan.

General Approach

Outstanding Latino scientists have been selected as the awardrecipient as follows:

Dr. Acevedo Gutierrez, world expert on dolphinresearch (Fall, 2001)

Fernando Caldeiro, the first Latino NASA astronaut

(Fall, 2002) Dr. Mario Molina, Nobel Laureate for discovery of

ozone depletion (Fall, 2003) Dr. Antonia Novella, first Latino Surgeon General (Fall,

2004)The scientist was invited to MOSI to provide educationalprograms to ENLACE students and to demonstrate theexcitement of working on scientific research projects. Thescientist was invited to a USF Caf con Leche to speak to upperdivision undergraduate and graduate Latino students about

research careers and doctoral education.The Latino Scientist of the Year award is presented in acommunity reception honoring the recipient, gaining communityvisibility for the contributions of these outstanding Latino leaders.

Training for Staff

No training for staff is needed. The primary skill requirementsare those needed to coordinate the logistical aspects of theevents associated with the program.

Teachers in the schools often use the MOSI trip as a basis for

curricular enhancement and reinforcement as part of theirregular lesson planning.

Expected short-term impacts

Latino students will see Latino professionals as rolemodels.

Latino students will consider new career options withinthe science and technology fields.

Latino students will understand the value of takingrigorous math and science courses in high school inorder to be better prepared for the college curriculum.

E t d l t t

Increase in the number of Latino students enrolling incollege prep math and science courses in high school

Increased number of Latino students enrolling incollege programs in math, science, and technology.

Increased number of Latinos contributing their talentsto science and technology professions and serving as

l d l f L ti t d t


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The program will be sustained through a combination of fundingpledged by the MOSI Board and the USF College ofEngineering.

Implementation Challenges

The major challenge has been to develop this program as a partof the School District field trip schedule. Transportation

coordination and negotiating for student time-away-from school.

Program Outcomes for Participants- Hispanic Scientist of t he Year

Number of participants: 1510 annually

Demographic characteristics ofparticipants: Latino students,primarily those who will be first-generation college students.

Gender:Not available

Grades/levels:Middle school 6-8: 1000-1250 annuallyUpper division undergraduates: 20-250Teachers: 10

Average number of sessionscompleted by participants:

One day field trip that includes presentation by the Hispanic Scientist of the Year.One hour-long presentation by the Hispanic Scientist of the Year to USF students and faculty.

Pre-participation data forparticipants:

2003 Satisfaction Surveys indicate that ENLACE has given many Latino middle schoolstudents their first opportunity to visit a science museum and a chance to meet a role modelin the Hispanic Scientist of the Year program. Participant observations of the evaluation teamindicated that the visit changed the way some students feel about science, increasedawareness and knowledge about science careers, and increased interest in science. Studentsmade comments such as I learned that science is fun

Post-participation data forparticipants:(2004 satisfaction surveyresults)

The evaluation survey of the LIGA Showcase in 2003 indicated that the program resulted

in: Increased interest in science, especially health sciences as a career choice Increased exposure to nationally acclaimed Latina role model Stated desire to seek careers that will benefit wider Latina/o community


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Leadership Development Strategy Area

Program NameDAR Tutoring/Mentori ng Program

Primary GoalTo provide tutors and mentors for our cluster high schools andmotivational speakers for middle schools.

Main Features

Tutors and mentors are college students who are paid to go intoour cluster high schools and assist students with class subjects,college applications as well as financial aid and scholarshipassistance. They also assist with the essay writing process forapplications. Students arrange to speak to middle schoolclasses about their goals and college experiences.

General Approach

Each high school liaison prepared their students differently forthe tutors. At E.B.H.S. the liaison collected a list of 50 75students who had a GPA of 2.8 and above. These students metregularly with their assigned tutors. Our tutors only helpedstudents who requested the help. At L.H.S. the liaison alsoprepared a group of 50 students to be helped as well as studentsfrom other classes who sought assistance. These students metin the media center of the school and were overseen by themedia center director. At PCHS the liaison had access to

students who had problems with their classes, and thesestudents were served. The students who wanted assistance withcollege preparation were also served. USF and HCC partneredin this endeavor. Tutors were divided among the ENLACE clusterhigh school and served for 10-weeks per semester.

