ENSURING IMMIGRANT STUDENT SUCCESS AND COMPLETION: …€¦ · Preparing Immigrant Youth for the Workforce A scope of work supported by the Gates Foundation Analyzes the ways in which

ENSURING IMMIGRANT STUDENT SUCCESS AND COMPLETION: A CRITICAL NATIONAL IMPERATIVE

Community College Consortium for Immigrant Education

Teresita Wisell

Jill Casner-Lotto

Migration Policy Institute

Sarah Hooker

Palm Beach State College

Jeannett Manzanero

Today’s Presentation

• CCCIE: An Overview

• MPI: A National Perspective & State Policy

Considerations

• CCCIE Framework for Immigrant Student

Success

• A Case Study: Davis Global Education

Center, Palm Beach State College

• Discussion

What is CCCIE?

A national network of community colleges and other organizations committed to

supporting immigrant education through their innovative programs and services

Mission

To raise awareness of the important role community colleges play in delivering

educational opportunities to immigrants

To promote and expand the range and quality of programs for immigrant students

among community colleges around the country

Current Initiatives

Raising visibility thru website resources (www.cccie.org), articles, presentations

Sharing promising practices through online database and report

Providing technical assistance to community colleges and practitioners

Expanding advocacy & outreach to promote more effective public policies

Founding member of IMPRINT (www.imprintproject.org) to support career re-entry for

foreign educated/highly skilled immigrants

http://www.cccie.org/

http://www.imprintproject.org/

BLUE RIBBON PANEL MEMBERS

Alamo Community College District, TX

American Association of Community Colleges, D.C.

Bluegrass Community and Technical

College, KY

Bunker Hill Community College, MA

City College of San Francisco, CA

CUNY, Office of the Vice Chancellor for

Community Colleges, NY

Johnson County Community College, KS

LaGuardia Community College, NY

Literacywork International, NM

Miami Dade College, FL

Migration Policy Institute, D.C.

Montgomery College, MD

National Community College Hispanic Council, CA

Northern Virginia Community College, VA

Palm Beach State College, FL

Pima Community College, AZ

Queensborough Community College, NY

Rio Hondo College, CA

South Texas College, TX

Washington State Community and Technical Colleges, WA

Westchester Community College, NY

Wilbur Wright College, IL

World Education Services, NY

About MPI

Migration Policy Institute – An independent, nonpartisan, nonprofit

think tank in Washington, DC dedicated to analysis, development, and

evaluation of migration and refugee policies at the local, national, and

international levels. We focus on:

• US Immigrant Integration

• US Immigration

• International Migration

• Migration and Development

• Mobility and Security

www.migrationpolicy.org

www.migrationpolicy.org/integration

© 2012 Migration Policy Institute

http://www.migrationpolicy.org/

http://www.migrationpolicy.org/integration

Needs, Barriers and Pathways: Preparing Immigrant Youth for the Workforce

A scope of work supported by the Gates Foundation

Analyzes the ways in which the nation’s work-

preparing institutions (community colleges, school

districts, job-training programs, and adult basic

education) could be improved to lead to educational and

economic success for immigrant youth

• Ages 16-26

• First generation (born abroad)

• Second generation (born in the US to immigrant

parents)


MPI Research

1st Component: Labor Market Analysis of

Key Sectors for Immigrants

• Still an Hourglass? Immigrant

Workers in Middle-Skilled Jobs

(September 2010)


• Up for Grabs? The Gains and Prospects of

First and Second-Generation Young Adults

(October 2011)

2nd Component: National Demographic Portrait of Immigrant Youth 16-26

Postsecondary Education Access Among Women Ages 19 to 24


Source: MPI analysis of pooled 2008-2010 Current Population Survey.

Arr. 16+ Arr. before 16 2nd gen. White Black Hispanic

14

28

46 46

38 36

Immigrant-Origin

HISPANICS Third/Higher

Generations

Postsecondary Education Completion Among Women Ages 25 to 26


Arr. 16+ Arr. before 16 2nd gen. White Black Hispanic

12

16

33

51

32

27

Immigrant-Origin Third/Higher


Third Component: Case Studies of the Education and Workforce Systems in 5 States

• Qualitative field research with community colleges,

school districts, state agencies, CBOs, etc.

• Analysis of administrative data

• Five study states:

• California

• New York

• Washington

• Florida

• Georgia


Immigrant-Origin Youth as Share of All Youth: in the US and 5 States, 2010*


ource: MPI analysis of pooled 2008-2010 Current Population Survey. Source: MPI analysis of pooled 2009-2011 Current Population Survey.

Perc

ent

First-Generation Youth: Percent Growth Between 2001 and 2010*


ource: MPI analysis of pooled 2008-2010 Current Population Survey.