Training for StaffThe tutor/mentors attended approximately 6 hours of training.This includes S.E.R.V.E training, a service provided by theHillsborough County Public Schools Volunteer Program.


Improved grades.Increase in college applications.Increase in financial aid and scholarship applications.

Expected long-term outcomesIncrease in college enrollment.

Program Evaluation Approach: Questions included in Senior Survey about tutoring program.

Implementation Resources

Tutoring manual from Texas ENLACE used as a guide.USF Mentor guideResources on the internetFederal Work Study Program funding for USF students


Differences in school structures, environments and

administration required adaptation to each school.Scheduling difficulties.

Program Outcomes for Participants- DAR **Numbers reported may be duplicated

323 high school studentsUSF studentsNotavailable


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HS participants reported high satisfaction with program,especially with regard to help in demystifying the collegeapplication process.

Evaluation analysis of the DAR tutor journals in 2004-2005indicated that the program resulted in:

Assistance and support to high school studentsinterested in applying to college Promoting successful Latino role models in highereducation

Policy and Advocacy Strategy Area

Progr am Name LATINO ISSUES GRANTWRITERS ALLIANCE (LIGA)

Primary Goal

1. Establish a network of University faculty and staff interested in conducting researchand writing grant proposals to enhance the quality of life of Latinos.

2. Disseminate information about research, grants, and community collaborations beingconducted at USF regarding Latino issues.

3. Develop mechanisms and tools to support the work of faculty and staff interested incollaborative proposals and projects such as grant writing sessions and grantannouncements.

Main Features

A network of approximately 75 faculty and staff joined together to increase the research and

grant writing activities related to Latino issues. LIGA developed a website, conducted a grantwriting workshop, hosted a University-Community Showcase and Dialogue on Latino issues, andlinked faculty/staff with a community partners serving migrant farmworkers (San Jose Mission,Rural Social Services Partnership).

Meetings were held a minimum of once each semester. The initial meeting of LIGA was hostedby the University Provost who encouraged faculty and staff research and grant writing focusedon the enhancement of Latino life and who talked about this effort as an important part of USFsmission as a Research I university in a metropolitan area serving a growing number of Latinostudents.

A website was developed linking LIGA members (and others) to grant writing resources anddata, journals dealing with Latino issues and research, National Policy Organizations, USForganizations dealing with diversity, and the USF Latino profile and boilerplate information forgrants.

Announcements about grant opportunities and publication vehicles were periodically distributedto LIGA members electronically.

A workshop was held to enhance the grant writing skills of faculty/staff and to expose them to

successful grant writers.

A University-Community Showcase and Dialogue was conducted to increase community anduniversity staff awareness of projects being conducted by USF faculty in collaboration withcommunity partners.

f S f


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research projects related to Latino issues.

Enhanced environment for faculty and staff to work in a setting where Latino issues arevital to the scholarly work and community partnerships of the University.

Expected long-term outcomes

Increased number of faculty and staff participating in grant writing and research on Latinoissues.

Increased number of successful grant writers. Increased knowledge base designed to improve conditions affecting Latino students and

their families.

Increased communication with Latino-focused faculty at USF. More successful recruitment of Latino-focused faculty to USF.

Program EvaluationApproach: Evaluation surveys of events and activities.


WebsiteGrant writers library support

Minimal amounts of funding to host meetings and events

Implementation ChallengesFinding a time when faculty and staff can meet.Meaningfully developing university/community collaborations.

Program Outcomes for Participants- LIGA

Number of participants: 100

Demographic characteristics of participants:80% Female 20% Male

Average number of sessions completed by participants: 2 per year with attendance of 20-30 members

Pre-participation data for participants:

No organized group was available prior to ENLACE that focusedon Latino issues in research.2003 evaluation survey results also identified greatest needsrelated to university-community collaborations:

Need to build on ENLACE's momentum by sustainingand expanding educational outreach and partnerships

Need to set an agenda with the community Need to create a point of contact and coordination at

USF with a clear structure for communication

Post-participation data for participants:

The evaluation survey of the LIGA Showcase in 2003 indicatedthat the program resulted in:

Increased learning about projects at USF Increased appreciation for attention to Latino issues Increased awareness of resources LIGA meeting was a positive experience

2004 accomplishments:

Through involvement in LIGA activities, Dr. CarlosZalaquett collaborated with the ENLACE evaluation in

administering a survey to assess factors thatcontribute to success of ENLACE students.

C iti l T iti P i t St t A


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Critical Transition Points Strategy Area

Program Name ALAS- Awareness, Linkages & Supports

Primary Goal

The goal of ALAS was to test effectiveness of the variety of

services and activities that have been offered through ENLACE,with a focus on a cohort group of 75 high school students ateach of the three high schools.

Main Features

The cohort includes approximately 25 seniors and 50 juniors.The cohort membership were selected by schoolpersonnel/liaisons with a focus on those students who have thepotential to successfully complete the AA/AS degree at HCCand/or be accepted into USF andNEED additional assistanceto demystify the college transition processes. In other words,

these are students who are college-capable but need help inSAT preparation, application processes, scholarship andfinancial aid processes, college visit planning, etc.

The cohort of students was provided with intensive,personalized support services to help them become familiarwith and navigate the college admissions/enrollmentenvironments. Depending on the individual, these studentsreceived services such as: SAT Test Prep; College Nights;MOSI Scientist of Year; ENLACE Day at USF and HCC; specialevents at HCC and USF; college events at schools; school,colleges or community events relevant to college & careerdecision making; linkage with college student groups; familysupport service referrals; and leadership development activities.Specific ENLACE programs available for these studentsinclude: Pasos al Futuro- student/parent college nights College events at schools Media outreach

Boletines/Atrevete brochures Hispanic Hometown Heroes ENLACE Day USF/HCC Concilio- school clubs and community service activities Princeton Review (P)SAT, (P)ACT prep DAR Tutoring/mentoring On-site CPT testing Family Support Specialists

High school liaisons were trained on the purpose, goals and

strategies to be used in ALAS during an Implementationmeeting using a logic model as a visual tool for orientation. Highschool liaisons were given general guidance for recruitingstudents who fit criteria. Liaisons were also given information toexplain the program and its evaluation to their principals.Letters of agreement were required from each principal.Liaisons also completed USF Institutional Review Board

Increasednumberof studentsapplyingfor &receiving


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Increased number of students applying for & receivingscholarships/ financial aid

Increased number of students admitted to specialprograms

Expected long-term outcomes

Increased number graduating with regular diploma

Increased number of students enrolling in college

Program Evaluation Approach:

A pilot of the strategy was conducted in one school during2002-2003 and expanded to three schools in 2004-2005. Thepilot study was evaluated in the spring of 2003 through theadministration of surveys with high school seniors. The pilotsurvey included indicators to determine improved learning andpreparedness for post-secondary education of ENLACEstudents such as type of diploma earned, the program of studyfollowed, honors society membership or honors designation at

graduation, acceptance into a post secondary educationalprogram and amount of financial aid earned. The surveyinstrument was revised to include qualitative information andwas conducted at two schools in spring of 2004. SchoolLiaisons were sub-contracted to obtain informed consent fromparents for the survey, coordinate survey administration andprovide feedback on analysis results. In 2005 the survey wasmodified to gather information about students' socialenvironment, psychological characteristics, school experiences,and college aspirations. In addition, two follow-up telephonecontacts will be conducted with these students; the first at twomonths after graduation, to determine if they enrolled in college,and the second at 12 months, to determine if they completedtheir first college year. Information gathered will contribute tounderstanding factors that increase likelihood of collegepersistence of ENLACE students. A database analysis will alsobe conducted through sub-contract with school district staff tocompare ENLACE and non-ENLACE student outcomes.Aggregated results will be provided to the ENLACE evaluation

for comparison with Senior Survey data. School Liaisons are employed at each high school for

implementation of ENLACE strategies and linkage topartners. School Liaisons are provided with HospitalityFunds to conduct school level programs, activities andoutreach to families and students.

Family Support Specialists visit high schools regularly toprovide services for students and families and assist withschool outreach activities.

A School District Coordinator supervises, advises,advocates and informs School Liaisons to facilitateimplementation at each school as well as linking topartner agencies and to the Management Team toproblem-solve and reduce barriers.