Notes: *2001 and 2010 represent the midpoints for the three years (2000-2002 and 2009-2011) pooled data.


Second-Generation Youth: Percent Growth Between 2001 and 2010*


ource: MPI analysis of pooled 2008-2010 Current Population Survey.

Notes: *2001 and 2010 represent the midpoints for the three years (2000-2002 and 2009-2011) pooled data.


Selected State Policy Levers

• Access to dual enrollment and college-

readiness programs

• Secondary - postsecondary alignment

• On-ramps for disconnected youth and late-

arriving immigrants: adult education, ESL, etc.

• Developmental education

• Funding for student support services

• Financial aid and college affordability

• Data collection and analysis


Secondary-Postsecondary Transition

• Dual enrollment/ dual credit:

• Focus on serving the most vulnerable

populations; include college courses and CTE

pathways for ELLs - CUNY’s College Now program

• Incentivize secondary- postsecondary

collaboration with shared funding

• Alignment between high school graduation and college

entrance requirements:

• Taking placement tests and addressing

remediation while in high school - California’s Early Assessment program; CUNY’s at Home

in College program

• Common Core


Adult Education as an On-Ramp for Immigrant Youth

• Differences in state structures for adult education

• Alignment between adult education/ basic skills

system and postsecondary system -WA’s community and technical colleges

• Integrating basic skills and college-credit courses/

career pathways -WA’s I-BEST program

• Dropout prevention and credit-recovery; programs for

disconnected youth -Using adult education funding for off-track youth (CA, FL)

- Pre- I-BEST pilot programs (WA)

• Creating a sustainable, statewide approach

Financial Aid and College Affordability

• Support for nontraditional students

• Part-time

• Working students - Washington’s Opportunity Grant Scholarship

• Undocumented students:

• In-state tuition

• Access to grants and loans - California Dream Act

• Addressing the financial barriers for students

transitioning between noncredit and credit

courses

Data Collection and Analysis

• Including indicators for race/ ethnicity and ELL/

LEP status in state-level and institutional data/

performance metrics - Florida’s data on LEP students

• Requiring colleges to integrate institutional data

on noncredit and credit enrollment; track students

across the transition between noncredit and credit

classes - Washington’s research on the progression of basic skills students

• Using statewide longitudinal data systems to

track the postsecondary outcomes of students

who were ELLs at the K-12 level


Considerations for Accountability

• Incorporate incentives for enrolling and

demonstrating progress with the hardest-to-serve

students, including ELLs - Student Achievement Initiative (WA)

• Protect access for these populations in a context of

state budget cuts


Download the

full report at

www.cccie.org

A Framework for Supporting Immigrant

Student Success: 11 Key Factors

1. Executive-level commitment and follow through

2. Proactive outreach and a welcoming campus environment

3. A community-wide needs analysis

4. The redesign of English as a Second Language programs

5. Comprehensive and culturally sensitive assessment

6. A holistic, integrated approach to student support services

7. A focus on outcomes, evaluation, and sharing data

8. Faculty professional development and participation in curriculum design

9. Development of immigrant student leadership skills

10.Meaningful, multi-sector partnerships

11.An emphasis on program replication and bringing best models to scale

Source: Increasing Opportunities for Immigrant Students: Community College Strategies for Success October 2011.

Dr. Kathryn W. Davis Global Education Center (G.E.C.) at

Palm Beach State College

A One-Stop Education & Resource Center

• Referrals to appropriate ESL college programs

• Information sessions (on campus and in the

community)

• Civics, leadership, and service learning

• Holistic student support services

• Acculturation workshops

• First-year mentoring

• Summer youth enrichment

Who does G.E.C. Serve?

• First-generation college students

• New immigrants—various ed/skill levels

• Undocumented students

• Multi-generational family members

Number of students

registered: 1,619

Number of persons

indirectly served:

7,725

15%

13%

12%

6%

6% 5%

5%

4%

3%

3%

3%

3%

3%

2% 2%

1% 1% 1%

1% 1% 4%

8%

CENTER'S REGISTRANTS BY COUNTRY OF ORIGIN (N = 1,619)

Haiti (296) Colombia (270) Mexico (209) Peru (92)

Cuba (91) Venezuela (83) Guatemala (74) Jamaica (70)

Ecuador (41) Dominican Rep. (34) Puerto Rico (23) Honduras (25)

Brazil (19) Salvador (18) Nicaraqua (16) Argentina (14)

Chile (13) Bolivia (12) Trinidad (10) Uruguay (8)

*Countries With Fewer than 5 (76) Not Disclosed (125)

Since 2007 G.E.C. has helped immigrant students:

• Acclimate to the U.S. culture thru ed/info sessions

and referrals to community services

• Navigate application, advising, testing, course

selection, financial assistance and registration

into college courses

• Succeed in college, thru part-time scholarships

and peer mentoring

Special Features of Program

• Funding allows targeted services to students

with the greatest need

• Total commitment from the top facilitates

coordination of services. (President, Provost,

Deans of Student Services and Academic Affairs)

• Strong school and community partnerships

support holistic services and allow students to

focus on completion. (e.g.., health, employment,

transportation, child care, family planning, and legal

services)

Peer Mentoring Program

• Freshman scholars are matched

with a sophomore scholar

• Matches are based on subject

matter knowledge, proximity and

other interests

• Scholars are expected to meet at

least one hour weekly for a

minimum of 20 hours per semester

• Students are expected to submit a

log of mentoring hours and

activities

GEC 2011-12 Scholars

Scholar Accomplishments

• Graduates by fall 2011: AA degree (34), AS degree (2)

• College Credit Certificates : Multimedia Arts (3), CSI

(1)

• Graduating in < than 2 years: 15

• Graduating in 2 or > years: 16

• ESOL scholars who continued on to work or pursue

higher education: 56

• Non credit-labor center scholars: Frame carpentry,

Solar Panels, Job readiness, Computer clerk and Cake

decorating: 122

• Children who attended Summer Youth college: 32

Other Measures of Success

• Average GPA: 3.28 in the fall semester 2011

• 24 Graduates have transferred to a university

• 6 Graduates continued to BAS or Nursing program

• 10 Graduates who are working in their field of study

• 32 Students engaged in peer mentoring program

• 3,202 Volunteer or mentoring hours completed

• 1,619 Students registered in the center’s database

• 7,725 Persons served via phone calls, email, postal

correspondence, community partner referrals, and

outreach to high school college and parent nights.

Key Program Success Factors

• Intensive advising

• Individual improvement plan

• Minimum 2.0 GPA to keep scholarship

• Required monthly acculturation workshops

• Peer mentoring

Dr. Kathryn W. Davis Global Education Center Community & High School Outreach and Awareness

2011-2012

Local Partnerships in Action:

• ASPIRA

• American Jewish Committee

• Honorary Counsel of Guatemala

• Caridad Health Clinic

• Catholic Charities

• City of Lake Worth

• El Sol Neighborhood Center

• Farm worker Coordinating

Council

• Florida State Hispanic Chamber

of Commerce

• Florida Immigrant Coalition

• Florida Voices for Immigration

Reform

• Guatemalan Maya Center

• Haitian Citizens United Task

Force

• Toussaint L' Ouverture High

School for Arts and Social

Justice

• Lake Worth Interfaith Network

• Legal Aid Society

• Mayor of West Palm Beach

Office

• Media: Azteca TV, Mega, Radio

Fiesta , El Sentinel (print)

• Migrant and Multicultural

programs @ Palm Beach County

School District

• Palm Beach Library System

• Soup Kitchen of Boynton Beach

• Workforce Alliance

National and Student

Partnerships

Profiled in the Community

College Consortium for

Immigrant Education

(CCCIE)

Recently invited to become

member of the Blue Ribbon

Leadership Panel

http://www.cccie.org/commu

nity-college-immigration-

promising-practices

S.W.E.R.

http://www.facebook.com/#!/g

roups/swerchapterpbsclakew

orth

http://www.cccie.org/community-college-immigration-promising-practices










Challenges We Still Face

• Failure of National and State governments to

pass legislation to allow undocumented students

to legalize immigration status through the

Federal DREAM act or Florida state in-state

tuition legislation

• We continue to work within our college and wider

community to ensure equal access for immigrants

students by clarifying open admission processes to

all stakeholders

Upcoming CCCIE Research

• Issue Brief on Community College Practices

for Serving Undocumented Students

• Take our survey:

https://www.surveymonkey.com/s/Undocumented

-Student

• May 4th deadline

https://www.surveymonkey.com/s/Undocumented-Student





Teresita Wisell

Executive Director and Associate Dean

Community College Consortium for

Immigrant Education

[email protected]

www.cccie.org

For More Information

Sarah Hooker

Policy Analyst

Migration Policy Institute

[email protected]

www.migrationpolicy.org


Jill Casner-Lotto

Director

Community College Consortium for

Immigrant Education

[email protected]

www.cccie.org

Jeannett Manzanero

Director

Davis Global Education Center

Palm Beach State College, FL

[email protected]

www.palmbeachstate.edu/globaleducation.xml

mailto:[email protected]




Documents

ENSURING IMMIGRANT STUDENT SUCCESS AND COMPLETION: …€¦ · Preparing Immigrant Youth for the Workforce A scope of work supported by the Gates Foundation Analyzes the ways in which