The school district office of Bilingual Guidance Servicesi il bl t id P lF t ll i ht i

with a C average or higher who were interested in receiving


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with a C average or higher who were interested in receivingtutoring/mentoring. Data collection instruments were revised toreflect this variation during 2004. In 2005 there is greateruniformity in participants and the data collection instrumentsinclude more information about student characteristics and

background, which should allow for better interpretation ofresults.

Program Outcomes for Participants- ALAS

Number of participants: 90

Demographic characteristics of participants:

School A School BMale n=9 Male n=3Female n=23 Female=13Missing gender= 7 Missing gender = 6

Total n=39 Total n = 22

Average # of activities comp. by participants:On the average, students participated in 4.72 different types ofactivities in 2004 (Senior Survey, 2004)

Pre-participation data for participants: Not available

Post-participation data for participants:

2004 Senior Survey results indicate that:

A majority of students graduated with a standard diploma(90%) in 2004.

89% of ENLACE seniors applied for college and 67%were accepted.

5% of ENLACE students at School A were enrolled inadvanced college prep and 41% were in college prepcourses.

48% of ENLACE students at School B were enrolled inadvanced college prep and 38% were in college prepcourses.

The most common responses to the question, What do youthink was most helpful or important about ENLACE? included:

Receiving college information to help prepare for college. Field Trips to see college campuses. Financial aid/scholarship application assistance. ENLACE personnel, particularly School Liaisons who

were available when needed.

Increased awareness of opportunities for Hispanics andexposure to Hispanic community leaders and/ orachievers.

Step by step guidance/ encouragement. Mentors/ tutors to help with the whole college process

and calm fears about the transition.

during the springsemester During thefall semester freshmen


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during the spring semester. During the fall semester, freshmenand sophomores from ENLACE cluster high schools (East BayHigh School, Leto High School, Plant City High School) areselected by the ENLACE liaisons to participate. The liaisonchooses the students based on grades and conduct. During the

spring semester, Juniors and Seniors from the same ENLACEclusters are selected based on grades and conduct as well asinterest in college, course of study, leadership skills, andpotential for college work.Faculty and staff from the college and outside agencies areasked to propose workshop topics and presenters are chosenfrom applications submitted. Once on campus, students meet fora general introduction by the ENLACE Coordinator and otherstaff and students from HCC. High school students are givenpackets of information which include information on financial aid,a college application, the Atrvete brochure, agenda for the day,surveys, a map of the campus, writing supplies, collegeprograms, and a t-shirt. Students attend workshops of theirchoice in areas such as resume writing, leadership skill building,interview skill development, financial aid, college success,capoeira, Latinos in the U.S., issues of cultural identity, etc.Lunch is provided and students have the opportunity to interactwith students from the other high schools and HCC students andstaff.

Training for StaffENLACE provides input to presenters on appropriate topics andactivities for each age group and grade level. Information is alsosent to the ENLACE liaisons at the high school for input.


To increase the interest in college for all Latino students To increase students self-esteem (s se puede!), pride,

and identity

To increase the Latino student comfort level aboutcollege

To increase Latino students knowledge of college and

college admission process To increase the Latino enrollment rates to college

(Juniors and Seniors)

To increase the number of Latino students in Dual Credit,AP, and other college level courses/programs in HighSchool (all grade levels)

To increase the number of Latino students opting for acollege level track during high school (especiallyFreshmen and Sophomores)

To increase the number of Latino students applying forfinancial aid

To increase the number of Latino students taking theCollege Placement Test at their respective high schools

To increase the number of students applying to andattending college

SDHC ENLACE high school comparison study


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g p y


Space (classrooms and auditoriums): provided by the collegeFood, t-shirts, and transportation: ENLACE fundsCollege information brochures: college student servicesdepartment

School supplies and trinkets: student government associationBags for information: college bookstoreFaculty, staff, and outside agencies to administer workshops:ENLACE fundsTables, chairs, and set-up: college physical plantIce and other food supplies: college cafeteriaTechnical equipment such as projectors, overheads, andlaptops: college libraryVolunteers: College student organizations such as StudentGovernment, the Ambassadors, etc.


The events require a significant amount of time for advanceplanning.Logistical arrangements are complex.

Program Outcomes for Participants- ENLACE DAY-HCC

Number of participants:(From satisfaction surveys)

14762 for fall85 for spring

Demographic characteristics of participants:

(From satisfaction surveys)

Fall 2004:

Gender: 16 males, 46 femalesAge/Grade level: Grade 9: 12

Grade 10: 50Grade 11: N/AGrade 12: N/A

Spring 2005:Gender: 30 males, 56 femalesAge/Grade level: Grade 9: N/A

Grade 10: N/A

Grade 11: 22Grade 12: 64

Average number of sessions completed by participants:3 (introduction session and two workshops of their choosing)

Pre-participation data for participants: Not available

Post-participation data for participants:(From Satisfaction Survey)

Fall 2004:

Students rated all workshops between fair andexcellent for the usefulness of the presentation (mean= 3.20 on 4 point scale)

Students rated most workshops as interesting orsomewhat interesting (mean = 2.57 on four pointscale)


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Program NameENLACE DAY- USF

Primary GoalTo provide 9th 12th graders the opportunity to visit the Universityof South Florida campus in Tampa.

Main FeaturesCollege students and other educational representatives provideinformation regarding the admission process, financial aid andscholarship opportunities.

General Approach

150 students from the ENLACE cluster high schools, (Leto, PlantCity and East Bay) were invited to attend this field trip by theirschool- ENLACE liaison. A grade point average minimum of 2.4is required.ENLACE DAY is an opportunity for students to visit a universitycampus and begin preparing for the admissions process. Theapproach also includes encouraging students to enroll inAdvanced Placement classes to better prepare for college. Highschool students are introduced to college students whoparticipate on panels and answer questions regarding collegelife. The college students serve as positive role models for thehigh school students by demonstrating that college attendance ispossible and important.

Training for StaffUSF students who participate in ENLACE DAY activities receivea minimum of five to ten hours of training through the ENLACEClub meetings held on USF campus.


Increased awareness about the college readiness andenrollment processes.

Increased understanding that college attendance ispossible for Latino students.

Expected long-term outcomes Increased number of applications to USF by Latino

students

Program Evaluation Approach:

At the end of the ENLACE DAY activities, students are asked tocomplete an evaluation form regarding the information providedto them during the workshops and the impact of ENLACE Day.

Evaluator participant observation.Senior Survey responses.SDHC ENLACE high school comparison study.


Boletnes, which outline point by point the admissions process,test-taking deadline dates, financial aid and scholarship sources.USF volunteer faculty, staff and students.Space for meetings.Lunch provided through ENLACE.


High schools have definite time frames during when field trips

can occur, which creates difficulties in arranging available spaceto accommodate the workshops and presentations.

Program Outcomes for Participants- ENLACE Day USF

Number of participants: Min. of 135-150 per term.

Demographic characteristics of participants: Not available

rated 4 or 5)


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Were your questions answered to your satisfaction?(100% rated 4 or 5)

Will the material provided for you be helpful in yourapplication process? (98% rated 4 or 5)

Did the theater presentation encourage you to be moreactive in your school and community? (99% rated 4 or 5)

Did ENLACE Day give you an idea of what college isabout? (100% rated 4 or 5).

Information on Policy/Systemic Change


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y y g

The policy initiative of ENLACE of Hillsborough consists of two components: (1) Policy analysisand advocacy work associated with selected state and federal policies affecting Latinos; and (2)establishment of a faculty and staff network to increase research that can be used to support policydecisions and to implement programs supporting Latino students and their families. These twocomponents reflect the relationship between research and policy, i.e., research is needed to developinformed public policy and, once established, public policy must be analyzed to determine if its intendedimpact is being achieved.

The primary policy initiatives in Year Four were focused on sustainability. At the local level, theproject was streamlined to focus on activities and services that (1) had the probability of becominginstitutionalized because of their compatibility with institutional policy and needs and (2) had the greatest

probability of providing data which could be used to support policy change based on outcomes. In orderto accomplish these goals, the Management Team held a retreat and developed a set of principles andvalues to guide our sustainability efforts. These, in essence, became our ENLACE policy forsustainability:

1. ENLACE activities will be characterized by an inclusive, collaborative philosophy both within theLatino communities and with other racial/ethic groups

2. ENLACE activities will be characterized by positive affirmative approaches3. ENLACE partners will recognize the size and complexity of each of our educational partners as

factors that affect the behaviors of each institution4. ENLACE will recognize and work constructively within the constraints of each organization.5. The name ENLACE will be used only with/for activities that have been endorsed by the primary

partners

At the state and local levels, the policy initiatives conducted by ENLACE of Hillsborough wererelated to increasing access to college for at-risk students and advocating for in-state tuition and eligibilityfor financial aid for undocumented students. The Project Director collaborated with other advocacy

groups to ensure information was available to state legislators as they made decisions aboutundocumented student access. The PD and the HCC Coordinator also disseminated information toadmissions offices of community colleges and universities around the state to ensure students are givenappropriate consideration based on current policies. At the local level, the Project Director workedclosely with the College Track program to provide programming through the WUSF television station inOctober of 2004, and a follow-up community forum to be held in May of 2005 that will be a springboardfor formation of a community workgroup to address the achievement gap.

ENLACE also facilitated greater involvement of USF faculty in research and programming thataddress the preparation of students in the school district for college acceptance. This emphasis ispartially prompted by the increase in SAT scores required for admission to USF. USF College ofEducation faculty developed a writing program geared toward Latina girls that addresses issuesidentified by ENLACE school principals and school liaisons. The program incorporates angermanagement strategies with creative writing. The HCC Brandon campus President and the Dean of

Evaluation Challenges


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The developmental nature of the ENLACE Hillsborough initiative created challenges for datacollection and analysis. In addition, the participatory evaluation approach posed challenges in the

amount of time required to attend meetings, provide feedback to implementers, and adapt the evaluationas programs were adjusted. Evaluation adaptations included changes in instruments, Institutional ReviewBoard applications and Informed Consents that were time consuming and potentially confusing toimplementers. The evaluation attempted to balance change with stability in methods of data collection inorder to minimize impact on implementers and maintain consistency in data collected. Most adaptationsin 2004 were related to program shift to sustainability of efforts and emphasis on impact and outcomesfor students. The 2004 evaluation approach was based on the Sustainability Logic Model and the ALASprogram logic model with an emphasis on collecting outcome data. However, in order to provide usefulfeedback to implementers, the evaluation also continued to collect and analyze process data such as

field trip and satisfaction surveys and participant observation notes from meetings and events.

Additional challenges included lack of access to outcome data from educational institutions due toconfidentiality concerns, which limited the ability of the ENLACE evaluation to compare outcomesbetween ENLACE students and other similar students or track ENLACE students over time and acrossinstitutions. In order to gain access to data and fulfill both goals of providing feedback to implementersand assessing the impact of ENLACE, the evaluation team sub-contracted with staff in partnerinstitutions who had ready access to participants and data. Aggregated data are being provided by each

educational institution in a way that minimizes their concerns about confidentiality.

Plans for Collecting 2005 Outcome Data: Overall Impact

In 2005, the evaluation team will follow the overall evaluation design and approach as outlined inthe introduction of this report. However, the focus will be on impact of ENLACE over the five years ofimplementation. Data will be compared across the five years of ENLACE to describe the evolution of theinitiative and determine overall impact.

Analysis Design

A typology of change (ACE, 2003) matrix will be used for analyzing depth and breadth of impact(Figure 4). This typology of Change views change in terms of two dimensions, pervasiveness and depth,which are combined in different ways to describe how an institution goes about creating change.Pervasiveness of change on one dimension measures the diffusion of the change within the institution orpartnership. Depth of change on the other dimension measures the intensity of the change. Where thedimensions combine there are four types of change possible as shown in the matrix:

Adjustments- Changes that improve and revitalize existing processes and procedures but do notalter the basic ways of doing business. They do not bring deep changes (in structures, attitudes,or systems). They are a combination of additions and modifications to the existing system.

I l d Ch Ch h i d b li i d i i ll li i d i h l

Figure 4. Typology of Change Matrix

8/9/2019 ENLACE EvalReport

Documents

ENLACE EvalReport04